Date: February 24, 2005
2006 SCIENCE PRIMARY ADOPTION
PUBLISHERS BULLETIN: 2005-01
TO: Publishers Participating in the 2006 Science Primary Adoption of Instructional Materials
FROM: Thomas Adams, Director
Curriculum Frameworks and Instructional Resources Division
SUBJECT: Follow-up to June 23, 2004, Publishers Briefing on the Science Framework and Criteria and Adoption Time Line
A publishers briefing for the 2006 Science Primary Adoption, Grades Kindergarten through Eight, was held on June 23, 2004. At that briefing, Curriculum Commissioners and California Department of Education staff provided an overview of the Science Framework and Criteria for Evaluating Instructional Materials .
Several questions were posed during the briefing and in subsequent meetings with individual publishers. This bulletin responds to those questions.
Please be advised that there will be a formal Invitation
to Submit Meeting held on January 10, 2006, in the California Department
of Education building at 1430 N Street, Sacramento,
CA 95814. Publishers will be notified of the time of the
meeting through fax or mail, and an announcement will also appear
on the Curriculum Frameworks and Instructional Resources (CFIR)
Web site at http://www.cde.ca.gov/ci/ .
The adopted time line for the 2006 Science Primary Adoption is enclosed
as Attachment A. Please review the dates carefully.
If you have additional questions regarding the 2006 Science Primary Adoption, please contact Patrice Roseboom, Instructional Resources Office, 916-319-0509, or Susan Martimo, Publisher Liaison, 916-319-0446.
These responses were developed from questions submitted by publishers during the briefing on the science criteria. The format consists of a question followed by a response. The response includes summary statements, pertinent portions of the criteria, and relevant sections of the Education Code .
Responses to Publisher Questions for the Science Criteria
Question 1: With the kindergarten through grade two literacy/math initiative, there has been little, if any science taught in elementary grades. If publishers address this issue by including remediation material in the upper grades to compensate for the lack of science teaching at the lower grade levels, at what point would this remediation material be considered extraneous?
Answer: Despite competing curricular demands, the science standards should be taught comprehensively during the elementary grades. Instructional materials must focus on the grade-level-specific California State Board-adopted science content standards, including the investigation and experimentation standards. Materials should provide identified objectives that are sequenced so that adequate prerequisite knowledge is introduced before more advanced content.
Category 1, Criterion #4 states: "A checklist of California Science Standards in the teacher edition, with page number citations or other references that demonstrate multiple points of student exposure, and a reasonable and judicious allotment of instructional time for learning the content of each standard. Extraneous lessons or topics that are not directly focused on the standards are minimal, certainly composing no more than 10 percent of the science instructional time."
California Education Code Section 51210 states: "The adopted course of study for grades one through six shall include instruction, beginning in grade one and continuing through grade six in science, including the biological and physical aspects, with emphasis on the processes of experimental inquiry and on the place of humans in ecological systems."
Question 2: (a) Can you elaborate on what is meant by extraneous materials? (b) Is there a percentage? How will it be measured?
Answers (a) and (b): There are two parts of the criteria that help provide the answer. Category 1, Criterion #4 states: "Extraneous lessons or topics that are not directly focused on the standards are minimal, certainly composing no more than 10 percent of the science instructional time." The publisher information provided in response to Category 1, Criterion #5 will be used to measure and evaluate the time spent on extraneous material. Category 1, Criterion #5 states: "A table of evidence in the teacher edition demonstrating that the California Science Standards can be comprehensively taught from the submitted materials, which include hands-on activities composing at least 20 to 25 percent of the science instructional program. Hands-on activities must be cohesive, be connected, and build on each other to lead students to a comprehensive understanding of the California Science Standards."
Question 3: Hands-on activities are to comprise at least 20-25 percent of the science instructional program. If the 20-25 percent requirement doesn't refer to the amount of instructional time, how will the 20-25 percent requirement be evaluated? That is, what does "20-25 percent of the science instructional program" mean? Can there be alternative activities in the teacher edition?
Answer: Publishers must demonstrate in a table of evidence in the teacher edition how hands-on activities may compose 20 to 25 percent of the instructional program. The publisher may demonstrate the 20 to 25 percent of hands-on activities in separate teacher materials or in other areas of the program such as the scope and sequence.
