Next Generation Science Standards - an Overview

Next Generation Science Standards - an Overview
Sandi Yellenberg Science Coordinator Sylvia Solis English Learner Specialist

Guiding Assumption of Framework & Standards:
Meld Content Knowledge and Scientific Practices “Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend and refine that knowledge. Both elements– knowledge and practice--- are essential.” Science a set of practices Both elements– knowledge and practice--- are essential.”

Lead Partners The organizations that are formally engaged as lead partners in the development of the NGSS are Achieve, NRC, AAAS, and NSTA. 3 3

Two-Step Process http://www.cde.ca.gov/ http://www.nextgenscience.org/
OR

The Guiding Principles of the Framework and NGSS are Research-Based and Include. . .
5 5

NGSS Lead States NGSS Lead States MD
Over 40 states have shown interest in the standards,[10] and as of March 2014, 11 states had adopted the standards:, California Delaware Illinois Kansas Kentucky Maryland Nevada Oregon Rhode Island Vermont Washington And Washington DC 26 states have volunteered to be lead states in the development of NGSS: Arizona, Arkansas California, Delaware, Georgia, Illinois, Iowa, Kansas, Kentucky, Maine, Maryland, Massachusetts, Michigan, Minnesota, Montana, New Jersey, New York, North Carolina Ohio, Oregon, Rhode Island, South Dakota, Tennessee, Vermont, Washington and West Virginia. Lead states have agreed to seriously consider adoption of NGSS once they are complete at the end of 2012. Lead states have created committees that are responsible for reviewing and providing feedback about drafts versions of NGSS to Achieve.

Goal of NGSS California has adopted the NGSS with the goal of transforming science teaching and learning by providing all students with the rigorous and relevant education they need for success in college as well as careers and daily lives Talking Point: Let participants read this slide and discuss what they thinks this will look like that and/or be different from current science instruction in our classrooms.

Three Dimensions Intertwined
NGSS will require contextual application of the three dimensions by students Focus is on how and why as well as what

from memorization of facts deeper conceptual understanding
Goal of NGSS These new standards shift the focus from memorization of facts to having students develop deeper conceptual understanding of core scientific ideas and be able to apply the practices of science and engineering into real world problems. Talking Points: The previous slide can be summarized by this description of how science instruction should shift as the NGSS are incorporated into classroom practice.

Crosscutting Concepts
Dimension 2 Crosscutting Concepts Disciplinary Core Ideas Crosscutting Concepts Science and Engineering Practices

Dimension 1 Scientific and Engineering Practices

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

SCIENCE & ENGINEERING Scientific Process Why? Knowledge Bruce Kawanami

SCIENCE & ENGINEERING Scientific Process Why? Knowledge Engineering
Design Process Prototype Need Specification Science/Technology Bruce Kawanami

Practices = Inquiry Asking questions (science) and defining problems (engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (science) and designing solutions (engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information GUIDING PRINCIPLES All K-12 Students should engage in all 8 practices over each grade level Practices represent what students are expected to do and are not teaching methods or curriculum Practices grow in complexity and sophistication across the grades Practices intentionally overlap and interconnect Each practice may reflect science or engineering Engagement in practices is language intensive & requires students to participate in classroom science discourse For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about progression over time.

Practices = Inquiry Asking questions (science) and defining problems (engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (science) and designing solutions (engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information The red SEP’s are the ones that have not been applied to the tea

NGSS Moving from the Scientific Method to the New K-12 Science Framework’s 3 Areas of Science and Engineering Activities

Investigating 3 Areas of Activity for Science & Engineering
Evaluating (Argumentation) Developing Explanations & Solutions

Scientific Method Engineering Method Developed by Sandra Yellenberg

Scientific Method Ask a question Engineering Method Define problem
Ask questions-Define Problems Scientific Method Ask a question Engineering Method Define problem Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Engineering Method
Research existing theories & models Ask questions-Define Problems Scientific Method Ask a question Do research Engineering Method Define problem Do research Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis
Research existing theories & models Ask questions-Define Problems Construct hypothesis-Specify requirements Scientific Method Ask a question Do research Construct hypothesis Engineering Method Define problem Do research Specify requirements Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis
Research existing theories & models Ask questions-Define Problems Design experiment-Choose solution Brainstorm, evaluate Construct hypothesis-Specify requirements Scientific Method Ask a question Do research Construct hypothesis Design experiment Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Developed by Sandra Yellenberg

