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Connecticut State Department of Education

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Science learning that is interesting & relevant to students ... Development of basic explanations for natural phenomena, and the ability to ... – PowerPoint PPT presentation

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Title: Connecticut State Department of Education


1
Connecticut State Department of Education
  • PATHWAYS TO THE
  • CORE SCIENCE CURRICULUM FRAMEWORK
  • Implications for Curriculum, Instruction and
    Assessment

2
Presentation Goals
  • To explore the new SCIENCE FRAMEWORK and its
    implications for curriculum development,
    instruction, and assessments
  • To equip workshop participants with knowledge
    tools to act as science revitalizers within
    their districts

3
SCIENCE EDUCATION GOALSSupported By The New
State Framework
  • An Invitation for Students and Teachers to
    Explore Science
  • and Its Role in Society
  • Science literacy for ALL solid foundation
    motivation for advanced study for MORE!
  • Science learning in a context of real world
    issues and technologies
  • Science learning that is interesting relevant
    to students
  • Science learning that is an active and thoughtful
    exploration of questions and problems
  • www.state.ct.us/sde

4
WHY DO WE NEED TO BE SCIENCE LITERATE?
  • Every day, our lives are impacted by
    science-related issues, such as
  • Stem cell research
  • Low-carb diets
  • Hybrid vehicles
  • Tsunamis and earthquakes
  • Genetically-engineered crops
  • Global climate change

5
CONNECTIONS THAT SUPPORT LEARNING
District Professional Growth Plan PD
State CCT BEST
INSTRUCTION
STANDARDS What Students Should Know
CURRICULUM
ASSESSMENT
District Scope Sequence
District Summative Classroom Formative
Assessments
State Framework
State Summative CMT CAPT
6
How Are Framework Learning Goals Organized?
  • PreK-2
  • Development of wonder about the natural world and
    the ability to apply basic process skills
  • Grades 3-5
  • Development of basic descriptions of natural
    phenomena and the ability to perform simple
    explorations
  • Grades 6-8
  • Development of basic explanations for natural
    phenomena, and the ability to apply experimental
    procedures to acquire new knowledge
  • Grades 9-10
  • Development of interest in global issues and the
    ability to collect, analyze and use data to
    explore and explain related science concepts

7
FLEXIBILITY FOR DISTRICTS?
  • K-5
  • Developmentally appropriate concepts can be
    moved what criteria?
  • Connections among concepts
  • Coverage by the testing year.
  • 6-8
  • Integrated courses can be rearranged
  • Single discipline courses can be configured.
    (e.g., 6.2 7.2 7.4 8.2 middle school
    life science course)
  • Expected Performances 1 through 30 will be
    assessed on the Grade 8 Science CMT in spring
    2008
  • 9-10
  • 3 strands of physical science 2 strands of
    biology
  • Can be reconfigured to build different course
    contents.
  • Expected Performances 1 through 45, plus DINQ
    1-10 will be assessed on the Gr. 10 CAPT in
    spring 2007

8
What About The New Science CMT CAPT?
  • New Science CMT (CMT4) will be given in Spring
    2008 CAPT Generation 3 in 2007
  • Only Grade 5 and Grade 8 will be tested by a
    Science CMT not included in AYP calculation
  • 04-05 2nd and 5th graders will be the first
    cohort to be tested 04-05 8th graders first to
    take CAPT Gen 3
  • What will be tested? The science understandings
    and reasoning skills described in the framework
  • How will it be tested? Multiple choice, written
    response, follow-up questions to curriculum
    embedded performance tasks.

9
Proposed Model for Curriculum-Embedded
Performance Tasks
  • an SDE-developed performance task related to ONE
    content standard in each grade, 3 thru 8
  • An SDE-developed performance task related to each
    of the 5 HS strands
  • Task description ( materials?) for Gr. 3-8 task
    description (no materials) for Gr. 9-10.
  • Follow-up questions on CMT/CAPT related to
    reasoning skills applicable to task
  • NO TASK ADMINISTERED ON TEST DAY.
  • Improves upon CAPT lab model used since 1994
  • Related to a curriculum unit
  • Teacher chooses when to do the task
  • Teacher uses task as a formative assessment
  • Task can be used as a model for developing other
    inquiries

10
Need More Info?
  • www.state.ct.us/sde
  • Follow links to Curriculum Science
  • SDE SCIENCE CURRICULUM CONTACTS
  • High School Science Education
  • Dr. Michal Lomask
  • 860-713-6815
  • Michal.lomask_at_po.state.ct.us
  • K-8 Science Education
  • Liz Buttner
  • 860-713-6849
  • elizabeth.buttner_at_po.state.ct.us
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