Category 1, Criterion #5 addresses the issue of hands-on activities when it states: "A table of evidence in the teacher edition demonstrating that the California Science Standards can be comprehensively taught from the submitted materials, which include hands-on activities composing at least 20 to 25 percent of the science instructional program. Hands-on activities must be cohesive, be connected, and build on each other to lead students to a comprehensive understanding of the California Science Content Standards."
In addition, Category 1, Criterion #4 addresses the issue of extraneous lessons, when it states: "A checklist of California Science Standards in the teacher edition, with page number citations or other references that demonstrate multiple points of student exposure, and a reasonable and judicious allotment of instructional time for learning the content of each standard. Extraneous lessons or topics that are not directly focused on the standards are minimal, certainly composing no more than 10 percent of the science instructional time."
Question 4: Do hands-on activities in which students make observations rather than collect quantitative data satisfy the requirement that the activity produce "scientifically meaningful data"?
Answer: The Science Framework provides guidance in Chapter 1 where it states: "Investigation and experimentation standards are progressive and need to be taught in a manner integral to the physical, life, and earth sciences as students learn quantitative skills and qualitative observational skills....The methods and skills of scientific inquiry are learned in the context of the key concepts, principles, and theories set forth in the standards." (Science Framework, Chapter 1, p. 11)
In addition, the Science Framework states: "Students should be taught how to make the most precise measurements possible with the tools available. They should also repeat their measurements several times. Sometimes they will obtain results that are different each time. If those differences are significant, students should examine their measurement methods to see whether an obvious error occurred." (Science Framework, Chapter 3, p. 55)
Lastly, Category 1, Criterion #7 states: "Evidence in the teacher edition that each hands-on activity directly covers one or more of the standards in the California Science Standards (in the grade-appropriate physical, life, or earth sciences strands); demonstrates scientific concepts, principles, and theories outlined in the California Science Framework; and produces scientifically meaningful data in practice. All hands-on activities must be safe and age appropriate."
Question 5: Could you clarify what constitutes "explicit instruction in science vocabulary"?
Answer: The Science Framework states: "Effective science programs develop students' command of the academic language of science used in the content standards. The lessons explicitly teach scientific terms as they are presented in the content standards. New words (e.g., photosynthesis) are introduced to reflect students' expanding knowledge, and the definitions of common words (e.g., table) are expanded to incorporate specific meanings in science. Developing students' command of the academic language of science must be a part of instruction at all grade levels (kindergarten through grade eight) and in the four content strands (grades nine through twelve). Scientific vocabulary is important in building conceptual understanding. Teachers need to provide explanations of new terms and idioms by using words and examples that are clear and precise." (Science Framework, Chapter 1, pp. 10-11)
In addition, Category 1, Criterion #8 states: "Explicit instruction in science vocabulary that emphasizes the meanings of roots, prefixes, and suffixes and the usage and meaning of common words in a scientific context."
Also, Category 4, Criterion #6 states: "Evidence of adherence to the Design Principles for Perceptual Alternatives, Design Principles for Cognitive Alternatives, and Design Principles for Means of Expression, as detailed...to allow access for all students."
Question 6: Does the material at each grade level have to align with all the Reading/Language Arts and Mathematics Standards at the appropriate grade level?
Answer: Instructional materials containing standards-based reading/language arts and mathematics content must be age- and grade-level appropriate but are not required to align with all the reading/language arts and mathematics standards. Category 1, Criterion #9 discusses this issue, when it states: "Extensive, grade-level-appropriate reading and writing of expository text and practice in the use of mathematics, aligned with the Reading/Language Arts Framework for California Public Schools and the Mathematics Framework for California Public Schools , respectively." In addition, the Science Framework provides additional guidance when it states: "Effective science programs use standards-based connections with other core subjects to reinforce science teaching and learning. Science instruction provides multiple opportunities to make connections with other content areas. Reading, writing, mathematics, and speaking skills are needed to learn and do science." (Science Framework, Chapter 1, p. 12)
Question 7: Do reading materials have to be passages in the student edition or can students be provided with lists of reading materials?
