ilsb-cfird-jul15item03
Page 2 of 3
California Department of EducationExecutive Office
SBE-003 (REV. 09/2011)
ilsb-cfird-jul15item03 / ITEM #12
/ CALIFORNIA STATE BOARD OF EDUCATION
JULY 2015 AGENDA
SUBJECT
Modification to the State Board Adopted Guidelines for the Science Framework for California Public Schools. / Action
Information
Public Hearing
SUMMARY OF THE ISSUE(S)
California Education Code (EC) Section 60200.9 requires the State Board of Education (SBE) to adopt a revised science framework and evaluation criteria for instructional materials in science. The revised Science Framework for California Public Schools (Science Framework) shall be based on the science content standards adopted pursuant to EC Section 60605.85. Based on feedback from several focus groups, the Instructional Quality Commission (IQC) recommended guidelines to direct the work of the Curriculum Framework and Evaluation Criteria Committee. The SBE approved the guidelines on July 10, 2014. The guidelines directed the work of the Science Curriculum Framework and Evaluation Criteria Committee (Science CFCC). At the July 2015 meeting, the SBE will modify the guidelines for the 2016 revision of the Science Framework.
RECOMMENDATION
The CDE recommends that the SBE approve the modifications to the guidelines for the 2016 revision of the Science Framework.
BRIEF HISTORY OF KEY ISSUES
Revising the Science Framework to align with the new science standards is an important component in the implementation of the Next Generation Science Standards for California Public Schools (CA NGSS) adopted by the SBE in September 2013. The revision of the
Science Framework is a multi-step process involving educators, content experts, and other education and community stakeholders. Throughout the revision process, there are opportunities for public input at meetings of the Science CFCC, the IQC, SBE, and during two 60-day public review periods.
At its July 2014 meeting, the SBE approved 20 members of the Science CFCC and the “Curriculum Framework and Evaluation Criteria Committee Guidelines for the 2016 Revision of the Science Framework for California Public Schools.” The Science CFCC began its work in September 2014 with a two-day meeting on September 9–10. That was followed by meetings on October 9–10, 2014 and November 5–6, 2014. Meetings that had been scheduled for December 11–12, 2014, and February 26–27, 2015, were rescheduled.
An additional meeting of the Science CFCC was held on January 22–23, 2015, as scheduled in the original timeline. The revised timeline provides for additional Science CFCC meetings on March 26–27, 2015, and May 20–21, 2015, and allows the IQC additional time to prepare the draft document for the first 60-day field review as required by the California Code of Regulations, Title 5 (5 CCR).
CDE staff and the Science CFCC has been diligent in their efforts to meet all of the guidelines adopted by the SBE at its July 2014 meeting. Currently, guideline 1.S. reads “Include a narrative and rationale for the preferred CA Integrated Learning Progression Courses for Middle Grades Six through Eight in the framework. Also include a discussion and rationale for the Alternative Discipline Specific Courses for Grades Six through Eight in the framework appendix.” This guideline should be modified to read: “Include a narrative and rationale for the preferred CA Integrated Learning Progression Courses for Middle Grades Six through Eight, and narrative and rationale for the Alternative Discipline Specific Courses for Grades Six through Eight in the framework.” The current wording obscures the role of discipline specific courses and gives the appearance that districts would not be supported in implementing the discipline specific sequence of courses. In order to allow districts more flexibility, the recommendation is to remove the word “appendix” and allow for a narrative of both course models in the body of the framework. At the same time, this revision will signal to publishers of instructional materials that both types of programs may be submitted in the next adoption of science instructional material to meet the districts’ needs.
SUMMARY OF PREVIOUS STATE BOARD OF EDUCATION DISCUSSION AND ACTION
July 2014: The SBE appointed 20 members of the Science CFCC and approved guidelines to direct the work of the Science CFCC on the development of the new framework.
January 2014: The SBE approved the timeline and Science CFCC application form for the 2016 revision of the Science Framework. The Science CFCC application was available online from January 15 through April 18, 2014.
November 2013: The SBE took action on the middle grades learning progressions.
October 2013: Governor Brown signed Senate Bill (SB) 300, requiring the SBE to consider the adoption of a revised curriculum framework and evaluation criteria for instructional materials in science on or before January 31, 2016.
