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All Standards, All Students: Making NGSS Accessible to All Students Building Capacity for State Science Education June 8, 2013 Okhee Lee New York University.

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Presentation on theme: "All Standards, All Students: Making NGSS Accessible to All Students Building Capacity for State Science Education June 8, 2013 Okhee Lee New York University."— Presentation transcript:

1 All Standards, All Students: Making NGSS Accessible to All Students Building Capacity for State Science Education June 8, 2013 Okhee Lee New York University

2 Topics 1.Context Increasing diversity in demographics Persistent science achievement gaps 2.NGSS Diversity and Equity NGSS learning opportunities and demands for all students NGSS Diversity and Equity charges

3 Guiding Thoughts As you plan NGSS implementation for all students in your state, you may: Start from the knowledge base of: -student diversity -science achievement gaps Utilize the NGSS Diversity and Equity team’s work to guide your state’s implementation plans

4 Student Demographics and Science Achievement Four Accountability Groups according to NCLB and ESEA (US Census) Economically disadvantaged students (Poverty) Students from major racial and ethnic groups (Race) Students with disabilities Limited English proficient students

5 Student Demographics Poverty 22% of children live in poverty, the highest rate since the American Community Survey began in 2001 (2010 U.S. Census) About 1 in 5 public schools is considered high poverty in 2011, compared to about 1 in 8 schools in % of students are eligible for free or reduced price lunch in 2010 (National Center for Education Statistics)

6 Student Demographics Race 36% of the U.S. population are racial minorities 45% of the U.S. population under 19 years old are racial minorities (2010 U.S. Census)

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8 Student Demographics Students with Disabilities 13% of children and youth ages 3-21 receive special education services under Individuals with Disabilities Education Act (IDEA) in 2009 English Language Learners 21% of school age children speak a language other than English as their primary language at home in 2007 Limited English Proficient (LEP) students (the federal term) have more than doubled from 5% in 1993 to 11% in 2007 (National Center for Education Statistics)

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12 Take Home Message School-aged students are increasingly more diverse, while science achievement gaps persist Academically rigorous standards and assessments are expected of all students in English language arts, math, and science

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15 NGSS Diversity and Equity: All Standards, All Students

16 NGSS Learning Opportunities and Demands for All Students Theme 1. NGSS Connections to CCSS for English Language Arts and Math Theme 2. Practices Theme 3. Engineering Theme 4. Crosscutting Concepts

17 Theme 1: NGSS Connections to CCSS from a Content Perspective Raise the bar for content (see graphic on disciplinary practices) Call for a high level of classroom discourse across all content areas for all students Understanding Language Initiative Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher, 42(4),

18 S5. Use mathematics & computational thinking M6. Attend to precision M7. Look for & make use of structure E3. Respond to the varying demands of audience, talk, purpose, & discipline E1.Demonstrate independence E7. Come to understand other perspectives & cultures S2. Develop and use models M4. Model with mathematics M1. Make sense of problems & persevere in solving them M8. Look for & express regularity in repeated reasoning S1. Ask questions & define problems S3. Plan & carry out investigations S4. Analyze & interpret data E2. Build strong content knowledge E4. Comprehend as well as critique E5. Value evidence M2. Reason abstractly & quantitatively M3. Construct viable argument & critique reasoning of others S7. Engage in argument from evidence S6. Construct explanations & design solutions S8. Obtain, evaluate & communicate information E6. Use technology & digital media M5. Use appropriate tools strategically MATH SCIENCE ELA Source: Working Draft, by Tina Cheuk, ell.stanford.edu

19 Theme 2: Science and Engineering Practices from a Language Perspective Raise the bar for language (see graphic on language practices) Call for a high level of classroom discourse across all content areas for all students

20 Language Content Discourse Text (complex text) Explanation Argumentation Purpose Text structures Sentence structures Vocabulary Discourse Text (complex text) Explanation Argumentation Purpose Text structure s Sentence structures Vocabulary Discourse Text (complex text) Explanation Argumentation Purpose Text structures Sentence structures Vocabulary Math Language Arts Science

21 Theme 3: Engineering From an epistemological and historical perspective: Recognize contributions of other cultures historically From a pedagogical perspective: By solving problems in local contexts, students gain knowledge of science content and engage in science in socially relevant and transformative ways From a global perspective: Innovation and creativity through engineering is particularly important for students who traditionally have not recognized science as relevant to their lives or future

22 Theme 4: Crosscutting Concepts Explicit teaching of crosscutting concepts enables less privileged students to make connections among big ideas that cut across science disciplines This could offer opportunities for students who otherwise might not have exposure

