Transitioning to the Next Generation Science Standards Updates and Transition Planning Presented by: Ellen Ebert, PhD Science Director, Teaching and Learning

Transitioning to the Next Generation Science Standards

Updates and Transition Planning

Presented by: Ellen Ebert, PhD Science Director, Teaching and LearningAmber FarthingScience Program Specialist

NGSS-CCSS Webinar Series May 28 2014

Our Time Today

Science UpdatesNGSS Transition Plans

Resources

2 NGSS-CCSS Webinar Series May 28 2014

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Before we dig in…some formative information gathering


Who’s out there?

How engaged have you been?

What are you most proud of from 2013/14?

What do you need support with for 2014/15?

Documents for today


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Elementary and draft secondary transition plans from http://www.k12.wa.us/Science/NGSS.aspx

The model pathways documents are available from http://www.nextgenscience.org/sites/ngss/files/Appendix%20K_Revised%208.30.13.pdf

California Model Pathways http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp

http://www.k12.wa.us/Science/NGSS.aspx


http://www.nextgenscience.org/sites/ngss/files/Appendix%20K_Revised%208.30.13.pdf



http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp

http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp

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OSPI CCR Quarterly Webinar Series http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar


2013-14 Topics Dates

1. CCR Standards & System Implications

Audience: District and Building Leaders

• Relevant state standards and assessment updates

• Resources for building capacity among district and building leaders for CCSS / NGSS transitions and implementation

• Focus on system/planning issues & resources

• Sept. 2013• Jan. 2014• March 2014• May 27,

2014

2. CCSS-MathematicsAnne GallagherKaty Absten

• Grade-band specific foci• Digging into instructional tools and

resources focused on CCSS-M

• Sept. 2013• Dec. 2013• March 2014• May 29,

2014

3. CCSS-English language artsLiisa Moilanen PottsAmy Baunsgard-Heusser

• Digging into instructional tools and resources focused on CCSS-ELA

• ELA within the content areas – tools and how it looks in classrooms

• Sept. 2013• Dec. 2013• March 2014• May 27,

2014

4. Science and the NGSSEllen Ebert & Amber Farthing

• WA 2009 Science standards and the transition to NGSS

• Orientation to state supports and 4-year Transition Plan (starting with “Year 0”)

• Sept. 2013• Dec.2013• March 2014• May 28,

2014

http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx



Find Updated WA CCR Materials


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http://k12.wa.us/CoreStandards/UpdatesEvents.aspx


Leading and Planning the Transitions

The “What” and the “How”

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Our State Learning Goals are the Foundation (RCW28A.150.210, 1993+)

2. Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness;

3. Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and

4. Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities. (Updated in 2011: SSB 5392)

1. Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;


Implementing Career- and College- Ready Standards in Washington State

Our Vision: Every student will have access to CCR standards through high quality instruction aligned with the standards every day; and every educator is prepared and supported to implement the standards in their classrooms every day.

Our Purpose: To develop a statewide system with resources that supports all school districts in their preparation of educators and students.


Guiding Beliefs and Approach toward CCR Implementation in WA


2-Prongs

1. The What: Content Shifts (for students and educators)

– Belief that past standards implementation efforts have provided a strong foundation on which to build for CCSS;

– HOWEVER there are shifts that need to be attended to in the content.

2. The How: System “Remodeling”– Belief that successful CCSS implementation will not take

place top down or bottom up – it must be “both, and…”– Comprehensive Professional Learning Systems are

KEY


CCR Implementation – through a district, building, and classroom lens

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Phase 1: Standards Exploration

Phase 2: Build Awareness & Begin Building Capacity

Phase 3: Build State & District Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation

CCSS and NGSSTransitioning to CCR Standards in WA

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Phase 1: CCSS and NGSSExploration

Phase 2: Build Awareness & Begin Building Statewide Capacity

Phase 3: Build Statewide Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support


DEVELOPMENT

K-12 Framework for Science Education

NGSS Drafting Process

Confidential Drafts

Summer 2011

WA INVOLVEMENT:- WA Selected as

NGSS Lead State –

Fall 2011- Drafting

Process – Fall 2011 – Spring

2012- Statewide educator,

stakeholder input

REVIEW/INPUT

Public Review Revision

Process

WA INVOLVEMENT:

- Statewide educator,

stakeholder input

- Student input- National input- Comments on

Final Drafts

BUILD AWARENESS & CAPACITY

State Collaboration and Sharing

WA STATUS: Part of 8 state collaborative

(early adopters)

TRANSITION &

APPLICATION

- Intentional transition plans- Examination of

instructional materials and

resources- Assessment

system adjustments

Washington’s NGSS Involvement & ProcessSummer 2011 to Present

We are here


Adoption Update!

