Notes for Facilitator

1
Notes for Facilitator

• For A Closer Look at Standards

2
A Closer Look at Standards

• Science Education in California
• Awareness to Support Action

3
CaBAP Community

• 300 Key Leaders
• 6,000 Points of Contact
• All public and private schools in CA

4
California Building a Presence for Science
(CaBAP)

• Advocacy
• Awareness to Action

5
CaBAP Vision

• More science education in all CA schools.
• Better science education in all CA schools.
• Supportive state policies for science education.
• Local support for science education.
• Statewide network that supports all of the above.

6
Purpose and Agenda

• Purpose Gain deeper understanding of CA science
  standards to support/enhance your role as a Key
  Leader and science education advocate.
• Engage Connect previous and new learning
• Explore Create a K-12 standards-based continuum
• Explain Discuss building K-12 conceptual
  understanding
• Elaborate Relate standards and assessment
• Evaluate Reflect on your own understanding

7
Science Education in California
Curriculum
Instruction
Student Understanding
Assessment
8
CIA in California
Curriculum
Instruction
Framework
Standards
Student Understanding
Assessment
CST CAT6
9
CIA in California

• In your table groups, fill in the diagram with
  resources and elements that you use in your
  school/district to achieve student understanding
  in science.

10
CA Science Education State Policy

• California is a local control state
• Local School Boards are elected
• Education policies developed by the State Board
  of Education (SBE) and the CA Legislature
• CDE implements policy established by the SBE and
  the CA Legislature

11
CA Science Standards

• Developed by the Academic Standards Commission
• Adopted by State Board of Education, 1998
• the basis of statewide student assessments, the
  science curriculum framework, and the evaluation
  of instructional materials

12
Science Content Standards for California Public
Schools Grades K-12 http//www.cde.ca.gov/cfir/sc
ience/
ES Earth Science LS Biology/Life
Science PS Physical Science IE Investigation
Experimentation
 
 
 
13
CA Science Frameworkhttp//www.cde.ca.gov/cfir/sc
ience/

• Developed by the Science Curriculum Framework and
  Criteria Committee, Oct. 1998 Dec. 2000
• Further development by the Science Subject Matter
  Committee of the Curriculum Commission, 2001
• Adopted by State Board of Education, Feb. 2002
• builds on the content standards and provides
  guidance for the education community to achieve
  that objectivesuggests ways in which to use the
  standards and make connections within and across
  grades.
• Frameworks provide philosophical recommendations,
  not requirements.
• Available at www.cde.ca.gov/cdepress.downloads.htm
  l

14
2003 Science Framework Table of Contents

• State Board Policy on the Teaching of Natural
  Science
• Chapter 1 Introduction to the Framework
• Chapter 2 The Nature of Science and Technology
• Chapter 3 The Science Content Standards for
  Grades K-5
• Chapter 4 The Science Content Standards for
  Grades 6-8
• Chapter 5 The Science Content Standards for
  Grades 9-12
• Chapter 6 - Assessment of Student Learning
• Chapter 7 Universal Access
• Chapter 8 Professional Development
• Chapter 9 Criteria for Evaluating K-8
  Instructional Materials
• Appendix Requirements of the Educational Code

15
CA Science Assessment

• CA Standards Tests (CST) - grades 5 and high
  school
• CAT 6 - grades 9, 10, 11
• Core Knowledge Tests - to be developed for 6-9
  and 10-12 (specific grades not yet determined),
  in response to NCLB.
• Testing English learners information
• http//www.cde.ca.gov/statetests/star/faq/workshop
  .pdf

16
A Closer Look at Standards

• Each table has a card with a concept statement
  from the CA Science Standards. A group at each
  table looks at K-5, 6-8, and 9-12 standards to
  see where and how that concept is developed at
  each grade level.
• Create a standards-based K-12 continuum for that
  concept, and post on chart paper.
• Discuss at your table Where are these standards
  taught in your district?

17
Conceptual Statements from 9-12 Science Standards

• Energy cannot be created or destroyed, although
  in many processes energy is transferred to the
  environment as heat. (Physics 3)
• Stability in an ecosystem is a balance between
  competing effects. (Biology/Life 6)
• Energy enters the Earth system primarily as solar
  radiation and eventually escapes as heat. (Earth
  4)
• Scientific progress is made by asking meaningful
  questions and conducting careful investigations.
  (I E)

18
Aligning Standards and Assessments

• CST - grades 5 and high school
• CAT 6 - grades 9, 10, 11
• Core Knowledge Tests - to be developed for middle
  school and high school (grades not yet
  determined)
• Are students in your district receiving
  appropriately placed science instruction?

19
Blueprints forCA Science Tests

• Blueprints are provided by CDE to indicate
  standards that will be assessed on the various CA
  Standards tests. The Blueprints also indicate the
  number and percentage of test items from each
  standard set.
• www.cde.ca.gov/statetests/star/resources/blueprint
  s.html

20
www.cabap.org

• Frequently Asked Questions (FAQs)
• Resources
• 4th/5th grade correlations
• Prof. Dev. workshop materials

21
Reflection

• How will this sessions information and issues
  that arose assist you in your work as a Key
  Leader and as an advocate for science?
• What issues around the CA Science Standards come
  to mind?
• What could you do - at your school, district,
  county, or state level - to advocate for
• More science education in all CA schools.
• Better science education in all CA schools.
• Supportive state policies for science education.
• Local support for science education.

22
Session at a Glance for Facilitators