23 NGSS Diversity and Equity Charges Task 1. Bias Reviews of Standards Task 2. Appendix D Task 3. Seven Case Studies Task 4. Diversity and Equity Theme in Appendices

24 Bias Reviews Appendix D Seven Case Studies Diversity and Equity Theme in Appendices

25 NGSS Diversity and Equity Team Okhee Lee, team leader Emily Miller, ESL education Rita Januszyk, gifted and talented education Bernadine Okoro, alternative education Betsy O’Day, special education Netosh Jones, race Jennifer Gutierrez, poverty

26 Task 1: Bias Reviews (2 Rounds) “Guidelines for Bias Reviews of NGSS Standards” Diversity and Equity -To avoid bias and stereotypes -To represent diverse groups of students -To use inclusive language Consistency of Language -To enhance clear and common understanding, especially scientific terms Clarity of Language -To avoid unnecessarily difficult language -To remove unnecessary and redundant words and phrases

27 Task 2: Appendix D (1) NGSS Learning Opportunities and Demands for Non-Dominant Student Groups (2) Effective Strategies in -Science classroom -Home and community -School resources (3) Context -Demographics -Science achievement -Educational policy

28 Task 2: Appendix D Four Accountability Groups 1.Economically disadvantaged students 2.Students from major racial and ethnic groups 3.Students with disabilities 4.Students with limited English proficiency Three Additional Groups 5.Girls 6.Students in alternative education programs 7.Gifted and talented students

29 Task 3: Seven Case Studies Each Case Study Includes: (1) Vignette Highlighting: - NGSS connections - CCSS connections for ELA and math - Classroom strategies (2) Research-Based Classroom Strategies (3) Context - Demographics - Science achievement - Educational policy

30 Task 3: Seven Case Studies (1) Vignette in Each Case Study Caveats for Vignettes: Each vignette focuses on a limited number of performance expectations Student understanding builds over time, and some topics or ideas require extended revisiting Each vignette is intended to illustrate a specific context, but not to prescribe science instruction Students do not solely fit into one demographic group, but belong to multiple groups There is variability among students within each group

31 Developing Conceptual Models to Explain Chemical Processes Economically Disadvantaged: Grade 9 Physical Science Con stru cting Expl anat ions to Com pare the Cycl e of Matt er and the Flow of Ener gy thro ugh Loc al Eco syst ems Racial and Ethnic Groups: Grade 8 Life Science Using Models of Space Systems to Describe Patterns Disabilities: Grade 6 Space Science Developing and Using Models to Represent Earth’s Surface Systems English Language Learners: Grade 2 Earth Science Defining Problems with Multiple Solutions within an Ecosystem Girls: Grade 3 Engineering Constructing Explanations about Energy in Chemical Processes Alternative Education: Grade 10 & 11 Physical Science Grade 10 & 11 Physical Science Constructing Arguments about the Interaction of Structure and Function in Plants and Animals Gifted and Talented: Grade 4 Life Science NGSS and CCSS Connections

32 Task 3: Seven Case Studies (2) Effe ctive Strategies for Student Diversity Equitable Learning Opportunities for All Students: value and respect the experiences that all students bring from their backgrounds (e.g., homes or communities) articulate students’ background knowledge (e.g., cultural or linguistic knowledge) with disciplinary knowledge, and offer sufficient school resources to support student learning

33 Classroom Strategies School Resources Home Connections Community Connections Equitable Learning Opportunities

34 Demographic Groups Student Engagement Classroom Support Strategies School Support Systems Home and Community Connections Economically Disadvantaged Students students’ sense of placeproject-based learningschool resources and funding students’ funds of knowledge Racial and Ethnic Groups multimodal experiencesmultiple representations; culturally relevant pedagogy role models and mentors community involvement; culturally relevant pedagogy Students with Disabilities accommodations and modifications differentiated instruction; Universal Design for Learning; Response to Intervention accommodations and modifications English Language Learners discourse practiceslanguage and literacy support home language supporthome culture connections Girls relevance; real-world application curricular focus school structurerelevance; real-world application Students in Alternative Education safe learning environment individualized academic support after-school opportunities; career & technology opportunities family outreach Gifted and Talented Students strategic grouping; self– direction opportunities fast pacing; challenge level

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36 Task 3: Seven Case Studies (3) Context in Each Case Study Context in Each Case Study Includes: Student Demographics Science Achievement Based on NAEP -Achievement gaps -Trends over time Educational Policy

37 Task 4: Diversity and Equity Theme in Appendices Front Matter Appendix C: College and Career Readiness Appendix D: All Standards, All Students (of course) Appendix F: Science and Engineering Practices Appendix G: Crosscutting Concepts Appendix I: Engineering Design, Technology, and the Applications of Science

38 Career and College Ready


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