Brainstorm, evaluate, chose a solution Develop prototype
Research existing theories & models Ask questions-Define Problems Design experiment-Choose solution Brainstorm, evaluate Construct hypothesis-Specify requirements Conduct experiment -Develop prototype Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Developed by Sandra Yellenberg

Analyze data & draw conclusions Engineering Method Define problem
Research existing theories & models Ask questions-Define Problems Conduct experiment Design experiment-Choose solution Test solution Brainstorm, evaluate Construct hypothesis-Specify requirements Conduct experiment -Develop prototype Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Developed by Sandra Yellenberg

Analyze data & draw conclusions Communicate results Engineering Method
Research existing theories & models Ask questions-Define Problems Conduct experiment Design experiment-Choose solution Test solution Brainstorm, evaluate Construct hypothesis-Specify requirements Conduct experiment -Develop prototype Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Communicate results Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Communicate results Developed by Sandra Yellenberg

Science and Engineering
Research existing theories & models Ask questions-Define Problems Conduct experiment Design experiment-Choose solution Test solution Brainstorm, evaluate Construct hypothesis-Specify requirements Conduct experiment -Develop prototype Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Communicate results Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Communicate results The Practices of Science and Engineering Developed by Sandra Yellenberg

Let’s try an experiment
Each person take 1 cow magnet, one disc magnet, and 3 paper clips. Find a partner, and take turns demonstrating the following : Magnets exert a force at a distance Magnets attract and/or repel each other Magnets can make another object magnetic 3. Justify why your demonstration is valid. Be Creative Science is Fun!

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

A Deeper Looking into the Practices is in NGSS Appendix F

Science & Engineering & Math Practices

English, Math, & Science Practices

New CCSS Paradigm: language is central to all academic areas
SCIENCE History Social Studies MATH Language* *• instructional discourse • expressing and understanding reasoning LANGUAGE ARTS Olsen, 2013

ELD Standards -CA ELD Standards Overview Pages 16,19
Part I: Interacting in Meaningful Ways Provides grade level CA ELD Standards that set expectations for ELs to participate in meaningful, relevant, and intellectually challenging ways in various contexts and disciplines in three modes: A. Collaborative: engagement in dialogue with others B. Interpretive: comprehension and analysis of written and spoken texts C. Productive: creation of oral presentations and written texts -CA ELD Standards Overview Pages 16,19

How To Support ELs Provide explicit instruction, modeling, and protocols for effective discussions Ensure equity in participation Provide a positive learning environment that encourages all voices to be heard Promote the acceptance of diverse view points -ELA/ELD Framework Chapter 5, Page 26

Evidence Based Practices recommended for engaging upper elementary and older students in high quality discussions Carefully prepare for the discussions Ask follow up questions Provide a task or a discussion format Develop and practice the use of specific “discussion protocols” -ELA/ELD Framework Chapter 5, Page 26

English, Math, & Science Practices

Dimension 2 Crosscutting Concepts
GUIDING PRINCIPLES They are for all students They help students better understand core ideas in science and engineering They help students better understand science & engineering practices Repetition in different contexts will be necessary to build familiarity They should grow in complexity and sophistication across the grades They provide a common vocabulary for science & engineering They should not be assessed separately from practices or core ideas

Dimension 2 Crosscutting Concepts
Crosscutting Concepts = Disciplinary Connective Tissue Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter in systems Structure and function Stability and change of systems GUIDING PRINCIPLES They are for all students They help students better understand core ideas in science and engineering They help students better understand science & engineering practices Repetition in different contexts will be necessary to build familiarity They should grow in complexity and sophistication across the grades They provide a common vocabulary for science & engineering They should not be assessed separately from practices or core ideas

Dimension 2 Crosscutting Concepts Identify the Crosscutting Concepts that were addressed by the activity you just did. Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter in systems Structure and function Stability and change of systems

Appendix G- Crosscutting Concepts
Performance Expectations for Cause & Effect

Crosscutting Concept Statements in the NGSS Correlation by Grade Spans
NGSS Appendix G Crosscutting Concept Statements in the NGSS Correlation by Grade Spans

Disciplinary Core Ideas
Dimension 3 Disciplinary Core Ideas Disciplinary Core Ideas Crosscutting Concepts Science and Engineering Practices

12 Primary Core Ideas divided into 41 Sub Ideas spiraled through grades K-12

Dimension 3 Disciplinary Core Ideas Main Topic Areas: Physical Science 4 Core Ideas 13 sub-topics Earth and Space Science 3 sub topics 12 sub-topics Life Science 4 Core Ideas 14 sub topics Engineering, Technology and Application of Science 1 Core Topic 3 sub-topics

Dimension 3 Disciplinary Core Ideas Disciplinary Core Ideas are NOT Standards They define big science ideas that are explored at different conceptual levels in different grades. Talking Points: For example, DCI –Life Science 1.B. In 1st grade student learn that LS1.B: Growth and Development of Organisms Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2) But when it is encountered next in 4th grade, they learn Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1)

NGSS are not written as traditional standards.

