1. Next Generation Science Standards Public Release II January 18, 2012 Lesley Merritt Virginia Rhame

2. What questions will we not be able to answer? – Implementation questions---probably the ones you most care about! Assessment Specific content at each grade level Adoption vs. Implementation The goals for the day... – Increase understanding of Framework for K-12 Sci Ed – Collaborate to provide in depth feedback on the second draft of the NGSS – Deepen your understanding of ??? Goals for the day...

3. Assessment CurriculaInstruction Teacher development Achieve Inc., 2011 K-12 Science Education 3 07/2011 Spring 2013 ????

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

5. Science and Engineering Practices 1.Asking questions (science) and defining problems (engineering) 2.Design and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Developing explanations (science) and designing solutions (engineering) 7.Engaging in argument 8.Obtaining, evaluating, and communicating information

6. Crosscutting Concepts 1. Patterns 2. Cause and effect: Mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and conservation 6. Structure and function 7. Stability and change

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

8. Conceptual Shifts in the NGSS (Appendix A) These shifts need to be made to effectively use NGSS. 1.K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. 2.The Next Generation Science Standards are student performance expectations – NOT curriculum. 3.The science concepts build coherently from K-12. 4.The NGSS Focus on Deeper Understanding of Content as well as Application of Content. 5.Science and Engineering are Integrated in the NGSS from K–12. 6.The NGSS and Common Core State Standards ( English Language Arts and Mathematics) are Aligned.

9. Changes since May Draft (Appendix B) 1.95% of the Performance Expectations have been rewritten 2.College- and career-readiness team suggested removing some content 3.Some content shifted grade levels in elementary 4.Engineering has been better integrated into the traditional science disciplines 5.More math expectations have been added to the performance expectations 6.“Nature of science” concepts have been included throughout the document 7.The Science and Engineering Practices matrix has been revised to provide more clarity

10. Defining College and Career Readiness for the NGSS (Appendix C) 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.

11. Challenges Associated with CCR 1.There are very few remediation courses in science 2.Most postsecondary options do not include a placement test to determine the appropriate level of science course 3.There is no general consensus on pre-requisites students should take as entry-level science courses 4.The role of science in college and career is changing dramatically and the new standards must stand ready to meet that change If the United States is to retain its place in the global economy, the pipeline preparing more scientifically literate students is critical.

12. All Standards, All Students (Appendix D) Three parts of Appendix D Learning opportunities and challenges that NGSS presents for student groups that have traditionally been underserved in science classrooms. Effective strategies for implementation of NGSS in the science classroom, school, home, and community. Context of student diversity by addressing changing demographics, persistent science achievement gaps, and educational policies affecting non-dominant student groups.

13. DCI Progressions (Appendix E) Access at Lesley’s wiki, www.cmasescience.pbworks.com Matrix describes the content at each grade band for each disciplinary core idea across K-12. Helped the NGSS writers ensure progression across grades or grade bands This progression is for reference only. The full progressions can be seen in the Framework. This document in no way endorses separating the disciplinary core ideas from the other two dimensions

14. Science and Engineering Practices (Appendix F) Guiding Principles Students in grades K-12 should engage in all of the eight practices over each grade band. Practices grow in complexity and sophistication across the grades. Each practice may reflect science or engineering. Practices represent what students are expected to do, and are not teaching methods or curriculum. The eight practices are not separate; they intentionally overlap and interconnect. Performance expectations focus on some but not all capabilities associated with a practice. Appendix F has a progression matrix for each practice.

15. Crosscutting Concepts (Appendix G) Meant to give students an organizational structure to understand the world Helps students make sense of and connect core ideas across disciplines and grade bands Not intended as additional content Matrix shows a complete listing of the specific CCC used in the NGSS at K-2, 3-5, 6-8, 9-12

16. Nature of Science (Appendix H) One goal of science education is to help students understand the nature of scientific knowledge. Four themes extend the scientific and engineering practices and four themes extend the crosscutting concepts. The matrix describes learning outcomes for the themes at grade bands for K-2, 3-5, middle school, and high school.

