1. Michigan’s Public Review of the Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce

2. Agenda Welcome & Introductions Overview of the Framework –The Who, What, Why & How of the Project –Vision of the Framework –Three Dimensions –Timelines from NGSS & MDE –Next Steps in Transition In-depth Look at the Standards –Formatting & Coding –Implications for Instruction Grade Level / Content Discussions Online Survey Reflection & Evaluation

3. Lead Partners AAAS

4. NGSS Lead States

5. University Faculty K-12 Teachers Michigan Mathematics and Science Centers Network ISDs and RESAs Michigan Science Teachers Association Michigan Department of Education Michigan Internal Review Team

6. A New Vision of Science Learning that Leads to a New Vision of Teaching The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. A Framework for K-12 Science Education p. 1-2

7. Principles of the Framework Children are born investigators. Understanding builds over time. Science and Engineering require both knowledge and practice. Connecting to students’ interests and experiences is essential. Focusing on core ideas and practices. Promoting equity.

8. Vision for Science Education Builds on Existing National Science Education Efforts

9. Building Capacity in State Science Education BCSSE The Guiding Principles of the Framework are Research- Based and Include...

10. The Framework is built on the notion of learning as a developmental progression. It is designed to help children continually build on and revise their knowledge and abilities, starting from their curiosity about what they see around them and their initial conceptions about how the world works. Framework 1-3

11. Framework Dimensions Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas Realizing the Vision Integrating the Three Dimensions Implementation Equity and Diversity Guidance for Standards Development Looking Toward the Future: Research to Inform K-12 Science Education Standards Organization of Framework

12. Integration of 3 Dimensions: Practices Crosscutting Concepts Core Ideas NGSS Architecture

13. “Standards should emphasize all three dimensions articulated in the framework—not only crosscutting concepts and disciplinary core ideas but also scientific and engineering practices.” (NRC 2011, Rec 4) “Standards should include performance expectations that integrate the scientific and engineering practices with the crosscutting concepts and disciplinary core ideas. These expectations should require that students demonstrate knowledge-in-use and include criteria for identifying successful performance.” (NRC 2011, Rec 5). Standards integrate core ideas, cross-cutting ideas, & practices

14. 1.Asking questions (science) and defining problems (engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Constructing explanations (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time. Dimension 1 Scientific and Engineering Practices

15. 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change Framework 4-1 Dimension 2 Crosscutting Concepts

16. 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change Framework 4-1 Dimension 3 Core Ideas in Four Discipline Areas

17. Summary: Shifts in the Teaching and Learning of Science Organize around limited number of core ideas. Favor depth and coherence over breadth of coverage. Core ideas need to be revisited in increasing depth, and sophistication across years. Focus needs to be on connections: –Careful construction of a storyline – helping learners build sophisticated ideas from simpler explanations, using evidence. –Connections between scientific disciplines, using powerful ideas (nature of matter, energy) across life, physical, and environmental sciences

18. Connections to CCSS Literacy Determine Central Ideas (RST 2) Evidence (RST 1 & WHST9) Analysis (RST 5) Evaluate Hypotheses (RST 8) Synthesize Information (RST 9) Writing Arguments (WHST 1) Use of Technology (WHST 6) Speaking and Listening (SL 1-6)

19. Connections to CCSS Mathematics Mathematical Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

21. Lots of work completed, underway, and left to do Instruction Curricula Assessments Professional Learning Resources

22. Lead State Meeting (Achieve, Sept. 2011) MI Internal Review Team reviews first draft (Nov./Dec. 2011) Lead States meet with Writers (Early January 2012) Critical Stakeholders, All States, Leads (Jan. – Feb.) Public Draft; MI State Review Meetings; State Report (May) Lead States Implementation Planning (Feb. 2011 - Feb. 2012) All State Review; MI Internal Review (Summer, Fall) 2 nd Public Draft (Fall) Final Draft; MI Internal Review (Late Fall) Final State Report (Late Fall, Early Winter) NGSS Posted (Late 2012, Early 2013) Lead State Adoption Planning (Jan.- Feb. 2013) Michigan NGSS Review Timeline 22

23. First Public Review – May 17, 2012 Second Public Review – Fall 2012 (?) In Depth Look at the Framework Formative Assessment (5 session series) SaM3 3 Session Series (request flyer) CCSS-Communication in Science 3 Part Series (10/17, 11/14, 12/12) MEECS Units – Global Climate Change Standards Release / Overview (Winter / Spring 2013) Genesee NGSS Preparation

24. In-Depth Look at Standards Formatting and coding Assessable Content – Standard with 5 – 6 Performance Expectations – All performance expectations are essential to instruction – Within the classroom, it might be necessary to only assess one of these expectations Colors and codes of 3 dimensions (available on web in both black and white, and color versions)