It is the INTEGTATION of these 3 Dimensions that = the NGS-Standards
The Next Generation Science Standards are written as performance expectations of the Disciplinary Core Ideas (content) Science and Engineering Practice Crosscutting Concepts that identify a and identifies a related It is the INTEGTATION of these 3 Dimensions that = the NGS-Standards

Sample of an NGSS Performance Expectation
7th Grade – MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

7th Grade – MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Practice: Engaging in Argument from Evidence

7th Grade – MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Practice: Engaging in Argument from Evidence Crosscutting Concept: Systems and System Models

7th Grade – MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Practice: Engaging in Argument from Evidence Crosscutting Concept: Systems and System Models Core Idea: LS1-A Structure & Function

Science is built of facts as a house is of stone But a collection of facts is no more science than a pile of stones a home

What Information is Included on Each Page of the NGSS Standards?

Standard Performance Expectations Foundation Boxes Common Core Connections

This Document Defines the Product Not the Process
The standards are expressed as grade level Performance Expectations. Performance expectations represent “the product” which defines what each student should know and be able to do. It does NOT define “the process” Curriculum/instructional strategies that the teacher utilizes to achieve the outcome.

Performance Expectations are what students can demonstrate at the end of a unit

Performance Expectation 1
Performance Expectations are NOT what teachers need to present to get students there. Performance Expectation 1 Content Knowledge Content Knowledge

Performance Expectations are NOT what teachers need to present to get students there
Content Knowledge Content Knowledge Content Knowledge Content Knowledge

Teachers need TIME and Content Knowledge to develop these pathways
Performance Expectation 1 Performance Expectation 2 Content Knowledge Content Knowledge Content Knowledge Content Knowledge Teachers need TIME and Content Knowledge to Develop these pathways

What might NGSS look like in a science lesson?

Thermal Expansion An Interactive Lecture
Created by Kathy Phillips Teacher, Windmill Springs School Presented by: Sandi Yellenberg Science Coordinator, Santa Clara County Office of Education

Learning Objectives of Part 1
1. The student will be able to remember and understand the concept of Thermal Expansion. 2. The student will be able to apply that concept to everyday situations. Please note- in the past, teachers have been encouraged to post the standards that they are teacing that day for students. However, with NGSS, because the DCI’s (Disciplinary Core Ideas) are overlapping and repeating it is probably more effective to post the learning goal or objective of the day’s lesson, then to post the DCI.

Pre-Assessment- by Page Keeley
Nate measured an iron bar. He put the iron bar in the hot sun. When he measured the bar after it had been in the sun, it was slightly longer. Which sentence best describes what happened to the iron atoms after the bar was left in the hot sun? A The number of atoms increased. B The size of the atoms increased. C The space between each atom increased. D The air in the spaces between the iron atoms expanded. E Some of the atoms began to melt and spread out further in the bar. F The heat caused the atoms to flow around the bar and pushed it outward. From Volume 2 of Uncovering Student Ideas in Science by Page Keeley, Francis Eberle, & Joyce Tugel. NSTA Press

Kinetic Energy Thermal Energy - Heat The vibrations and movements of the atoms and molecules inside substances. Solids Introduction and frontloading of background content knowledge Animation

Animations of Thermal Expansion
FIND A BETTER VIDEO SY Continuing to frontload background content knowledge using animations (with CCSS, videos are considered a type of text)

Modeling Thermal Expansion
Five students stand in a line side by side. 2. Bend your elbows away from your sides. 3. Straighten your arms away from your sides Note- this is ‘modeling’ in NGSS. Our old standards would describe it as ‘demonstrating’. 4. Slowly spin with your arms outstretched.

