1. Next Generation Science Standards January 2013 Public Review
Making Connections to
A Framework for K-12 Science Education and Having a Voice in the
Next Generation Science Standards Review
Download Framework
A Framework for K-12 Science Education can be found at

2. Welcome Presenters Ellen Ebert, Ph.D. Craig Gabler, Ph.D.
Teaching and Learning Science Director
Craig Gabler, Ph.D.
ESD 113 Science Coordinator
Sherry Schaaf, M.Ed.
Science Educational Consultant

3. Session Goals
Review the core principles of A K12 Framework for Science Education
Briefly discuss the major differences among the Framework, NGSS and WA Science Standards
Discuss how to participate in the review of the public draft
Review the anatomy of a standard
Discuss the type of feedback needed
Update Washington’s Role in the NGSS

4. Timeline 1990s 1990s-2009 July 2010 – January 2013
January July 2011
1990s-2009
July 2010 – January 2013
The National Academy of Sciences, Achieve, the American Association for the Advancement of Science, and the National Science Teachers Association have embarked on a two-step process to develop the Next Generation Science Standards (NGSS). The first step of the process was led by The National Academies of Science, a non-governmental organization commissioned in 1863 to advise the nation on scientific and engineering issues. On July 19, 2011, the National Research Council (NRC), the functional staffing arm of the National Academy of Sciences, released the Framework for K-12 Science Education. The Framework was a critical first step because it is grounded in the most current research on science and science learning and it identifies the science all K–12 students should know. The second step in the process was the development of standards grounded in the NRC Framework. A group of 26 lead states and writers, in a process managed by Achieve, has been working since the release of the Framework to develop K-12 Next Generation Science Standards. The standards have undergone numerous lead states and all state reviews as well as one public comment period. The final release of the NGSS will be in
March of 2013.
Phase II
Phase I

5. National Research Council
The organizations that are formally engaged as lead partners in the development of the NGSS are Achieve, NRC, AAAS, and NSTA. There are many players and many critical stakeholders in this process.
The Council of State Science Supervisors and Tidemark Institute are working collaboratively to design and deliver a multi-year project: Building Capacity in State Science Education (BCSSE). This project is working with state-based education supervisors as well as state-based teams from a majority of the 50 states to develop their knowledge of and fluency with the National Research Council’s (NRC) Framework for K-12 Science Education to build strong networks and alliances throughout each state to disseminate major conceptual and content messages in the Framework.
Supporters of this work are the Merck Institute for Science Education (MISE), the Burroughs-Wellcome Fund, Glaxo Smith Klein, and the Council of State Science Supervisors.
National Research Council

6. Key Findings for Students Key Findings for Teachers
Connections to research
Research on How People Learn (HPL)
Key Findings
Key Findings for Students
Key Findings for Teachers
HPL 1
Students come to the classroom with preconceptions about how the world works.
Surface student preconceptions and adjust instruction
HPL 2
Students must have a deep foundation of usable knowledge and understand facts in the context of a conceptual framework.
Understand the content and conceptual framework of instructional units
HPL 3
Students must be taught explicitly to take control of their own learning by monitoring their progress.
Teach students to think about their thinking. 6

7. Vision for Science Education
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
A Framework for K-12 Science Education Standards represents the first step in a process to create new standards in K-12 science education (Framework, p viii).
Background
The Committee on a Conceptual Framework for New Science Education Standards was charged with developing a framework that articulates a broad set of expectations for students in science. The overarching goal of our framework for K-12 science education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology (Framework, ES 1).

8. Principles of A Framework for K-12 Science Education
February 20, 2012
•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

9. How can the vision and principles of the Framework lead to a new vision of teaching with the NGSS?
A Framework for K-12 Science Education Standards represents the first step in a process to create new standards in K-12 science education (Framework, p viii).

