1. Career and College Readiness in Terms of Next Generation Science Standards (NGSS)

2. Career and College Readiness Implications for Transition
NGSS Overview
Career and College Readiness
Implications for Transition
Teacher Professional Development
Curriculum, Instruction, and Assessment
Lesson Development
Pre-Service Teacher Preparation and Certification

3. Michigan – An NGSS Lead State Partner
Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce

4. Building on the Past; Preparing for the Future
Phase I
Phase II
1/ /2011
1990s-2009
Our current science standards (GLCE/HSCE) are based on the Benchmarks for Science Literacy (1990s) and 2009 NAEP Framework (2006). The NGSS area based on A Framework for K-12 Science Education.
Lead State Review team – first review partial draft Nov 2011, 5 additional reviews through February 2103
CTE representation on team – members from CTE/MSC Oakland, Mason-Lake-Oceana, Muskegon
Engineering – MTU, WSU, UM
7/2011 – March 2013

5. Conceptual Focus of NGSS
K-12 Science education should reflect the interconnected nature of science as it is practiced and experienced in the real world.
The Next Generation Science Standards are student performance expectations – NOT curriculum.
The science concepts build coherently from K-12.
The NGSS focus on deeper understanding of content as well as application of content.
Science and Engineering are integrated in the NGSS from K–12.
The NGSS and Common Core State Standards (ELA/Literacy and Mathematics) are aligned.
Our current GLCE/HSCE are written to inform instruction and assessment. They include more detailed expectations The NGSS define performance in terms of assessment (classroom and large-scale).

6. Three Dimensions Intertwined
The NGSS are written as Performance Expectations
NGSS require contextual application of the three dimensions.
Our current GLCE/HSCE address science practice within a separate Inquiry Strand. The NGSS integrate science and engineering practices within each performance expectation.

7. NGSS Science and Engineering Practices
Asking questions (science) and defining problems (engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematical and computational thinking
Constructing explanations (science) and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
NGSS are K-12 Science standards that incorporate Science and Engineering Practices.
Engineering design and applications are introduced in the context of science.

8. Crosscutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change
Framework 4-1
CCC serve as intellectual tools for organizing instruction and connecting learning across disciplines; they bridge disciplinary boundaries and provide explanatory value throughout much of science and engineering.
The crosscutting concepts have application across all domains of science. As such, they provide one way of linking across the domains in Dimension 3. These crosscutting concepts are not unique to this report. They echo many of the unifying concepts and processes in the National Science Education Standards [7], the common themes in the Benchmarks for Science Literacy [6], and the unifying concepts in the Science College Board Standards for College Success [9] (Framework, p. 2-5).
These crosscutting concepts were selected for their value across the sciences and in engineering. These concepts help provide students with an organizational framework for connecting knowledge from the various disciplines into a coherent and scientifically based view of the world (Framework, p. 4-1).
1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in newcontexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
(Framework, p. 4-1)
4. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of the system are critical elements of study.
(Framework, p. 4-2)

9. Disciplinary Core Ideas
Characteristics
Disciplinary significance
Explanatory power
Generative
Relevant to peoples’ lives
Usable from K to 12
DCIs have important characteristics in common.
A core idea is central to the discipline. For example, evolution in biology; chemical reactions in chemistry; energy in physics. DCIs drive, and are essential to explaining, the phenomena of the discipline; they have explanatory power. Close your eyes and think, what ideas in my discipline give students power to explain a variety of phenomena? Those ideas that you visualize are DCIs.
Core ideas are generative; because they represent fundamental scientific knowledge students can use them to explore, interpret, or explain new phenomena. They help students generate new models and develop causal reasoning about scientific phenomena. A core idea also relates to the interests and life experiences of students, and may be connected to societal or personal concerns. A DCI is taught across K-12. Through our instruction, students build a deep understanding of the DCI from K through 12.

10. NGSS Disciplinary Core Ideas (DCI)
Physical Sciences (PS)
Life Sciences (LS)
Matter and Its Interactions
From Molecules to Organisms: Structure and Processes
Motion and Stability: Forces and Interactions
Ecosystems: Interactions, Energy, and Dynamics
Energy
Heredity: Inheritance and Variation of Traits
Waves and Their Applications in Technologies for Information Transfer
Biological Evolution: Unity and Diversity
Earth and Space Sciences (ESS)
Engineering, Technology, and Applications of Science (ETS)
Earth's Place in the Universe
Earth's Systems
Engineering Design
Earth and Human Activity
The 12 DCIs are further articulated as component ideas; there are 38 HS DCI component ideas.