Vocabulary Connection
During your demonstration, you have shown the following science concepts. In your small groups, write and/or draw a definition for each term: molecule  expansion vibration  thermal energy Talking Points: After each group drafts their definitions, the teacher has the group stand up and show what each word means as they recreate the expansion of metal due to an increase in the thermal energy.

WHY? Do the modeling again…
but this time put a chair or desk at each end of the line… Posing an open-ended question – NGSS Encourage the use of the vocabulary words from the previous slide. What happened? WHY?

When metal train tracks become heated during hot weather, what happens?
Academic Discussion With your group, predict what happens. Creating a real world application – NGSS & CCSS

With your group, predict what happens.
When metal train tracks become heated during hot weather, they expand a little bit sideways, but mostly they become longer. What happens then? Academic Discussion Academic discussion- this connects to the CCSS Speaking and Listening standards in Literacy With your group, predict what happens.

There is not enough room for the extra length, so the tracks bend, kink, or “buckle”.

A visual representation of a real world occurrence demonstrating this science content – NGSS & CCSS
Buckled Train Tracks

Hopefully, buckled tracks are found soon enough that oncoming trains can be stopped…
If not... Creating a real world application – NGSS & CCSS This accident occurred before the overpass – a car underneath was crushed killing 2 people

Academic Discussion With your group, come up with 2 ways to model the concept of buckling. Everything you need is already at your table! Academic discussion to relate to the real world application – NGSS & CCSS Modeling - NGSS Collaboration, Communication and Creativity—all are 21st Century Skills! And a foundation for CCSS

In your science notebook, write an explanation for how thermal expansion makes train tracks buckle.
You may collaborate with your group, but each person writes in their own notebook. Science Notebooks allow students to engage in the practice of science (NGSS) as well as the writing standards from CCSS

Taking a Poll – The Rules
1. Each person takes one small sticky note 2. Do not put your name on it!

Taking a Poll- The Rules
3. Write A, B, or C on it to answer the following question. 4. Roll it up so your answer can’t be seen. Research shows that when students are asked to commit to an idea, the learning is more memorable Teaching note: The teacher throws out the rolled up sticky notes after the class leaves since this step is just to get the students to commit to an idea. 5. Group captains, will please bring the post-its to me.

During the polling… Rule # 1 Be private & silent Rule # 2
These rules are very hard to enforce – but very important to allow student to form their own conclusion. Be private & silent Sharing answers will come AFTER everyone has “voted”.

What will happen to the size of the hole when the metal is heated?
Imagine that this is a rectangular piece of metal with a circular hole in the center of it. What will happen to the size of the hole when the metal is heated? A. The hole will get bigger (increase) B. The hole will stay the same size. C. The hole will get smaller (decrease) Posing a new question or extension of the thinking. Using a discrepant event helps to engage students.

Academic Discussion With your group,
explain why you think your answer is the correct one listen carefully to the other students’ thoughts. Warning! Only 21% of non-science teachers answered correctly. Building consensus Justifying and defending your thinking is part of CCSS Literacy and NGSS standards

Explanation Model away from your sides arms outstretched.
1. Ten students stand in a circle side by side. 2. Bend your elbows away from your sides. 3. Straighten your arms away from your sides Modeling in a new arrangement – NGSS Review how the students are modeling: Molecules Vibration Thermal Expansion 4. Slowly spin with your arms outstretched.

Academic Discussion With your group, come up with 1-2 examples in real life when this phenomenon (an observable fact or event ) is useful. Providing multiple connections to the real world gives students a very strong knowledge base Students are collaborating & communicating – CCSS & NGSS

How to Open a Jar with a Stuck Lid

Visual representation

Another visual

The hard way… comparison

The easy way… comparison

The metal lid expands and is easy to remove.
Summarizing the explanation and connection to heart of the lesson as it relates to a real world application

In your science notebook, write an explanation for how thermal expansion makes a jar lid easier to open. You may collaborate with your group, but each person writes in their own notebook. Connection to CCSS Literacy Standards (Writing) and communicating about a science concept - NGSS

The End of Part 1

Sentence Frames to Use During Classroom Discourse

What Content information Should be Taught in Grades 6-8?