10. Organization of Framework
Dimensions of the Framework
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
The Framework committee recommended that science education in grades K-12 be built around three major dimensions. These dimensions are:
Scientific and engineering practices;
Crosscutting concepts that unify the study of science and engineering through their common application across fields; and
Core ideas in four disciplinary areas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and the applications of science (Framework, ES 1).
The Framework focuses on a limited set of core ideas in order to avoid the coverage of multiple disconnected topics—the oft-mentioned mile wide and inch deep. This focus allows for deep exploration of important concepts, as well as time for students to develop meaningful understanding, to actually practice science and engineering, and to reflect on their nature (p. 2-2).
Realizing the Vision--This Framework is designed to help realize a vision of science education in which students’ experiences over multiple years foster progressively deeper understanding of science (Framework, p. 9-1).

11. Background Eight Practices Seven Crosscutting Concepts
Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing Explanations and Designing Solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Seven Crosscutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and conservation
Structure and function
Stability and change
Many STEM possible connections here in these three dimensions.
Framework for K-12 Science Education Dimensions
The Framework outlines the three dimensions that are needed to provide students a high quality science education. The integration of these three dimensions provides students with a context for the content of science, how science knowledge is acquired and understood, and how the sciences are connected through concepts that have universal meaning across the disciplines. The following excerpt is quoted from the Framework.
Dimension 1: Practices
Dimension 1 describes (a) the major practices that scientists employ as they investigate and build models and theories about the world and (b) a key set of engineering practices that engineers use as they design and build systems. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice.
Similarly, because the term “inquiry,” extensively referred to in previous standards documents, has been interpreted over time in many different ways throughout the science education community, part of our intent in articulating the practices in Dimension 1 is to better specify what is meant by inquiry in science and the range of cognitive, social, and physical practices that it requires. As in all inquiry-based approaches to science teaching, our expectation is that students will themselves engage in the practices and not merely learn about them secondhand. Students cannot comprehend scientific practices, nor fully appreciate the nature of scientific knowledge itself, without directly experiencing those practices for themselves.
Dimension 2: Crosscutting Concepts
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, the common themes in the Benchmarks for Science Literacy, and the unifying concepts in the Science College Board Standards for College Success. The framework’s structure also reflects discussions related to the NSTA Science Anchors project, which emphasized the need to consider not only disciplinary content but also the ideas and practices that cut across the science disciplines.
Dimension 3: Disciplinary Core Ideas
The continuing expansion of scientific knowledge makes it impossible to teach all the ideas related to a given discipline in exhaustive detail during the K-12 years. But given the cornucopia of information available today virtually at a touch—people live, after all, in an information age—an important role of science education is not to teach “all the facts” but rather to prepare students with sufficient core knowledge so that they can later acquire additional information on their own. —An education focused on a limited set of ideas and practices in science and engineering should enable students to evaluate and select reliable sources of scientific information, and allow them to continue their development well beyond their K-12 school years as science learners, users of scientific knowledge, and perhaps also as producers of such knowledge.
Four Disciplinary Core Ideas:
Life Science,
Physical Science
Earth and Space Science
Engineering

12. Promoting Equity Equalizing opportunities to learn
The NGSS are being developed at a historical time when major changes in education are occurring at the national level. On the one hand, student demographics in the nation are changing rapidly, while science opportunity and achievement gaps persist.
The Equity chapter highlights practicality and utility of implementation strategies that are grounded in theoretical or conceptual frameworks. It consists of three parts. First, it discusses both learning opportunities and challenges that NGSS presents student groups that have traditionally been underserved in science classrooms. Second, it describes effective strategies for implementation of NGSS in the science classroom, school, home, and community. Finally, it provides the context of student diversity by addressing changing demographics, persistent science opportunity and achievement gaps, and educational policies affecting non-dominant student groups.
Background information
Equity in science education requires that all students are provided with equitable opportunities to learn science and become engaged in science and engineering practices; with access to quality space, equipment, and teachers to support and motivate that learning and engagement; and adequate time spent on science. In addition, the issue of connecting to students’ interests and experiences is particularly important for broadening participation in science. There is increasing recognition that the diverse customs and orientations that members of different cultural communities bring both to formal and to informal science learning contexts are assets on which to build—both for the benefit of the student and ultimately of science itself (Framework, p. 2-4).
Equalizing opportunities to learn
Inclusive science instruction
Making diversity visible
Value multiple modes of expression