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Rhode Island Kentucky Kansas Maryland Vermont California

Delaware Washington District of Columbia Nevada Oregon Illinois New Jersey is

poised to adopt soon

States That Have Officially Adopted NGSS




Transition Planning Document – Key Elements

The “What”: The NGSS were built on the principles of A Framework for K-12 Science Education

Children are born investigators Understanding builds over time Science and Engineering require both

knowledge and practice Science connects to students’ interests and

experiences Instruction focuses on core ideas and

practices Science learning standards promote equity


The “What”: Key Shifts in NGSS

Focus: The NGSS are focused on deeper understanding and application of science content reflecting real-world interconnectedness

Coherence: Science and engineering build coherently (horizontally, vertically and developmentally) across K–12

Integration: Science and Engineering are integrated across K–1218 NGSS-CCSS Webinar Series May 28

2014

THE STANDARDS – Three Dimensions Crosscutting Concepts

Patterns Cause and effect Scale, proportion and

quantity Systems and system models Energy and matter Structure and function Stability and change

Disciplinary Core Ideas Physical Sciences Life Sciences Earth and Space Sciences Engineering, Technology and

Applications of Science

Science & Engineering Practices Ask questions (for science) and

define problems (for engineering) Develop and use models Plan and carry out investigations Analyze and interpret data Use mathematics and computational

thinking Construct explanations (for science)

and design solutions (for engineering) Engage in argument from evidence Obtain, evaluate, and communicate

information19 NGSS-CCSS Webinar Series May 28

2014

Three Dimensional Standards…. Three Dimensional Learning…

The NGSS are written as Performance Expectations

NGSS will require contextual application of the three dimensions by students.

Focus is on how and why as well as what


WHAT ARE THE DIFFERENCES BETWEEN THE NGSS AND PREVIOUS STANDARDS?

Emphasis on being scientists and engineers practices vs. collection of

facts Emphasis on learning context Integration of engineering Informal and community

partners Contemporary science Focus on equity Use of bundling

http://www.ssec.si.edu/blog/no-child-left-behind-nclb-and-the-laser-model


http://www.ssec.si.edu/blog/

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=9VaCQ4XPhFZ3jM&tbnid=tfgwhH394c8YTM:&ved=0CAUQjRw&url=http://www.ssec.si.edu/blog/no-child-left-behind-nclb-and-the-laser-model&ei=B4czU9nlF43koAS84ILwCw&bvm=bv.63808443,d.cGU&psig=AFQjCNGaX7eWWGh61e0vZXkDXd6h2abgTA&ust=1395972212247216

The “How”: Key Elements of Washington’s NGSS Grade-Specific Transition Plans

Grades K-5 Available, Secondary available in draft

Proposed Middle and High School Pathways Transition Plan Elements

• Introduction/background• Performance Expectations• Connections to Common Core Comparison to 2009

WA State Science Standards• Suggested transition plan• Grade level learning progressions • Connections to English Language Proficiency

Standards22 NGSS-CCSS Webinar Series May 28

2014

The “How”: WA-NGSS Transition Plan Key Ideas

Outlines support OSPI and statewide partners are committed to providing

Begins with A Framework for K-12 Science Education

Focuses on equity and the Science and Engineering Practices

Makes connections to CCSS ELA and Math Makes connections to the

English Language Proficiency Standards Promotes resources developed through

Washington’s Math and Science Partnership Grants.


http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm



http://www.nextgenscience.org/sites/ngss/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf

http://www.k12.wa.us/Corestandards/default.aspx

https://www.k12.wa.us/MigrantBilingual/ELD.aspx

https://www.k12.wa.us/MathSciencePartnership/default.aspx

Draft Life Science Transition Plan


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Deeper look at HS Practices


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Deeper look at HS Crosscutting Concepts


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Getting Started


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Where to Start…FIRST: Phase 1 Exploration and Awareness

Among… District leaders and leadership teams Building leaders and building teams of teachers

Take the time to immerse yourself in and learn about… The WHY– The background and vision of the standards The WHAT – The major shifts in the content The HOW – Our state’s approach toward

supporting implementation Emerging resources and support systems


NEXT: Phase 2 within your District Context

Start the transition by Setting the Course! Identify a core group of leaders (across grades and

subjects; students? parents? Community partners?) as a lead implementation team Take stock of current instructional practices, strengths, and

challenges Establish a shared vision that will guide implementation with all

students and educators – what will it mean for your district/building?

Develop District/School-Specific Transition / Implementation Plans In relation to your district’s overall vision and transition plan Access Next Generation Science Standards, Achieve and

Learning Forward materials to inform professional learning Establish short and long term goals to begin moving forward


http://www.nextgenscience.org/next-generation-science-standards

http://learningforward.org/

The “How”: Moving forward with NGSS

Key steps for Phases 1 and 2… Study the elements of the Transition Plans Phase-in Science and Engineering Practices and

Cross Cutting Concepts

“Buy time NOT stuff!” - Proceed carefully with the purchase of any learning materials and use existing learning materials until teachers have time to fully understand the NGSS and carefully weigh course design and placement until after your teachers are well-versed with the NGSS.


To remember…. Power of the Shifts

Know them – both the what and the why

Internalize them

Apply them to decisions about Time Energy Resources Conversations with parents, students, colleagues, partners

This effort is about much more than implementing the next version of the standards.

It is about preparing our systems and every student for college and careers.


