Science Alignment

1. Science Alignment

2. Are Science Standards Enough? Student Lesson Alignment(SLA) Presentation to OSPI Summer Institutes Summer, 2005 Washington State Eric B. Wuersten Science Curriculum Program Supervisor Administrator, Title II B, Mathematics and Science Partnerships

3. A Time of Change… • NCLB… All students • Accountability… measuring achievement of all • Navigational Tools for uncharted waters

4. Summary Purpose: • Learning communities transform school culture • Engage practitioners with science standards • Standards as guides for educators to assure all students opportunities.

5. Standards Based Education • Content authority shift • Standards identify content not Instructional materials

6. What is Deep Alignment? In terms of : Content Cognition Context Congruence among: • Standards • Assessments • Instructional Strategies

7. “…science educators have directed their attention to developing standards, … Are the standards and benchmarks enough? …[Now] The even more difficult tasks of using standards and benchmarks to improve school programs and classroom practices are ahead.” Roger W. Bybee (2004)

8. Science for all…

9. Our first steps… “When a teacher by reason of inspiration or good training, brings to her children the right thing, they respond so freely and fully, that half in ecstasy and half in despair she exclaims, “Why can they not always be like this?” If they could, the millennium would indeed be here ushered in by an army of perfect teachers.” John Dewey, 1905

10. Standards Curriculum Documents based on EALRs/GLEs Assessment Multiple measures of learning Instruction Instructional Strategies and use of instructional resources The Learning Triangle

11. The Science Symbol

12. Science Literacy: A Vision for All Students • Rigor • Relevance • Relationship • Resources • All Students K-10 Washington State Grade level Expectations, pp 4-5. (2005)

13. Now if we just move this… A Systems theme emerges as a way to … Developing the three EALR themes

14. Working together…

15. Curriculum for Student Achievement Content Standards What How well How Instruction Assessments

16. Deep Alignment of Science Lessons • Content • Cognition • Context

17. Importance of Aligned Lessons:Assure Opportunity • Improve student performance • Increase knowledge transfer • Evidence of learning aligned

18. AchievingAlignment • Understanding by Design • Step 1 Learning targets • Step 2 Assessments • Step 3 Lesson design • Context of Learning Communities

19. 1 OSPI 3 2 An Aligned Curriculum School Curiculum GLE PIC W ASL Step 1 = Grade Level Expectations, Learning Targets Step 2 Assessments and Tested Curriculum Step 3 Instructional Strategies and Materials

20. 1 OSPI 3 2 Aligning Student Lessons Instructional Materials Content Cognition Context School Curiculum GLE PIC W ASL Step 1 = Grade Level Expectations, Learning Targets Step 2 Assessments and Tested Curriculum Step 3 Instructional Strategies and Materials

21. 1 OSPI 3 2 A Non- Aligned Curriculum with Gaps School Curiculum GLE PIC W ASL Step 1 = Grade Level Expectations, Learning Targets Step 2 Assessments and Tested Curriculum Step 3 Instructional Strategies and Materials

22. Lesson Alignment • Using existing materials to teach to concepts in the standards • Teaching the concepts not facts

23. Instructional Units: Aligned Connections Sun 1.2.2 Light 1.1.3 1.1.4 System 1.2.1 Meaning-making is accomplished when mental connections are made between experiences to create networks of conceptual understanding Energy 1.1.4 1.2.2 Careers 3.2.3 Air 1.1.5 1.3.6 1.2.4 Food 1.1.4 1.3.8 Soil 1.1.5 1.2.3 1.3.4 Ecology 1.3.10 3.2.4

24. Guide Lead To Informs Provide GLEs and Evidence of Learning GradeLevelExpectations Opportunities to Learn Opportunities to Learn Evidence of Learning can be Assessmentof Learning Evidence ofLearning

25. Aligning Curriculum & Assessment Grade Level Expectation: IN03 Explaining Grades 3-5 : Understand how to construct a reasonable explanation using evidence. Evidence of Learning WASL and Classroom: Given a description of a scientific investigation, items may ask… • Identify or write a conclusion, including supporting data, which answers the investigative question or … • Identify or describe a reason for a given conclusion using evidence from an investigation. c. and d.