13. Developmental Progressions
9-12
6-8
3-5
K-2
Molecular model of biochemical reactions for matter and energy in food.
Chemical reactions model for matter and energy in food, drawing on particle model of matter and energy transfer model.
Simple food model: food consumed or produced is made of matter and provides energy for organisms.
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.
The NGSS have been developed in learning progressions based on the progressions identified by the grade-band endpoints in the Framework. Short narrative descriptions of the progressions are presented for each disciplinary core idea in each of the traditional sciences. These progressions were used in the college- and career-readiness review to determine the learning expected for each idea before leaving high school.
General needs model: Organisms get what they need to survive from the environment.

14. High School Science

15. Shifts in Science Instruction with the NGSS
Instruction organized around a limited number of core ideas: depth and coherence,
not breadth of coverage.
Core ideas will be revisited in increasing depth, and sophistication across years. Focus on connections:
Careful construction of a storyline – helping learners build sophisticated ideas from simpler explanations using science evidence.
Connections between scientific disciplines, using powerful ideas (nature of matter, energy) across life, physical, and earth science
Instruction should involve learners in practices that develop, use, and refine the scientific ideas, not “explain” the science for students.
These concepts should be taught in the context of core ideas from the disciplines of science, the report says, but teachers should use a common language for these concepts across disciplines, so that students understand the same concept is relevant in many fields.  These concepts should become familiar touchstones as students progress from kindergarten through 12th grade.

16. Moving from A Framework to NGSS
Integrating the 3 Dimensions
Science & Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
Chapter 9 of the Frameworks for K-12 Science calls for a vision of science education where students, “actively engage in scientific and engineering practices in order to deepen their understanding of cross-cutting concepts and disciplinary core ideas. . . In order to achieve this vision, all three dimensions need to be integrated into the system of standards, curriculum, instruction and assessment.”

17. Architecture of a Standard
Organization of the Next Generation Science Standards
The standards are organized by grade levels in Kindergarten through fifth grade. The middle and high school standards are grade banded. For the purposes of this draft, a set of model courses for middle school and high school have been developed to initiate discussion. All reviewers are invited to submit feedback through the general comments portion of the online survey.
A real innovation to the NGSS is the overall coherence. As such, the Performance Expectations (the assessable component of the NGSS architecture) can be arranged in any way that best represents the needs of states and districts without sacrificing coherence. The May public draft web version of the standards allowed all performances to be sorted in many ways. For the January Public Draft, the lead states gave the writing team direction to arrange and code the performance expectations by disciplinary core ideas based on the arrangement of the Framework, in addition to providing the original topical arrangements. The topics are available both through the web and download, but a new coding system has been implemented to better represent any configuration. Finally, as directed by the Lead States, stand alone engineering performance expectations in middle school and high school have been integrated into the traditional sciences, but are also still available in separate engineering standards. These performance expectations, designated by an asterisk, are listed in the both the disciplinary core idea and topic arrangements.