Path to MS Arrangement 2. CA instructional materials
Given: 1. NGSS did not specify which middle school performance expectations to address in grades 6-8 2. CA instructional materials adoption dictates grade level placement 3. So a Science Expert Panel was convened

California Science Expert Panel (SEP)
27 Science Experts who are representative of: K-12 Teachers, COE Science Leaders, IHE Faculty, Business, Industry, and Informal Science Centers Science Advisors Dr. Bruce Alberts Dr. Helen Quinn Dr. Art Sussman

Achieve Inc. Review of High Preforming Nations
Achieve examined 10 sets of international standards (i.e., Canada, Chinese Taipei, England, Finland, Hong Kong, Hungary, Ireland, Japan, Singapore, and South Korea), with the intent of informing the development of both the conceptual framework and new U.S. science standards. The major key findings include: Finding #1 - All countries require participation in integrated science instruction through Lower Secondary and seven of 10 countries continue that instruction through Grade 10, providing a strong foundation in scientific literacy. Achieve (2010).

What Research Says Iowa SS&C: Found significant positive differences in learning in science concepts, process, application, creativity, attitude, and world view of SS&C compared to non-SS&C students. Liu, C., & Yager, R. E. (1997) CA SS&C: Students in integrated biology scored the same or better than students in traditional biology on the Golden State Exam. Scott, G (2000) There is limited research as to the efficacy of integrated science at middle schools. Here is a snapshot of the types of research that has been done

SEP Criteria for Design
PEs must : Be arranged to provide a TRANSITION from elementary to high school ALIGN with CCSS ELA and Math Build WITHIN and ACROSS grade levels Be BALANCED in complexity and quantity at each grade INTEGRATE engineering appropriately Elementary has LEPE Best to continue the integration pattern Science every year rather than skipping 2 years—with physical science it would be 3 years from 5-8;and then 3 years from each discipline to high school e g 6 earth to 9th grade or 7th life to 10 bio Align with CCSS Math—dictated where some topics had to go; therefore can’t be discipline specific Within and across grade levels: articulation (telling the story through the grades) within a discipline as well as across disciplines: for example ecology in 7th grade is dependent on student’s understanding organisms (6th grade life) and weather and climate (6th grade earth); integration beyond our current standards of giving lip service to the chemistry of life (there is DNA) because students are studying chemistry; or doing mechanical advantage because they are studying muscles. In the new arrangement students study matter and energy to better understand how it applies to ecosystems and photosynthesis; or to the formation of rocks and minerals

Path to Middle Grade Arrangement
Action: • SEP: Explored arrangements; Their decision to integrate was based on 5 groups for exploration (pros and cons for each) -Discipline Specific: what grade for each; what does it look like (big ideas ) -NGSS Modified Learning Progression: analyze the model (big ideas, application to CA?) -NGSS Learning Progression: analyze the model (big ideas, application to CA?) -CA Learning Progression #1: construct a flow (big ideas) -CA Learning Progression #2: construct a flow (big ideas) DECISION TO INTEGRATE: CA ALREADY SEMI INTEGRATED—BUILD ON THAT; MATCH INTENT OF NGSS

Dr. Art Sussman: “…the SEP very seriously considered the option of having discipline-focused concepts for grades 6, 7 and 8. It quickly became very clear that there had to be foundational physical science concepts in grade 6 to be able to do the NGSS middle school life and earth science concepts. However some of the physical science concepts were clearly too advanced for grade 6 (required math concepts and skills that are beyond grade 6 level in addition to being too complex for grade 6). That combination of needing some physical science in grade 6 but not being able to do all physical science in grade 6 made the discipline-specific approach impossible.

Path to Middle Grade Arrangement
Action SEP : Used input from National NGSS topics as a base to build a consensus arrangement

Dr. Bruce Alberts “The [arrangement’s] strong emphasis in the NGSS on cross-cutting concepts and on active learning has been enforced by mixing standards for the different sciences (and engineering) in each year of middle school. Thus, the students will reinforce what they learned the previous year, returning to related ideas, and the focus in every year will be on SCIENCE itself, not biology, or earth sciences, or the physical sciences.”