11. www.nextgenscience.org Web Access to All NGSS Documents

12. Michigan

13. NGSS Matrix Organized by Topics http://nstahosted

14. NGSS Appendices Extensive Supporting Documents
Appendices have been added to support the NGSS and in response to feedback
Appendix A – Conceptual Shifts
Appendix B – Responses to Public Drafts
Appendix C – College and Career Readiness
Appendix D – All Standards, All Students / Case Studies
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
Appendix L – Connections to CCSS-Mathematics
Appendix M – Connections to CCSS-ELA/Literacy
The NGSS includes extensive supporting documents to help users understand the intent and the scope of these standards. Reviewers found the explanations of the progressions of core ideas (E), the grade-band descriptions of the practices (F) to be most helpful in learning how the individual performance expectations fit within the bigger picture of K-12 science education.

15. Defining College and Career Readiness for the Next Generation Science Standards

16. Identifying CCR in Science
NGSS College and Career Readiness Lead State Review
Research Review included in NGSS Appendix C
Complements Michigan’s Career and College Readiness work
Complements CCSS and MMC Requirements
Michigan’s CCR Portal
MMC Mathematics Course/Credit Requirements
MMC ELA Course/Credit Requirements
As a lead state, MI has included college and career advisors as part of our internal review. They provided input to Achieve and MI on whether the standards will prepare students to be ready for both college and career upon graduation. This feedback has informed NGSS Appendix C, which includes a research review of what it means to be college and career ready in science.
Our teams have found that the NGSS complement the work done in MI to promote CCR through the CCSS and MMC requirements. This is specifically shown in the Characteristics of CCR Students Chart and in the following graphic that depicts the overall practices/proficiencies that students need to gain in their math, ELA, and science courses.

17. College and Career Ready Students
Use technology and tools strategically in learning and communicating 
Use argument and reasoning to do research, construct arguments, and critique the reasoning of others
Communicate and collaborate effectively with a variety of audiences
Solve problems, construct explanations and design solutions
Chart – Characteristics of Career and College Ready Students

18. Literacy Anchor Standards
Science and Engineering Practices
Social Studies HSCE-GLCE
Mathematics Practices
Technology and Tools
Integrate and evaluate content presented in diverse formats and media
Use digital media and visual displays of data to express information; produce and publish writing, interact and collaborate with others; and gather relevant information from multiple sources.
Use mathematics, information and computer technology, and computational thinking
Develop and use models
Compose written, spoken, and/or multimedia compositions in a range of genres … that serve a variety of purposes
Know how to find and organize information from a variety of sources
Use appropriate tools strategically
Model with mathematics
Argument and Reasoning
Evaluate argument and claims in a text, speech; or write arguments to support claims
Draw evidence from literary and informational texts to support analysis, reflection, and research
Present information, findings, and supporting evidence
Engage in argument from evidence
Analyze and interpret data
Present a coherent thesis when making an argument, support with evidence, articulate and answer possible objections, and present a concise, clear closing.
Write persuasive/ argumentative essays expressing and justifying decisions on public policy issues.
Construct viable arguments and critique the reasoning of others
Reason abstractly and quantitatively
Communication and Collaboration
Effectively converse and collaborate with diverse partners
Use language to comprehend more fully when reading or listening
Produce clear and coherent writing
Obtain, evaluate, and communicate information
Develop and refine a position, claim… that will be explored and supported by analyzing different perspectives
Deeply examine policy issues in group discussions and debates (clarify issues, consider opposing views, apply democratic values or constitutional principles, anticipate consequences) to make reasoned and informed decisions.
Attend to precision
Problem Solving
Integrate multiple sources of information in order to make informed decisions and solve problems
Conduct research projects
Ask questions (science) and define problems (engineering)
Plan and carry out investigations
Construct explanations (science) and design solutions (engineering)
Clearly state an issue as a question of public policy, trace the origins of an issue, analyze various perspectives, and generate and evaluate possible alternative resolutions.
Use deductive and inductive problem-solving skills as appropriate to the problem being studied.
Make sense of problems and persevere in solving them.
Look for and make sense of structure.
Look for and express regularity in repeated reasoning
These same skills — Technology and Tools, Argument and Reasoning, Communication and Collaboration, Problem Solving, can also be applied to Michigan Visual, Performing, and Applied Arts (VPAA) Guidelines, and the CTE Career Ready Practices (See posted chart – link on previous slide).