18. One Standard Organization of the Next Generation Science Standards
The standards are organized by grade levels in Kindergarten through fifth grade. The middle and high school standards are grade banded. For the purposes of this draft, a set of model courses for middle school and high school have been developed to initiate discussion. All reviewers are invited to submit feedback through the general comments portion of the online survey.
A real innovation to the NGSS is the overall coherence. As such, the Performance Expectations (the assessable component of the NGSS architecture) can be arranged in any way that best represents the needs of states and districts without sacrificing coherence. The May public draft web version of the standards allowed all performances to be sorted in many ways. For the January Public Draft, the lead states gave the writing team direction to arrange and code the performance expectations by disciplinary core ideas based on the arrangement of the Framework, in addition to providing the original topical arrangements. The topics are available both through the web and download, but a new coding system has been implemented to better represent any configuration. Finally, as directed by the Lead States, stand alone engineering performance expectations in middle school and high school have been integrated into the traditional sciences, but are also still available in separate engineering standards. These performance expectations, designated by an asterisk, are listed in the both the disciplinary core idea and topic arrangements.
A key component to successful standards development is to ensure the vision and content of the standards properly prepare students for college and career readiness. During the development of the NGSS, a parallel process to ensure the college and career readiness based on the available evidence has been ongoing. The process will continue through the completion of the NGSS development. The definition, process, and research are documented in this document. College and Career Ready Students can demonstrate evidence of:
1. Generating and using knowledge that blends Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas to make sense of the world and to approach problems not previously encountered by the student, including new situations, ill-structured problems, and new information,
2. Evaluating the use of blended knowledge through self-directed planning, monitoring, and evaluation,
3. Applying blended knowledge more flexibly within and across various disciplines through the exploration of the relevance of the application of additional Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas,
4. Employing valid and reliable research strategies, and
5. Exhibiting evidence of the effective transfer of mathematics and disciplinary literacy skills to science.

19. Assessable Performance Expectations Performance Expectations
* Science PEs with engineering through a practice, DCI or crosscutting concept
Foundation Boxes
The performance expectation(s) where the practice is indicated
Connections to other Disciplinary Core Ideas
Connections Box
Connections to Common Core

20. Responding to Feedback from all stakeholders
In the process of developing the standards great attention has been given to listening to the field. Through the various drafts feedback has been sought, collected and used to improve the next generation science standards. The draft you will see later this week is truly the result of a nation-wide collaboration, and as such will be strong for it.
Two areas where you may see the most significant changes are in how the Engineering disciplinary cores ideas have been integrated with the other disciplinary core ideas, AND in how clear connections to the Nature of Science are strongly highlighted.

21. Integration of Engineering
In this sample performance expectation from MS physical science, specifically the Forces and Interactions standard, notice (click once) in the now highlighted box the phrase about testing solutions. This language comes from the engineering core idea, now highlighted in yukky yellow in the center disciplinary Core Ideas foundation box. Notice that the performance expectation integrates the science engineering practice of modeling with the physical science core ideas around interactions of forces with the engineering core idea. Where these sorts of integration have taken place they are signified with an asterisk at the end of the sentence.
The purpose of science education is to equip our students with the knowledge and skills essential for addressing society’s needs, such as growing demand for pollution-free energy, to prevent and cure disease, to feed Earth’s growing population, and maintain supplies of clean water. Just as these grand challenges inspire today’s scientists and engineers, the intent of these new standards is to motivate all students to fully engage in the very active practices of science and engineering. This appendix takes a deeper look at Engineering Design, Technology, and the Applications of Science and how they are treated in the NGSS.

22. Nature of Science
This middle school earth science performance expectation illustrates how opportunities to teach about the Nature of Science are brought forth. Notice in the now appearing (click once) yellow highlighted area a description of the component of the nature of science best fitting here. An expanded description of the components of the nature of science will be included as front matter when the standards are finished and released.
Based on the public and state feedback, as well as feedback from key partners like the National Science Teachers Association (NSTA), steps were taken to make the Nature of Science more prominent in the performance expectations. It is important to note that while the Nature of Science was reflected in the Framework through the practices, understanding the Nature of Science is more than just practice. As such, the direction of the lead states was to indicate Nature of Science appropriately in both Science and Engineering Practices and Crosscutting Concepts. A matrix of Nature of Science across K-12 is also included in this appendix.