September 2013: Pursuant to SB 300 (2011) and SB 1200 (2012), the SBE adopted the CA NGSS.
January 2008: The SBE adopted new 5 CCR sections governing the curriculum framework and instructional materials adoption process.
FISCAL ANALYSIS (AS APPROPRIATE)
The cost to revise the Science Framework is anticipated to be a total of $349,700 over two budget years, 2014–2015 and 2015–2016. This cost includes the expenses of the focus groups, the Science CFCC, and the meetings of the IQC and Science Subject Matter Committee.
The expenses are also comprised of the costs of a contracted Science Framework writing team and other costs associated with the procedures mandated in 5 CCR regulations for the adoption of curriculum frameworks. In addition, the CDE budget will cover the anticipated $1.54 million in CDE staff costs. Costs to revise the Science Framework will be paid by State General Fund dollars.
ATTACHMENT(S)
Attachment 1: Modified Curriculum Framework and Evaluation Criteria Committee Guidelines for the Science Framework for California Public Schools, Kindergarten through Grade Twelve (10 Pages).
6/22/2015 4:22 PM
ilsb-cfird-jul15item03
Attachment 1
Page 2 of 10
Modified Curriculum Framework and Evaluation Criteria Committee Guidelines for the Science Framework for California Public Schools,
Kindergarten through Grade Twelve[1]
The State Board of Education (SBE) approved the guidelines on July 10, 2014. The guidelines will direct the work of the science Curriculum Framework and Evaluation Criteria Committee (science CFCC).
The following guidelines are based on statutory requirements, information provided by the Instructional Quality Commission and the State Board of Education (SBE), feedback from the five focus group meetings held in January and February 2014, and public comment.
1. In general, the updated Science Framework for California Public Schools, Kindergarten through Grade Twelve (Science Framework) shall:
A. Be aligned to the Next Generation Science Standards for California Public Schools, Kindergarten Through Grade Twelve (CA NGSS) and the NGSS Appendices A-M, adopted by the SBE in September 2013.
B. Be aligned to the CA NGSS Integrated Learning Progression Courses for Middle Grades Six through Eight as recommended by the Science Expert Panel (SEP) and the State Superintendent of Public Instruction (SSPI), and adopted in November 2013 by the SBE as California’s preferred model.
C. Provide an overview of the CA NGSS including an explanation of how the standards are organized.
D. When appropriate, follow the organization and design of other standards-based frameworks.
E. Clearly state the basic overarching purpose and goals of the Science Framework.
F. Retain and reaffirm the “State Board of Education Policy on the Teaching of Natural Sciences.”
G. Provide a clear and concise narrative that serves the needs of teachers, educators, curriculum leaders, family members, and students and that reflects current and confirmed research.
H. Explain how the CA NGSS align to the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS ELA/Literacy), the California Common Core State Standards for Mathematics (CA CCSSM), and the California English Language Development (CA ELD) standards.
I. Discuss lab safety and access to laboratory equipment and supplies aligned to the CDE Science Safety Handbook for California Public Schools.
J. Support and clearly outline the progression of learning from transitional kindergarten through high school (vertical alignment maps) to ensure that all students can achieve college, career, and citizenship readiness.
K. Identify and discuss the major conceptual shifts as identified in Appendix A of the CA NGSS.
L. Include guidance, resources, and references for more standards-based, hands on science activities.
M. Be a living document with annotated links that include an explanation of implementation tools, research-based instructional practices, model/sample exemplars, and high-quality research.
N. Provide appropriate guidance for teachers with educational backgrounds in science and those without such experience including those with multiple subject credentials.
O. Provide guidance from the CA NGSS appendices A–M.
P. Include guidance regarding how the “Performance Expectations,” “Disciplinary Core Ideas,” “Crosscutting Concepts,” and “Science and Engineering Practices” should be implemented together in classroom instruction.
Q. Provide research-based effective models for instruction throughout the narrative and in vignettes to support teachers as they implement the CA NGSS, with examples using subject areas other than science and specific attention to the “Science and Engineering Practices” and the differences between them when used for science or engineering.
