Next Generation Science Standards Public Release II

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

Building on the Past; Preparing for the Future 7/2011 – March / / s 1990s-2009 Phase IIPhase I

Conceptual Shifts in the NGSS 1.K-12 Science education should reflect the interconnected nature of science as it is practiced and experienced in the real world. 2.The Next Generation Science Standards are student performance expectations – NOT curriculum. 3.The science concepts build coherently from K The NGSS Focus on deeper understanding of content as well as application of content. 5.Science and Engineering are integrated in the NGSS from K–12. 6.The NGSS and Common Core State Standards ( ELA/Literacy and Mathematics) are aligned.

Three Dimensions Intertwined The NGSS are written as Performance Expectations NGSS will require contextual application of the three dimensions by students.

NGSS Public Review Timeline Goal: To distribute and receive feedback from interested stakeholders; and continue the transparent development process to enable states to prepare for consideration of NGSS adoption  The standards review opened on January 8,  The review period will end on January 29,  The standards, supporting documents, and survey can be accessed at  Final Release – Late March of 2013  Anticipated request for MI SBE adoption – April 2013

Feedback Data from the May 2012 NGSS Public Draft and Subsequent Lead State Reviews

Overall, very positive. General Feedback In Response To May Public Draft College – and – Career Readiness Reviews September Lead State Review Professional Organization Reviews

 Pedagogical Vision  Architecture, including integration of the three dimensions  Rigor required by the NGSS at all grades  Web presentation and interactivity  NGSS are well structured and clear about expectations  Clarification statements and assessment boundaries provide additional clarity  Intentional connections to other NGSS and math and ELA CCSS General Strengths of the Drafts

General Areas for Improvement  Clarity of Some Language  Integration of Critical Areas in Some Standards  Mathematics, engineering, crosscutting concepts  Scope of Required Content  Confusion about the role of standards versus curriculum  Concern about the consistency of organization of the standards versus Framework in terms of coding and arrangement  Concern about the amount of support that will be needed for implementation of the standards  Professional Development, materials, administrator support and understanding, future assessments

Changes Since May  95% of the Performance Expectations have been rewritten based on feedback, with more specific and consistent language used.  A review focused on college-and career-readiness resulted in the removal of some content  Some content shifted grade levels in elementary  Engineering has been better integrated into the traditional science disciplines

Changes Since May  More math expectations have been added to the Performance Expectations  “Nature of Science” concepts have been highlighted throughout the document  The Science and Engineering Practices Matrix has been revised to provide more clarity

New Content  Appendices have been added to support the NGSS and in response to feedback  Appendix A – Conceptual Shifts  Appendix B – Responses to May Public Feedback  Appendix C – College and Career Readiness  Appendix D – All Standards, All Students  Appendix E – Disciplinary Core Idea Progressions in the NGSS  Appendix F – Science and Engineering Practices in the NGSS  Appendix G – Crosscutting Concepts in the NGSS  Appendix H – Nature of Science  Appendix I – Engineering Design, Technology, and the Applications of Science in the NGSS  Appendix J – Model Course Mapping in Middle and High School

Supplementary Documents  Supplementary Documents and Materials Available at  Why Standards Matter?  How to Read the NGSS  How to Complete the NGSS Survey  Glossary of Terms  Additional Aspects of the NGSS Public Release II  More flexibility of viewing of the standards has been provided with two official arrangements of the performance expectations: by topics and by DCI.  Additional flexibility was added to the website views of standards, allowing users to turn off pop up” description boxes.  The public feedback survey has been completed revised

Michigan’s Public Review  The NGSS are coded by Disciplinary Core Ideas (DCI) from the NRC's Framework for K-12 Science Education, and are available in two different arrangements - by DCI and by topic.  Both the DCI and topical arrangements have the same content - just in a different order.  Michigan will review the TOPIC arrangement.

Michigan’s Public Review  Access Survey for Topic Arrangement  Three Sections  Respondent Information  General Survey on All K-12 Standards  Elementary, Middle School, High School Standards  Search NGSS using Interactive Tools  Search by Topic  Search by DCI

Click on Review the Standards

Defining College and Career Readiness for the Next Generation Science Standards

Identifying CCR in Science  Determining Direction Using Existing Research  Determining the Definition  NGSS College and Career Readiness Lead State Review  Definition and Research Review included in NGSS Appendix C  Complements Michigan’s Career and College Readiness work  Complements CCSS and MMC Requirements

CCR in Science Draft Definition College and Career Ready Students can demonstrate evidence of:  Applying a blend of Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas (DCIs) to make sense of the world and approach problems not previously encountered by the student, including new situations, new phenomena, and new information;  Self-directed planning, monitoring, and evaluation;  Applying knowledge more flexibly across various disciplines through continual exploration of Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas;  Employing valid and reliable research strategies;  Exhibiting evidence of the effective transfer of mathematics and disciplinary literacy skills to science.

CCR in Science Assumptions Working definition for college and career readiness in science is based on the following assumptions: Students are expected to operate at the nexus of the three dimensions of science: 1) Science and Engineering Practice; 2) Crosscutting Concepts; and 3) DCIs. Learning expectations are equivalent for college and career. A student is ready to enter and succeed in coursework beyond high school in science and technical subjects that leads to a degree or credential. This includes the military and credentialing that can occur during the high school experience such as credentialing programs, dual enrollment programs, and advanced placement courses.

NGSS Lead States

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 (Nov Ongoing) All State Review; MI Internal Review (Summer, Fall) 2nd Public Draft (Jan. 2013) Final Draft; MI Internal Review (Feb. 2013) Final State Report (Feb. 2013) NGSS Released for Adoption (Late March 2013) Lead State Adoption Planning (Jan.- March 2013) Michigan NGSS Development Timeline

NGSS Information Official NGSS Site MDE NGSS Page Shortcut Susan Codere, NGSS Project Coordinator Megan Schrauben, Integrated Education Consultant