Articulation One Example
Life Science • 8th Natural Selection 7th Ecosystems 6th Cells/Organisms

Example Integration 6th Grade
Cells and organisms Weather and climate Energy Engineering and Human Impact Systems and system models Patterns

Ecosystems; photosynthesis Natural resources; rocks and minerals Chemical properties and reactions Engineering and Human Impact Matter cycles; energy flows Cause and effect Ecosystems builds not only from the life science in 6th grade but also from 6th grade with weather and climate, and energy transfer in

Natural selection Earth History and Space Science Energy Engineering and human impact stability scale

And now it’s time To have the courage of our convictions.
There will be those who support the recommendation of the SEP and the conceptual vision of NGSS. There will be others who prefer traditional disciplines. There is no wrong in the decision you make, but there are choices that are better than others. Let’s look at the pros of two choices

Pros of the Two Choices Discipline Specific Integration
Teacher Content Expertise Teacher Passion NGSS vision for science not silos Implementation of Cross Cutting Concepts Possibility of 8th grade integrated assessment Articulated Learning progression with LEPE each year SEP recommendation

Dr. Helen Quinn “The recommended middle school sequence was developed with careful attention to many factors that will enhance student learning, as has been presented elsewhere. The evidence that such interleaved learning of topics, where past learning is connected to, applied and further developed in each subsequent unit or year provides the best opportunity for students to develop deeper understanding and transferrable, that is useable, knowledge. I strongly recommend that this sequence should be adopted. While it presents some challenges for teacher assignments it will in the long run be the most productive for in-depth student learning.”

Creative Implementation
Teach Life, Earth or Physical 6th, 7th and 8th grade Combine expertise at grade level—students rotate; teachers stay in discipline Teachers collaborate to share expertise with colleagues Ease in implementation over the next several years State fully funds professional development!

“The SBE’s clear intent in their November action was for there to be one Integrated NGSS Model in California for grades 6-8 that was preferred by the State Superintendent of Public Instruction and the State Board of Education, and one Discipline Specific NGSS Model in California for grades 6-8, as an alternate.”

What Can Districts Do Now?
Start to plan for: High quality professional learning opportunities for educators to prepare teachers to teach to the levels of rigor and depth required by the NGSS. Provide NGSS-aligned instructional resources designed to meet the diverse needs of all students. Develop and transition to NGSS-aligned assessment systems to inform instruction Communicate and collaborate with parents, guardians, and the early childhood and extended learning communities to integrate the NGSS into programs and activities beyond the K–12 school setting. Communicate and collaborate with business communities and additional stakeholders

Offered by CDE: 2 Day Regional NGSS Toolkit Training (October 20 and 21, 2014) For District teams of administrators and science leaders - up to 6 members per team Unofficial estimate of cost: $200 per person includes materials, day training, breakfasts and lunches Location” Hilton Hotel in Oakland

NGSS Supporting Materials
Appendices have been added to support the NGSS and in response to feedback Appendix A – Conceptual Shifts Appendix B – Responses to 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 in the NGSS Appendix J – Science, Technology, Society, and the Environment Appendix K – Model Course Mapping in Middle and High School– Includes California Integrated Model for Grades 6-8 Appendix L – Connections to Common Core State Standards in Mathematics Appendix M – Connections to Common Core State Standards in ELA

Lots of work completed, underway, and left to do
Assessment Curricula Instruction Teacher Development

What’s Next? Design Phase Awareness Phase Step 1: Vision for Science
2011 2012 2013 2014 Design Phase Awareness Phase State Adoption of NGSS Begin CA Science Framework Middle School Sequence Finalized Start Discussing More Resources: Evidence Statements Accelerated Pathways Instructional Materials Rubric Provide support for teachers and guidelines for educational programs Guidance to school districts in the development of local curriculum Direction to publishers for the development of instructional materials Guidelines for local selection of instructional resources (Grades 9–12) Reflect current and confirmed research Guidance for teacher professional development programs, in-service, pre-service and teacher licensing standards Step 1: Vision for Science Step 2: Develop NGSS Oct-CDE presents Bay Area Tool Kit

NGSS Timeline: From Awareness to Implementation
Beginning to plan for implementation Thinking about moving from standards to instruction Understanding the nature of the NGSS Beginning awareness around NGSS Awareness 2014 Transition Implementation ---NSTA Readers Guide to the Next Generation Science Standards, 2013, page xi

Opportunities to learn about the NGSS for California
CDE NGSS web pages California Science Teachers Association (CSTA) California STEM Learning Network (CSLNet)

NGSS Resources

Summary of the Goals of NGSS
California is adopting NGSS with the goal of transforming science teaching and learning by providing all students with the rigorous and relevant education they need for success in college as well as careers and daily lives

Summary of the Key Shifts of NGSS
These new standards shift the focus from mostly memorization of facts to having students develop deeper conceptual understanding of core scientific ideas and be able to apply the practices of science and engineering into real world problems.

Questions? Sandi Yellenberg

Handouts

Next Generation Science Standards - an Overview

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