17. Nature of Science (Appendix H) Practices Matrix

18. Nature of Science (Appendix H) Crosscutting Concepts Matrix

19. Model Course Pathways (Appendix J) Considerations 1.The model course maps are as much models of process for planning courses and sequences as they are models of end products. 2.The models utilize the foundational ideas and organization of the Framework. 3.All students are expected to accomplish all of the performance expectations (PEs) of the NGSS. 4.The Next Generation Science Standards are student outcomes and are explicitly NOT curriculum. 5.The performance expectations are grade band endpoints.

20. Model Course Pathways - continued (Appendix J) Three model course maps (MS, HS) are included for consideration: 1.Conceptual Progressions Model (6-8 and 9-12) — Course 1, Course 2, and Course 3 are integrated courses 2.Science Domains Model (6-8 and 9-12) — Life Science, Physical Science, Earth and Space Science are courses aligned to the DCI’s of the Framework 3.Modified Science Domains Model (9-12) — Biology, Chemistry, and Physics are courses aligned to DCI’s in traditionally taught courses

21. How to Read the NGSS  The architecture of the Standards  Represent the three dimensions from the Framework for K-12 Science Education  Connections to other grade bands and subjects  Organized in a table with three main sections  Performance Expectations (PEs)  Foundation Boxes  Connection Boxes  Disciplinary Core Idea (DCI) Codes  Standards are coded based on the DCI from the Framework for K-12 Science Education  Color coding  Online versions are color coded to represent the three dimensions  Practices (SEPs) are blue  DCIs are orange  CCs are green  PDF printable versions are black and white  Clarification statements and assessment boundaries are in red  Video on How to Read the Next Generation Science Standards Video on How to Read the Next Generation Science Standards

23. Closer Look at a Performance Expectation Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. Remember that the expectations are what the students need to be able to at the end of that grade.

24. Grade Level and Disciplinary Study Groups Life Science Earth & Space SciencePhysical Science K-5 2-3 persons 6-8 2-3 persons 9-12 2-3 persons Best-case scenario, but go where you prefer.

25. Feedback Form for Survey

26. Access the NGSS Standards and Survey www.nextgenscience.org

27. Reading the Standards Online Arranged by DCI or Topic Pop-ups –Refer back to the Framework –May be turned on or off Color options

28. Structure of the NGSS Survey Available in two different arrangements  by TopicTopic  by Disciplinary Core Idea.Disciplinary Core Idea  It is recommended that you take the version of the survey that corresponds to the arrangement of the NGSS that you review. Each version of the survey has three main sections  Respondent Information  General Survey on ALL K-12 Standards  The Science Standards

29. How to Complete the NGSS Survey To complete the survey, follow these five easy steps 1. Register and receive your participation code 2. Complete the Respondent Information (optional) 3. Complete the General Survey on ALL K-12 Standards (optional) 4. Complete the questions on the performance standards 5. Submit your responses Click here register 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 for as many standards as you would like.  Respondent Information and General Survey sections are optional, but we encourage you to complete them.  Standards can easily be accessed via the survey's table of contents.

30. NGSS Public Release II/Timeline Goal: To distribute and receive feedback from interested stakeholders; and continue the transparent development process to enable states to be prepared to consider adoption of NGSS  The standards opened for review at 2:00 p.m. CST on January 8, 2013.  The review period will end on January 29, 2013.  The standards and the survey can be accessed at www.nextgenscience.org www.nextgenscience.org  Final Release – March of 2013

31. Next Steps in Arkansas Review Draft NGSS and complete survey Continue to teach the Arkansas Science Curriculum Framework Become familiar with the Practices (suggest NSTA Webinars) Begin to incorporate the Practices into your curriculum

32. Participation Survey Please be sure to have all participants submit the participation survey! http://www.surveymonkey.com/s/NGSS-FPD-Arkansas

33. Discussion Questions? Concerns? Comments?