Answer: Reading materials must be provided in the student materials. In order to be considered suitable for adoption, instructional materials, according to Category 1, Criterion #9, must include: "Extensive, grade-level appropriate reading and writing of expository text and practice in the use of mathematics, aligned with the Reading/Language Arts Framework for California Public Schools and the Mathematics Framework for California Public School, respectively."
Students can be provided with lists of reading materials or book titles that relate to the California Science Standards being studied. Teachers and students may be referred to the Recommended Literature for Math and Science, which may be found on the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ci/sc/ll .
Question 8: Could you clarify how many activities per chapter involving reading and writing of expository text and involving practice in the use of mathematics would satisfy the requirement that there be an extensive amount of these activities?
Answer: While the answer cannot be quantified, the Science Framework provides guidance where it states: "Effective science programs use standards-based connections with other core subjects to reinforce science teaching and learning. Science instruction provides multiple opportunities to make connections with other content areas. Reading, writing, mathematics, and speaking skills are needed to learn and do science. In self-contained classrooms, teachers incorporate science content in reading, writing, and mathematics as directed in the Reading/Language Arts Framework and Mathematics Framework ." (Science Framework, Chapter 1, pp. 12-13)
Science instructional materials and activities should be aligned to the level of reading, writing, and mathematics skills that are expected of students as described in the California Reading/Language Arts and Mathematics Content Standards and the frameworks.
Question 9: Last year the California Legislature enacted a requirement and process to develop an environmental education curriculum consistent with adopted standards (Chapter 665 of the Statutes of 2003). This work is underway with completion anticipated in July 2004. How should publishers respond to this requirement in this adoption?
Answer: California Education Code Section 33541(c ) states: "Any recommended revisions in reference to the course requirements in science shall not be implemented until the commencement of the appropriate curriculum framework adoption cycle subsequent to the revision." Since the environmental education principles required by this legislation were not developed and approved prior to the adoption of the evaluation criteria for the 2006 Science Primary Adoption, they are not required to be included in materials submitted for this adoption.
Nonetheless, environmental education is called for in Category 1, Criterion #11 when it states: "Examples, when directly supportive of the California Science Standards, of the principles of environmental science, such as conservation of natural resources and pollution prevention. These examples should give direct attention to the responsibilities of all people to create and maintain a healthy environment and to use resources wisely."
Question 10: Specific instructional objective--The Science Content Standards are written with the action verb "knows". The framework narrative/background information, in many cases, specifies a focused metacognitive target of instruction for the standards. What recommendations do you have to generate explicit instructional objectives based on the nature of the standards and what is provided in the framework?
Answer: The Science Framework states: "The science standards contain a concise description of what to teach at specific grade levels; this framework extends those guidelines by providing the scientific background and the classroom context." (Science Framework, Chapter 1, p. 2)
Additional guidance is found in the Science Framework when it states: "In brief, teachers need to use instructional activities or readings that are grounded in science and that provide clear and nonsuperficial lessons. The content must be scientifically accurate, and the breadth and depth of the science standards need to be addressed." (Science Framework, Chapter 1, p. 7)
Also, under Category 2, Criterion #2 materials must provide: "Specific instructional objectives that are identified and sequenced so that prerequisite knowledge is introduced before more advanced content."
Question 11: What constitutes "student outcomes and goals"? Are these specific questions that students should be able to answer if they have mastered material? How are outcomes different from goals?
Answer: Both the criteria and the Science Framework provide the answer to this question. Category 2, Criterion #3 calls for materials that have: "Clearly stated student outcomes and goals that are measurable and are based on standards."
The Science Framework states: "Effective science programs include continual assessment of students' knowledge and understanding, with appropriate adjustments being made during the academic year. Effective assessment (on a continuing basis through the academic year) is a key ingredient of standards-based instruction." (Science Framework, Chapter 1, p. 11)
The Science Framework further states: "The science standards are set forth in terms of what students know. Therefore, mastery of an individual standard is achieved when students have actually learned the fact, skill, concept, principle, or theory specified. Mastery does not occur simply because students have received a particular explanation or participated in a particular activity." (Science Framework, Chapter 3, p. 24)
Later the Science Framework discusses what the assessments should measure:
"The measures need to:
- Reveal the student's knowledge and skill in science and the ability to apply that knowledge and skill as a foundation for future learning.