19. So, we need to begin looking for intersections between subject are curricula as possible points of integration. Then as we progress, we should move toward a more holistic view of curriculum.
Rather than thinking of curriculum as independent circles (courses) with occasional overlap, it may be best to think of curriculum as a target.
Where is our current teaching? Where should our aim be?
This is where the ‘real world’ is! Scientists don’t stop at inquiry and investigation, they also research, and communicate through reading, writing, speaking; all commonly thought of as ELA skills. AND people outside the sciences should be able to communicate and construct arguments based on evidence, which are commonly thought of as science skills.
The ELA-CCSS requires more informational reading and persuasive / argumentative writing. 
To efficiently and effectively accomplish this, ELA should be taught in the context of science.
SBAC performance tasks will be written in the context of science.
The CCSS-M practices require the application of mathematics.
To efficiently and effectively accomplish this, Math should be taught in the context of science.
SBAC performance task will be written in the context of science.

21. Focus on Science Practices NGSS AP/College Board
Asking questions (science) and defining problems (engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematical and computational thinking
Constructing explanations (science) and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Asking scientific questions that can be tested empirically and structuring these questions in the form of testable predictions
Collecting data to address scientific questions and to support predictions
Searching for regularities and patterns in observations and measurements (i.e., data analysis)
Using evidence and science knowledge to construct scientific explanations, models, and representations
Using mathematical reasoning and quantitative applications to interpret and analyze data to solve problems

22. What is NOT Addressed in NGSS
The NGSS identify the most essential material for students to know and do. The standards were written in a way that leaves a great deal of discretion to educators and curriculum developers. The NGSS are not intended to be an exhaustive list of all that could be included in a student’s science education nor should they prevent students from going beyond the standards where appropriate.
[But NOT at the expense of meeting the standards.]
NGSS Introduction, p. 5 (print) p. 8 (pdf)

23. What is NOT Addressed in NGSS
The NGSS do not define advanced work in the sciences.
Based on review from college and career faculty and staff, the NGSS form a foundation for advanced work, but students wishing to move into STEM fields should be encouraged to follow their interests with additional coursework.
NGSS Introduction, p. 5 (print) p. 8 (pdf)

24. Implications for Transition
Teacher/Administrator Professional Development
Thinking about Lesson Development to Meet NGSS
Thinking about Course Mapping and MMC Credit Assignment
Building an Assessment Systems that Values Classroom Assessment to Support Instruction
Aligning Teacher Preparation and Certification with NGSS

25. Transition Planning Lots of work completed, underway, and left to do
Teacher Professional Development
Curricula
Work with Partners
Instruction
Completed; Awaiting Adoption
Assessments
Completed
Just Beginning

26. Transitioning to New Standards
Get to know the CCSS and NGSS
Find Common Ground – What will NOT change
Focus Energy – look for leverage, endurance, essential for next grade
Develop Common Assessments
-- Doug Reeves, The Leadership and Learning Center
This is the message we use for CCSS implementation – Recommendations from Doug Reeves
For NGSS we find leverage in the practices. * 12

27. Implications for Instruction and Assessment
Get to know the NGSS and the Framework
Implement the practices; identify content that will change / will not change
Focus Energy – look for leverage, endurance, essential for next grade
Identify instructional implications of the performance expectations
Build strong K-12 progressions
Integrate using crosscutting concepts and practices
Develop Common Assessments
Develop State Assessment Systems that reflect instruction and report at the practice and topic levels.
For NGSS we find the leverage in the practices.
Survey participants to determine what kinds of supports they will need. * 12