26. What is a learning community? • Professional Learning Communitieshttp://www.ascd.org/publications/ed_lead/200205/dufour.html • Lesson Study http://www.rmccorp.com/MASE/ • Action Research (Many sites) • Critical Friends Groups http://www.nsrfharmony.org/glossary.html#Critical_Friends_Groups

27. Knowledge of Science Standards • Essential Academic Learning Requirements http://www.k12.wa.us/curriculumInstruct/science/ealrs.aspx • Grade Level Expectations http://www.k12.wa.us/CurriculumInstruct/Science/default.aspx • Science Safetyhttp://www.k12.wa.us/CurriculumInstruct/Science/default.aspx

28. Understanding of Science Concepts • Physical Systems: Resource Essential Science for Teachers Physical Science • Earth/Space Systems: Resource Essential Science for Teachers Earth and Space Science_files • Living Systems: Essential Science for Teachers Life Science.htm

29. Alignment with Pedagogical Standards • Personal Capacity Tools • STAR Classroom Observation Protocols • OSPI Cultural Competence • Cultural Competence

30. Knowledge of Science WASL • Test and Item Specifications • Released Items • Powerful Classroom Assessment

31. Knowledge of Pedagogical Standards • Positive Impact Criteria • STAR Classroom Observation Protocols

32. Building Teacher Capacity • Content: Professional Growth • Pedagogy: Powerful Teaching and Learning • Empirical: Jeffrey Fouts, Duane Baker • Research: Marilyn Simpson • Cultural Competence

33. Start from Scratch ? • NO • Degrees of congruence • Modifying/Emphasizing • Reorganizing • Identify gaps

34. Getting Started • Create Learning Communities • Summer Institute workshops

35. Instructional Alignment • Using existing materials to teach to concepts in the standards • Teaching the concepts not facts

36. Selecting Lessons from Adopted Instructional Materials Familiar and used: • Review or conduct sample from Grade 2: • FOSS: Solids and Liquids Part 1 (Appendix) • Use Lesson Alignment Tool (p. 12)

37. Part 1 • Science Content: FOSS • Solids are one state of matter. • Solid materials have properties that separate them from other states of matter. • We use our senses to observe the properties of solids. • Identify GLEs

38. Lesson Plan: Learning Targets • Established Goals (Science GLEs +) • Understandings: • Essential Questions: • Cultural Competencies:

39. Administrative Support for Standards –Based Lessons • Teacher posts the standards and are in lesson objectives • Student products are described in lesson objectives • Students use academic language • Printed materials target standards based objectives

40. Lesson Plan: Assessments • Performance Tasks: Powerful Classroom Assessment (PCAs). • Other Evidence: Notebooks, Lab reports, and other classroom based formative assessments.

41. Learning Activities Content: • Use GLEs to faithfully implement research based curricula. • Use PICs to ensure high performance by all students. • Assure Cultural Competency

42. Future work: Unit Concept Maps with vocabulary

43. Future work: Unit Concept Maps with vocabulary

44. Conceptual Maps • Identify linchpin unit activities. • Identify targeted concepts and skills . • Identify critical vocabulary

45. Focus on Learning:Ensuring opportunities • Evidence that students understand systems of the natural world using concepts and principles of science • Evidence that students explore through inquiry • Evidence that students apply with design in societal contexts

46. Web Based GLEs

47. Challenges… • Fitting science in to the Instructional day • WASL as a context for learning • Moving to standards based science instruction: Conceptual Teaching and Learning

48. Alignment of Professional Development • Powerful Teaching and Learning • Content • Cognition • Context • Powerful Classroom Assessment

49. Inspire and Care “There shall be wings! If the accomplishment be not me, ‘tis for some other. The spirit cannot die; and man, who shall know all and shall have wings…” Leonardo da Vinci (1452-1519)

50. Application: Solutions to Human Problems Human Powered Flight