- Document the student's progress (or lack of progress) toward mastering the content standards.
- Provide information useful to planning and modifying future instruction in ways that will help all students master (or exceed) the content standards.
- Help identify and reinforce effective instructional practices."
(Science Framework, Chapter 6, p. 284)
Question 12: Could you clarify what's being asked for by requirement 5 under category 2: "A program organization that provides the option of preparing for or pre-teaching the science content embedded in any hands-on activities."
Answer: To address this criterion, a science program includes options to assist teachers with multiple-subject credentials who are new to the profession and need technical assistance to teach hands-on science activities and teachers who are in self-contained classrooms with limited facilities, space, or equipment to conduct such activities.
Students learn in a variety of ways. To serve their own student populations, teachers must have the option of pre-teaching the content addressed in any hands-on activity. The program organization must support this option.
Question 13: Must content be covered in print, or can it be dealt with in electronic form, e.g. web content, etc.?
Answer: As with previous adoptions, there is no prescribed format. A recent Publishers Invitation to Submit states: "Internet Web site and/or technology-based materials that are an integral component of a submitted program must remain unchanged throughout the period of the adoption. Publishers must submit a Statement of Assurance that the content of the program that was evaluated will not change during the duration of the adoption cycle. Instructions for submitting the Statement of Assurance will be sent by the CFIR Division to publishers that submit technology-based materials." (Publishers ' Invitation to Submit, 2004 Health Primary Adoption, p. 21)
In addition, Category 2, Criterion #8 calls for materials that have: "Support materials that are an integral part of the instructional program. These may include video and audio materials, software, and student workbooks."
Also, Category 4: Universal Access provides additional guidance when it states: "The instructional materials must provide resources and strategies to enable the effective teaching of students with special needs, allowing them full access to the rigorous academic content specified in the Science Content Standards, in accordance with the guidance set forth in Chapter 7 of the California Science Framework. The resources and strategies must support compliance with applicable state and federal requirements for providing instruction to diverse populations and students with special needs and should be consistent with any applicable policies of the State Board toward that end."
Lastly, Category 4, Criterion #6 reminds publishers that: instructional materials must provide: "Evidence of adherence to the Design Principles for Perceptual Alternatives, Design Principles for Cognitive Alternatives, and Design Principles for Means of Expression, as detailed..., to allow access for all students."
Question 14: Assessment Blueprint Grade Five--Is the format of the grade-level science test available? If not, when will it be?
Answer: Test blueprints, including the Grade Five California Standards Tests (CST) blueprints, may be found under Program Resources at the CDE Web site, http://www.cde.ca.gov/ta/tg/sr/resources.asp .
Category 3, Criterion #3 calls for materials that include: "Suggestions on how to use assessment data to guide decisions about instructional practices and to help teachers determine the effectiveness of their instruction."
Question 15: Is formal test prep for the grade Five assessment desired? At what grade level should that start?
Answer: Section 60611 of the Education Code states:
"60611. (a) A city, county, city and county, district superintendent of schools, or principal or teacher of any elementary or secondary school, including a charter school shall not carry on any program of specific preparation of pupils for the statewide pupil assessment program or a particular test used therein.
(b) City, county, city and county, district superintendent of schools, principal, teacher of an elementary and secondary school, including a charter school, may use instructional materials provided by the department or its agents in the academic preparation of pupils for the statewide pupil assessment if those instructional materials are embedded in an instructional program that is intended to improve pupil learning."
Additional guidance on the academic preparation for statewide assessments is provided at http://www.cde.ca.gov/ta/tg/sa/documents/academicprep.pdf. (PDF; 165KB; 4pp.)
Question 16: When (Date) is the 5th Grade test planned to be given?
Answer: The STAR testing schedule for the 2005 administration of the California Standards Tests and California Achievement Tests, Sixth Edition Survey (CAT/6) and the California Alternative Performance Assessment (CAPA ) is the 21-day window comprising 10 days before and 10 days after the day on which 85 percent of the instructional days are completed. All regular and make-up testing must be completed within the 21-day window. For more information go to the CDE Web site: http://www.cde.ca.gov/ta/tg/sa .