28. Supporting Transition
Work with Partners to Plan Transition
MI NGSS Development and Review Team
MSTA, MMSCN, MI STEM, ISDs/RESAs (MAISA)
Get to Know NGSS – PD ongoing since 2012
Resources from the May 2013 NGSS Introduction posted on the MSU CREATE for STEM website
MSTA Spring Conference – March 6-8, Lansing Center
– Archived Webinars, Resources

29. Possible Focus of Future Assessments
Greater emphasis on practice than current MI assessments
SE Practices
DC Ideas*
CC Concepts 8
11+1 (38+3) 7
All PEs contain all three dimensions. Therefore, if each of the nearly 40 ideas are assessed, each practice could be assessed 5 times. The same is true for the Crosscutting Concepts.
Each practice may be assessed nearly 5x more often than each Disciplinary Core Idea
(the same is true for Crosscutting Concepts).
* 12 DCIs / 38 HS DCI Components + 3 ETS
Performance Expectations

30. ACT Science Test Measures skills required in the natural sciences.
Interpretation
Analysis
Evaluation
Reasoning
Problem-Solving
Assumes
3 years HS science (including Biology, Physical Science and/or Earth Science)
The test is made up of various scenarios, each provides some scientific information (the stimulus) and a set of multiple-choice assessment items.

31. Knowledge vs. Practice
“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.”
(NRC Framework, 2012, p 3)
From its inception, one of the principal goals of science education has been to cultivate students’ scientific habits of mind, develop their capability to engage in scientific inquiry, and teach them how to reason in a scientific context [1, 2]. There has always been a tension, however, between the emphasis that should be placed on developing knowledge of the content of science and the emphasis placed on scientific practices. A narrow focus on content alone has the unfortunate consequence of leaving students with naive conceptions of the nature of scientific inquiry [3] and the impression that science is simply a body of isolated facts [4].

32. Three Dimensions Intertwined
Understanding content is linked to engaging in practices
Learning practices is linked to content
Content and practices co-develop and work together
Core Ideas
Crosscutting Concepts
Scientific Practices

33. Planning and carrying out investigations
Current Practice
NGSS Practice
The Scientific Method is traditionally presented in the first chapter of science textbooks as a simple recipe for performing scientific investigations. Though many useful points are embodied in this method, it can easily be misinterpreted as linear and "cookbook": pull a problem off the shelf, throw in an observation, mix in a few questions, sprinkle on a hypothesis, put the whole mixture into a 350° experiment — and voila, 50 minutes later you'll be pulling a conclusion out of the oven! That might work if science were like Hamburger Helper®, but science is complex and cannot be reduced to a single, prepackaged recipe.
The linear, stepwise representation of the process of science is simplified, but it does get at least one thing right. It captures the core logic of science: testing ideas with evidence. However, this version of the scientific method is so simplified and rigid that it fails to accurately portray how real science works. It more accurately describes how science is summarized after the fact — in textbooks and journal articles — than how science is actually done. The simplified, linear scientific method implies that scientific studies follow an unvarying, linear recipe. But in reality, in their work, scientists engage in many different activities in many different sequences. Scientific investigations often involve repeating the same steps many times to account for new information and ideas.
The simplified, linear scientific method implies that science is done by individual scientists working through these steps in isolation. But in reality, science depends on interactions within the scientific community. Different parts of the process of science may be carried out by different people at different times.
The simplified, linear scientific method implies that science has little room for creativity. But in reality, the process of science is exciting, dynamic, and unpredictable. Science relies on creative people thinking outside the box!
The simplified, linear scientific method implies that science concludes. But in reality, scientific conclusions are always revisable if warranted by the evidence. Scientific investigations are often ongoing, raising new questions even as old ones are answered.
Source:

34. Deeper Understanding From Jonathan Osbourne’s slides
Science needs a rebalancing. “Minds-on” as well as ‘hands on’. 4 quadrants and more emphasis on the later to balance and allow for deeper understanding. Real inquiry helps, but too often we consider doing science or hands-on science as inquiry and miss the question and communication aspects.

35. Michigan NGSS Development Timeline
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 (April 2013)
Lead State Adoption Planning (Jan – Late 2014)
NGSS were released for adoption by states in April 2013.
MDE held a public comment period during April, has been developing a transition plan, and anticipates presenting the plan to the SBE in November 2014, for consideration of adoption in December 2014.