23. Navigating the Survey Accessing the survey Key survey questions
Read front matter; note that there are options for how you can access the survey (we will go over)
Key survey questions
Achieve is asking specific questions
Is the PE too prescriptive or too vague?
How grade appropriate is this PE?
How relevant is this crosscutting concept to the core idea?
How well would this PE demonstrate a student’s understanding of the DCI?
How to Complete the Next Generation Science Standards Survey
The Next Generation Science Standards Survey has three main sections: Respondent Information; General Survey on ALL K-12 Standards; and the Science Standards.
In order to participate in the survey, you do not need to provide feedback on all the standards, you may provide feedback on a single standard, or just the general section, or for as many standards as you would like.
As with the web and PDF versions of the NGSS, the survey is available in both the topic and DCI arrangements.
To complete the survey, follow these five easy steps:
1. Enter your name and address in the survey registration page to register. You can then continue on to the survey immediately. You will also receive an with your unique participation code to allow you to reenter your saved survey at a later time.
2. Complete the Respondent Information (optional)
3. Complete the General Survey on ALL K-12 Standards (optional)
4. Complete the questions on individual standards
5. Submit your responses

24. Approaches to Feedback
Follow one Disciplinary Core Idea vertically K-12. (e.g. pick energy and see how the standards progress)
Examine standards in your grade band of expertise (e.g. K-5, MS, or HS) and +/- a grade
Examine just the engineering standards.
Just start clicking on random criteria in the search tool and see what you get.. aka NGSS roulette.
Suggestions for examining the standards and giving feedback.
Vertical progression – useful feedback might include comments about developmental appropriateness at a given grade, or conceptual jumps from grade to grade seem to have significant gaps
Within grade band – useful feedback might include clarity of statements and/or is there sufficient detail to inform instruction
Engineering – useful feedback might include clarity of statement or how well the practice fits with the DCI
All is too much

25. Responding to the Survey
Read the standards looking for the integration of each of the three dimensions (DCI, Crosscutting Concepts, and Science and Engineering Practices)
Make a claim, provide evidence
Respond in complete sentences
Do not abbreviate or use acronyms

26. What constitutes good feedback?
Draw example from spreadsheet of good & bad feedback
The DCI content in standard PS5 exceeds what is expected at the previous grade-level. Suggest that the learning progression be re-examined for coherency. Good.
An elementary cannot be expected to teach all of this content. Who is going to do the needed training? Bad.
Use another example from spreadsheet of good & bad feedback
Another specific issue: the argumentation practice does not show up until second grade (and then only once and once again in third grade), but the evidence is clear (e.g., Taking Science to School) that very young children (i.e., in preschool and kindergarten) can productively engage in argumentation. In the early grades, there is a classic imbalance towards observation (cf. our Piagetian history in the 60s / 70s). There should be deep use of explanation in K-2 as well as argumentation. Students need to be engaged in knowledge synthesis processes. Good.
Professional development would be needed for the support of the ETS framework in the disciplinary core ideas. Bad.

27. Survey Registration
If you don’t complete the survey in one sitting, check for your invitation code. Use this code to return to the survey.

28. Introduction to the Survey

29. Three Part Survey Respondent information
General survey about all the standards
Specific questions about Performance Expectations that interest you

30. Performance Expectations Questions
Questions about K.SPM
Online version of K.SPM

31. NGSS Lead States Washington’s role in the national dialogue
We have been part of this process since September 2011
Washington is one of 26 states that have volunteered to be lead states in the development of NGSS:
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.
We are reviewing and providing feedback now because we are a Lead state.

32. Standards Connections
Washington Standards
Next Generation Science Standards
Four Essential Academic Learning Requirements
Systems
Inquiry
Application
Domains
Life Science
Physical Science
Earth and Space Science
Science and Engineering Practices
Identifies 8 Practices
Subsumes WA Inquiry
Disciplinary Core Ideas
Adds Engineering and Technology
Subsumes WA Application
Crosscutting Concepts
Adds 7 crosscutting concepts
Subsumes WA Systems and Application
DRAFT
Washington’s local work . . .
Alignment analysis between WA 2009 Science Learning Standards and the NGSS.
Update to Legislature and SBE
Development of implementation plans similar to common core standards adoption
The newest research on teaching and learning informs and extends the WA Learning Standards.
OSPI Presentation to SBE: Next Gen. Science

33. Thank you! For updated information on the NGSS, please check