Question 17: Will the test include investigation and experiments?
Answer: Investigation and experimentation account for 10 percent of the items included on the Grade Five California Standards Tests (CST).
Question 18: Other discipline criteria outline that publishers are responsible for addressing students as low as two academic years behind. In science are publishers required to address struggling students more than 2 years behind academically?
Answer: No.
Question 19: Criterion 6 under Category 5 states: "Clear grade-appropriate explanations of science concepts, principles, and theories that are presented in a form that teachers can easily adapt for classroom use." How is this material to be different from the corresponding explanations in the student text?
Answer: Some concepts, principles, and theories might be difficult to thoroughly explain in the student text, particularly at the lower grade levels. The teacher can explain these more thoroughly and in more detail, though still at the appropriate grade level. Such explanations should be provided in the teacher edition.
The Science Framework provides additional guidance when it states: "In brief, teachers need to use instructional activities or readings that are grounded in science and that provide clear and nonsuperficial lessons. The content must be scientifically accurate, and the breadth and depth of the science standards need to be addressed. Initial teaching sequences must communicate with students in the most straightforward way possible, and expanded teaching used to amplify the students' understanding. The concrete examples, investigative activities, and vocabulary used in instruction need to be unambiguous and chosen to demonstrate the wide range of variation on which scientific concepts can be generalized." (Science Framework , Chapter 1, p. 7)
Question 20: In the Framework, below each stated standard, there is an elaboration of that standard. This appears to be for the teacher. Is it your intent that we are to also address this "teacher" background to the same level of depth and high academic degree for students?
Answer: Category 5, Criterion #13 asks for materials that include: "Teacher editions containing full, adult-level explanations and examples of the more advanced science concepts, principles, and theories that appear in the lessons so that teachers can refresh or enhance their own knowledge of the topics being covered, as necessary."
The Science Framework provides additional guidance where it states: "Teachers' collegiate backgrounds vary. Therefore, the professional development needs of an elementary school teacher who may not possess a baccalaureate degree in science will certainly differ from the needs of a single-subject high school chemistry teacher who may have a graduate degree in chemistry. Although some teachers may need to be briefed only on the changes in science that have occurred since their postsecondary-level study, others may lack even basic knowledge of science. Programs must be designed for both types of teachers and provide them with the breadth and depth of knowledge that are required to support successful standards-based science teaching." (Science Framework , Chapter 8, p. 294)
Question 21: At what point in the process will the weight of the textbook be considered? How will publishers be notified if there is a question or concern?
Answer: In May 2004 the California State Board of Education adopted the following guidelines for the threshold weight of single-volume student textbook editions:
| Grade Levels | Textbook Weight |
|---|---|
| Kindergarten through Grade Four | 3 lbs. |
| Grades Five through Eight | 4 lbs. |
| grades nine through twelve | 5 lbs. |
These textbook weight standards will apply starting with the Math Adoption of 2007. However, publishers are encouraged to keep their submitted materials within the adopted maximum weights.
Question 22: Large book vs. modules? Is there a bias one way?
Answer: There is no formatting preference expressed in the criteria for evaluating instructional materials.
Question 23: Re: Kit Required at Resource Centers "Kit Sampling," Will you have an "Alternate Kit Plan" as you had in previous science adoptions? Can you describe the requirements for alternate kit sampling?
Answer: Science kits are sampled so that each kit sent to reviewers and LRDCs (Learning Resource Display Center) contains at least one of each item and includes sufficient numbers of items so that reviewers can conduct all experiments listed in the instructional materials.
Question 24: In Chapter 5, included is the content standards for grades nine through twelve. Does this include AP/Honors standards?
Answer: Even though the framework and standards include grades nine through twelve, the state adoption addresses only kindergarten through grade eight and the standards for those grades. The science standards are not designated AP or honors for grades nine through twelve. The standards that all students are expected to achieve in the course of their studies are unmarked. Science content standards that all students should have the opportunity to learn are marked with an asterisk (*).
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