36. Transitioning to NGSS
Current state science assessment at Fall 5, Fall 8, Spring 11
Beginning in 2015, science assessment at Spring 4, Spring 7, Spring 11
Anticipate 3-4 year transition to full implementation of NGSS assessment
Time for transitioning within grade bands as plans for assessing NGSS evolve

37. NGSS Information, MDE Contacts
Official NGSS Site
Michigan’s Career and College Ready Portal
Susan Codere, NGSS Project Coordinator
Megan Schrauben, Integrated Education Consultant

38. For More Information Next Generation Science Standards website
MSU CREATE for STEM website
Michigan’s Mission Possible: Get ALL Adolescents Literate and Learning

39. Current MI Science Standard Example
MI Inquiry/Reflection Standards
MI MS Content Expectations
Students will develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.
Generate scientific questions based on observations, investigations, and research.
Design and conduct scientific investigations.
Use tools and equipment appropriate to scientific investigations.
Use metric measurement devices in an investigation.
Construct charts and graphs from data and observations.
Identify patterns in data.
Students will develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology.
Analyze information from data tables and graphs to answer scientific questions.
Evaluate data, claims, and personal knowledge through collaborative science discourse.
Communicate and defend findings of observations and investigations using evidence.
Draw conclusions from sets of data from multiple trials of a scientific investigation.
Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data.
Students will develop an understanding that claims and evidence for their scientific merit should be analyzed.
Classify substances by their chemical properties.
Identify the smallest component that makes up an element.
Describe how elements in the Periodic Table are organized by similar properties into families.
Illustrate the structure of molecules using models or drawings.
Describe and illustrate changes in state, in terms of arrangement and relative motion of the atoms or molecules.
Explain how mass is conserved as it changes from state to state in a closed system.
Identify evidence of chemical change through color, gas formation, solid formation, and temperature change.
Compare and contrast the chemical properties of a new substance with the original after a chemical change.
Describe the physical and chemical properties of the products and reactants in a chemical change.

40. Standards Comparison: [Structure and Properties of Matter]
Current MI Middle School Science Expectations
Classify substances by their chemical properties.
Identify the smallest component that makes up an element.
Describe how elements in the Periodic Table are organized by similar properties into families.
Illustrate the structure of molecules using models or drawings.
Describe and illustrate changes in state, in terms of arrangement and relative motion of the atoms or molecules.
Explain how mass is conserved as it changes from state to state in a closed system.
Identify evidence of chemical change through color, gas formation, solid formation, and temperature change.
Compare and contrast the chemical properties of a new substance with the original after a chemical change.
Describe the physical and chemical properties of the products and reactants
in a chemical change f

41. Standards Comparison: [Structure and Properties of Matter]
Current MI Middle School Science Standard
Classify substances by their chemical properties.
Identify the smallest component that makes up an element.
Describe how elements in the Periodic Table are organized by similar properties into families.
Illustrate the structure of molecules using models or drawings.
Describe and illustrate changes in state, in terms of arrangement and relative motion of the atoms or molecules.
Explain how mass is conserved as it changes from state to state in a closed system.
Identify evidence of chemical change through color, gas formation, solid formation, and temperature change.
Compare and contrast the chemical properties of a new substance with the original after a chemical change.
Describe the physical and chemical properties of the products and
reactants in a chemical change. f

42. Standards Comparison: Structure and Properties of Matter
NGSS Middle School Sample
a. Develop molecular-level models of a variety of substances, comparing those with simple molecules to those with extended structures. b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.* c. Develop a molecular level model that depicts and predicts why either temperature change and/or change of state can occur when adding or removing thermal energy from a pure substance. d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred. f. Gather and communicate information that people's needs and desires for new materials drive chemistry forward, and that synthetic materials come from natural resources and impact society.* g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.*

43. Standards Comparison: Structure and Properties of Matter
NGSS Middle School Sample
a. Develop molecular-level models of a variety of substances, comparing those with simple molecules to those with extended structures. b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.* c. Develop a molecular level model that depicts and predicts why either temperature change and/or change of state can occur when adding or removing thermal energy from a pure substance. d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred. f. Gather and communicate information that people's needs and desires for new materials drive chemistry forward, and that synthetic materials come from natural resources and impact society.* g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.*

44. Don’t need this level – if do – use HS