26. YOUR OPINION MATTERS Go to this link to review the draft and offer your input in the survey: http://interceptum.com/ngss/how.html

27. Navigating the Survey Table of Contents of this Survey Click on a highlighted link below to read different sections of the front material, or survey questions. i Respondent Information 1.0 Introduction to the Standards 2.0 General Survey on ALL Standards 3.0 Survey on Individual Elementary School Standards 4.0 Survey on Individual Middle School Standards 5.0 Survey on Individual High School Standards 1.0 Introduction to the Standards 2.0 General Survey on ALL Standards 3.0 Survey on Individual Elementary School Standards 4.0 Survey on Individual Middle School Standards 5.0 Survey on Individual High School Standards

28. Directions for Navigating Between This Survey and External Websites The NGSS survey is web-based; it provides links to other external web pages There are no links on these external pages to return to specific locations in the NGSS survey Please keep the webpage for the survey open as you access external sites To return to the survey, click the tab for the survey at the top of the browser

29. 2.0 General Survey on ALL Standards System Architecture Web-based Presentation of the Standards Clarity of the Performance Expectations - Clarity of Language - Clarity of the Three Dimensions Coherence - Developmental Progressions - Integration of Practice and Content Utility - For Instruction, Curriculum Development, Assessment Open Response Recommendations for Improvement - For K – 5, MS, HS standards

30. 3.0 Elementary Standards Grades K - 2 K.OTE Organisms and Their Environments K.SPM Structure and Properties of Matter K.WEA Weather 1.SF Structure and Function 1.LS Light and Sound 1.PC Patterns and Cycles 2.ECS Earth's Changing Surface 2.SPM Structures, Properties and Interactions of Matter 2.IOS Interdependence of Organisms and Their Surroundings 2.PP Pushes and Pulls

31. 3.0 Elementary Standards Grade 3 3.WCI Weather, Climate and Impacts 3.EIO Environmental Impacts on Organisms 3.SFS Structure, Function and Stimuli 3.IF Interactions of Forces Grade 5 5.SPM Structures, Properties and Interactions of Matter 5.MEE Matter and Energy in Ecosystems 5.ESI Earth's Systems and Their Interactionstems and Their Interactions 5.SSS St5.SSS Stars and the Solar System Grade 4 4.LCT Life Cycles and Traits 4.PSE Processes that Shape the Earthhe Earth 4.E Energy 4.WAV Waves

32. 4.0 Middle School Standards Physical Sciences MS.PS-SPM Structure and Properties of Matter MS.PS-CR Chemical Reactions MS.PS-FM Forces and Motion MS.PS-IF Interactions of Forces MS.PS-E Energy MS.PS-WER Waves and Electromagnetic Radiation Life Sciences MS.LS-SFIP Structure, Function and Information Processing MS.LS-GDRO Growth, Development and Reproduction of Organisms MS.LS- MEOE Matter and Energy in Organisms and Ecosystems MS.LS-IRE Interdependent Relationships in Ecosystems MS.LS-NSA Natural Selection and Adaptations

33. 4.0 Middle School Standards Earth and Space Sciences MS.ESS-SS Space Systems MS.ESS-HE History of Earth MS.ESS-EIP Earth's Interior Processes MS.ESS-ESP Earth's Surface Processes MS.ESS-WC Weather and Climate MS.ESS-HI Human Impacts Engineering, Technology and Applications of Science MS.ETS-ED Engineering Design MS.ETS-ETSS Links Among Engineering, Technology, Science and Society

34. 5.0 High School Standards Physical Sciences HS.PS-SPM Structure and Properties of Matter HS.PS-CR Chemical Reactions HS.PS-NP Nuclear Processes HS.PS-FM Forces and Motion HS.PS-IF Interactions of Forces HS.PS-E Energy HS.PS-FE Forces and Energy HS.PS-W Waves HS.PS-ER Electromagnetic Radiation Engineering, Technology and Applications of Science HS.ETS-ED Engineering Design HS.ETS-ETSS Links Among Engineering, Technology, Science and Society

35. 5.0 High School Standards Life Sciences HS.LS-SFIP Structure, Function and Information Processing HS.LS-IVT Inheritance and Variation of Traits HS.LS- MEOE Matter and Energy in Organisms and Ecosystems HS.LS-IRE Interdependent Relationships in Ecosystems HS.LS-NSE Natural Selection and Evolution Earth and Space Sciences HS.ESS-SS Space Systems HS.ESS-HE History of Earth HS.ESS-ES Earth's Systems HS.ESS-CC Climate Change HS.ESS-HS Human Sustainability

36. Taking the Survey Discussions by grade level and content with paper versions—planning what to input in online survey Enter comments online (at home or in workshop)

37. Thank You! SAMPI evaluation