Vertical Alignment of Oregon Science Content Standards

1. Vertical Alignment of Oregon Science Content Standards May 20-21, 2008

2. Workshop Context and Goals Context for new Oregon Science Standards • Based on the feedback that ODE received on previous standards • New structure for standards based on ‘Big Ideas’ • Need to be intentional about gaps and introduction of new concepts. Goal of the Vertical Alignment Workshop • Take a detailed look at the standards for each grade level to ensure that standards are adequately described • Determine what “More” is expected at each grade • Begin to describe the most important increases in expectations in the standards from one grade to the next • Provide feedback on the standards to inform revisions

3. Comparing Standards Across Grade Levels What you will be asked to do: 1. Match the expectation of each standard statement to one or more standards at the next lower grade 2. Describe how the matching standards are related 3. Rate the importance of differences in the standards from one grade to the next 4. Rate the clarity of the differences in the standards and identify ambiguities in the grade-level standards

4. How are Matching Standards Related? Types of Relationships • Knowledge or skills Broadened to wider range of content • 􀀹Same skills applied to wider content • Deeper understanding (cognitive processes) for the same content • 􀀹Watch the verbs (recognize => explain) • New (or different) content and/or skills • 􀀹No matching standard at next lower grade • Content is the Same as in the standard at the next lower grade level

5. Nature of Linkage and Gaps in Content Standards • Pay critical attention to New or different content • Does the addition of new or different content flow as a natural progression from previous standards? • Are there any ‘gaps’ inherent in the relationships of the content ideas expressed in the two standards? • If no standard exists at next lower grade level, be sure to check to see if there is one at an additional grade level down • Be sure to check the other disciplines (especially earth/space and physical sciences) to see if the content standard is there at the lower grade level.

6. Clarify the Importance of Differences • We want to identify the most important differences in the standard statements from one grade to the next • High – differences in matched expectations are central to what “More” we want students to know and be able to do • Medium – differences are important, but not the most central • Low – differences are trivial or less important • Ratings are individual judgments – there are no “Right” answers

7. Quality of Content Alignment Content standards are not clearly articulated across grades if: • Related standards are not clearly differentiated. • What new knowledge or skill is required? • One or both standards may not be described in sufficient detailed. • Differences in terminology are not explained. • Different words for the same skill? • Terminology drifts. • The meaning of terms appears to be expanded

8. With What Will You Be Working? • Reference Sheets Cheryl developed from the draft standards • 6.5 Structure and Function • 6.5.1 Systems are made of Parts • PHYSICAL SCIENCE • LIFE SCIENCE • EARTH AND SPACE SCIENCE • 6.5.2 Matter has identifiable and measurable characteristics • PHYSICAL SCIENCE • LIFE SCIENCE • EARTH AND SPACE SCIENCE • 6.6 Interaction and Change

9. 5.5.2.2.1 Investigate materials and evaluate……. Instructional Verb Grade level Core Standard Assessment Verb Content Standard Strand 5=S & F 6=I & C 1=SI/ED Science Discipline 2=physical 3=life 4=earth/ space

10. How Will You Carry out Alignment? • Task 1: Identify matching standard from next lower grade (if any) Most Similar Grade n-1 Content Standard (No.): Enter Standard Number • Task 2: Code the relationship of the matching standard Nature of Linkage Code(s): _______ (Broaden, Deepen, Same, New)

11. Nature of the Linkage Broaden– content is broadened. For example • Individual and organisms start out by identifying as plant/animal broadens to classification systems • Classification systems broadens to interactions among organisms • Interaction and change due to pressures from natural and built environments broadens to evolution Deepen – a deeper level of cognitive skill is required: • Verbs: recognize->understand->explain->analyze->evaluate • Identification of similarities and differences between generations deepens to understanding of molecular bases for heredity Same– the same knowledge and skill are required. New– there is no matching objective for the prior grade

12. Gaps Again • Pay critical attention to New or different content • Does the addition of new or different content flow as a natural progression from previous standards? • Are there any ‘gaps’ inherent in the relationships of the content ideas expressed in the two standards? • If no standard exists at next lower grade level, be sure to check to see if there is one at an additional grade level down • Be sure to check the other disciplines (especially earth/space and physical sciences) to see if the content standard is there at the lower grade level.

13. How Will You Carry Out the Alignment? • Task 3: Rate importance of differences Importance: __________________ (High, Medium, Low)

14. Levels of Importance of Differences • High - Very important difference • Medium - Important difference • Low - Not an important difference Remember…there are no “Right” answers Try not to rate everything at the same level

15. How Will You Carry Out the Alignment? • Task 4: Rate quality of linkage and describe any source of ambiguity Quality of the Linkage Rating: _____ 3-High Quality 2-Minor Ambiguity 1-Not Clear)

16. Sources of Ambiguity • Different words are used for the same knowledge or skill. Which words? ________________________________ • The same word(s) is (are) used in different ways. Which words? ________________________________ • Differences between the two standards are not clear. (They appear to be essentially the same.) • The higher grade standard is unclear or imprecise. • Provide Notes • The lower grade standard is unclear or imprecise. • Provide Notes • Other (explain):________________________________

17. Rating Process • You are assigned to one of three groups • Each group will begin with a different content area (life, physical, earth/space) and will do both Structure/Function AND Interaction/Change • Grade-Span subgroups (Elementary, Middle, and High School) work separately at first (Round 1) • Electronic copy of rating sheets • Table groups come together to discuss results across all grade spans (Round 2) • Adjust ratings if appropriate after discussions

18. Rating Process • Each group will align 2 content areas total – repeat the process above with different content area • On Wednesday, all groups with do the Inquiry and Engineering Design Strand

19. Practice Round #1 Grade 5 Structure and Function • 5.5.1 Organisms’ characteristics as well as environment affect survival • 5.5.1.3.1Explain that organisms have different characteristics that give them an advantage for survival and reproduction Matches which Grade 4 Objective? • 4.6.1.3.2 Observe and describe how organisms interact with one another in environments

20. Practice Round #1 Cont. Grade 5 Structure and Function • 5.5.1 Organisms’ characteristics as well as environment affect survival • 5.5.1.3.1Explain that organisms have different characteristics that give them an advantage for survival and reproduction Matches Any Other Grade 4 Standards?

21. Practice Round #2 Grade 8 Structure and Function • 8.5.1 Systems vary in complexity • 8.5.1.3.1 Describe how the properties of matter (density, buoyancy, melting and boiling points) are involved in the processes of the Earth’s geosphere (rock cycle, plate tectonics, currents, erosion, etc) Matches which Grade 7 Objective? • 7.5.2.4.1 Distinguish between the layers of the Earth based on their characteristics

22. Practice Round #2 Cont. Grade 8 Structure and Function • 8.5.1 Systems vary in complexity • 8.5.1.3.1 Describe how the properties of matter (density, buoyancy, melting and boiling points) are involved in the processes of the Earth’s geosphere (rock cycle, plate tectonics, currents, erosion, etc) Matches Any Other Grade 7 Standards?

23. Questions?