R. Guidance for “bundling” the “Performance Expectations” in alignment with guidance documents at the national level and multi-state organizations.
S. Include a narrative and rationale for the preferred CA Integrated Learning Progression Courses for Middle Grades Six through Eight in the framework. Also include a narrative and rationale for the Alternative Discipline Specific Courses for Grades Six through Eight in the framework. appendix.
T. Provide course sequences for high school level based on the “Course Maps” provided in Appendix K of the NGSS with a discussion of A–G requirements for college and university entry.
U. Provide guidance for teachers to implement the CA CCSS ELA/Literacy, grades TK–12, including recommended literature and informational text suggestions for the science classroom.
V. Feature a glossary of relevant science terms.
W. Reference the Environmental Education Initiative (EEI) curriculum and incorporate California’s approved Environmental Principles and Concepts (EP&Cs) pursuant to EC Section 71301, Public Resources Code.
X. Discuss human tissue and organ donation as appropriate pursuant to EC Section 33542.
Y. Promote and provide guidance in the creation of Science Technology Engineering and Mathematics (STEM) programs to encourage groups that are currently underrepresented in STEM fields to seek careers in STEM-related fields.
Z. Discuss trends and research in science, including medical research, neuroscience and neurological diseases (such as Amyotrophic Lateral Sclerosis, or Lou Gehrig’s disease) and inform students about career pathways in science.
AA. Provide links to resources and curriculum related to the CA NGSS.
BB. Provide guidance for incorporating or including nature of science as described in Appendix H.
2. The revised Science Framework will address instructional strategies and professional learning, including the following:
A. Instructional strategies based on current and confirmed research that support student engagement in the science curriculum and incorporate science inquiry skills, such as, but not limited to, the use of interactive science notebooks, scientific discourse, argument, evidence, and scientific debate, and the 5E Learning Cycle.
B. Suggestions for low-cost laboratories at every grade level, and recommended ways to assess student learning using laboratory assignments.
C. Discussion of a variety of research-based instructional models.
D. Support for a collaborative teaching model that encourages teachers to work with colleagues across subjects and grade levels.
E. Guidance for teachers regarding how to use technology, real world applications, project-based learning, and performance tasks to develop literacy.
F. Discussion and examples on effective models of professional learning.
G. Guidance on developing professional learning communities to promote ongoing professional growth to develop and inform effective practice.
H. Information for district administrators to support teachers with professional learning opportunities as they implement the CA NGSS, as well as guidance regarding professional learning for administrators implementing the CA NGSS.
I. An explanation of Webb’s “Depth of Knowledge Levels” and guidance for teachers to deliver rigorous and challenging science instruction at all grade levels.
J. Information that supports the development of academic and content-specific vocabulary.
3. The revised Science Framework will address the topic of assessment and include the following:
A. The latest scholarly research on effective assessment strategies.
B. Clarification on the purposes and examples of various types of assessment including: entry-level, diagnostic, ongoing formative, performance-based, interim, and summative.
C. Guidance on the use of assessment results to monitor, plan, and adjust instruction and improve achievement for all students.
D. Guidance on developing and using formative and summative assessment tools, such as rubrics, technology, portfolios, exemplars, collaborative conversations, teacher observations, and authentic writing for students to demonstrate
grade-level proficiency.
E. Guidance to teachers on how to develop students’ abilities and metacognition in order to take responsibility for their own assessments, growth, and goals, and to organize ongoing information for students’ self-assessments.
F. Discussion of how assessments should be based on multiple measures of student ability and include a variety of techniques for various learning styles and levels of readiness.
G. Suggestions for low-cost laboratories at every grade level, and recommended ways to assess student learning using laboratory assignments.
H. Current information on California’s assessment of the CA NGSS.
4. The revised Science Framework will address the topic of providing access and equity in the classroom and support teachers in providing standards-aligned instruction to all learners. The framework will include:
A. Explanations of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) and their implications for science instruction.
B. Suggestions for making academic and content-specific vocabulary accessible to all students.
C. Specific examples of differentiated instruction, including scaffolding and
critical-thinking questioning strategies.
D. Research-based instructional strategies, including the use of technology, to motivate and meet the needs of all students, including, but not limited to:
· English Learners
· Advanced learners