Possible Model PathwaysFrom Achieve and California


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Model Course 1 Pathway – Conceptual Progressions


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Model Course 2 Pathway – Science Domains



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Model Course 2 HS Pathway – Science Domains



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Model Course 3 HS Pathway – Modified Science Domains


California Middle School Integrated Model


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Grade Cross cutting concepts

Life Earth and Space Physical Human Impact

Engineering

Eighth Stability and change; scale, proportion and quantity

Natural Selection

History of the Earth Space systems

Waves and Electro-magnetic radiation Energy Forces and Interactions

Human Impact

ETS

Seventh Energy and Matter: flows, cycles, and conservation; cause and effect

Ecosystems

Natural resources Structure and property of matter

Human Impact

ETS

Sixth Patterns; structure and function; systems and system models

Cells and Organisms

Weather and climate

Energy Human Impact

ETS

Fifth Energy and Matter: flows, cycles and conservation;Scale, proportion and quantity

Matter cycles through living and non living things

Earth in space,interactions of earth systems

Properties and structure of matter

Human Impact

ETS

CaliforniaMiddle School

Model2014


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Achieve’s Proposed Accelerated Pathway Grades 6 – 10


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Draft

The “How:” Resources to Support Implementation

NGSS Evidence Statements will provide educators with additional detail on what students should know and be able to do. Model content frameworks will build on these statements and offer further clarity on implementing the NGSS in the classroom.

Classroom Assessment Tasks are a vision of integrating science, engineering and mathematics in classroom assessment. Teachers across the disciplines are collaborating to write sample tasks that blend content, practices and concepts from both the NGSS and the Common Core State Standards.

NGSS Accelerated Pathways are course models that provide examples of how the NGSS can be tailored for accelerated students. Created by Advanced Placement teachers, these models help schools and districts to envision pathways for students intending to take AP science courses in their junior year.

The EQuIP NGSS Rubric will help educators and education leaders identify high quality, NGSS-aligned instructional materials, and provide feedback to improve existing materials, through a criterion-based, peer-review process.


http://www.nextgenscience.org/toward-integration-ngss-and-common-core-classroom

http://www.nextgenscience.org/toward-integration-ngss-and-common-core-classroom

http://www.nextgenscience.org/equip-ngss-rubric-development



Resources: Equip Rubric


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The Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric for science provides criteria by which to measure the alignment and overall quality of lessons and units with respect to the NGSS.

The purpose of the rubric and review process is to: (1) provide constructive criterion-based feedback

to developers;(2) review existing instructional materials to

determine what revisions are needed; and (3) identify exemplars/models for teachers’ use

within and across states

http://www.nextgenscience.org/resources

http://www.nextgenscience.org/resources

Equip Rubric Sample


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Resources: NGSS@NSTA HUB!

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NSTA has developed a terrific NGSS resource that is freely available. It can be accessed at http://ngss.nsta.org/. The sites has updates and timely postings about using the NGSS which are very helpful.

In a recent blog post about Achieve’s newly released EquipRubric, Dr. Joseph Krajcik stated,

“The EQuIP rubric provides us with a set of criteria to help us judge whether materials align with the NGSS. The EQuIP Rubric is still evolving. The criteria have been identified, and we are working to associate values with the criteria to indicate the extent to which they are met. Over time we will continue to enrich the EQuIP rubric with levels and examples.”


http://ngss.nsta.org/

http://ngss.nsta.org/

http://nstacommunities.org/blog/2014/04/25/equip/



Resources under development


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Sample Classroom Assessment Tasks - spring 2014 State Standards Comparison Toolkit - spring 2014 NGSS Evidence Statements - spring 2014 Accelerated Model Course Pathways - spring 2014 State of Science Education Research - spring 2014 NGSS Data Portal - summer 2014 Alignment Institutes - summer/fall 2014 Publishers' Criteria - fall 2014 NGSS Model Content Frameworks - fall 2014 STEM Works - fall 2014 Tools for Ambitious Science Teaching Michigan State University

http://tools4teachingscience.org/

http://create4stem.msu.edu/ngss


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Classroom Assessment Updates

Evidence Statements: Developed specifically for the

Performance Expectations Organized by Science and

Engineering Practices and include all Dimensions

A student is proficient when they have met all the Evidence Statements

Evidence Statements


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Scientific model: Components: Models includes specific variables or

factors within the system under study. Relationships: Models need to represent the

relationship among components in order to provide an account of why the phenomenon occurs.

Connections: Models needs to be connected to causal phenomena or scientific theory that students are expected to explain or predict.

More Classroom Assessment Updates


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Sample Classroom Assessment Tasks SciMath Tasks

Provide examples of what the integration of science and math might look like in a classroom

Provide tasks that are aligned with both NGSS and CCSS-M and require students to use both in a meaningful way

Showcase a spectrum of opportunities to integrate these disciplines through a set of contextualized task components

Sample Classroom Assessment Tasks/SciMath


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Introduction

This section includes a short “abstract” describing the task background information and the unifying theme/question for the task. This section also includes reference to the materials from which the assessment task was developed.

Standards Bundle

Standards Bundle: This section lists the Next Generation Science Standards (performance expectations), CCSS-M practices and grade level standards, and CCSS-ELA/Literacy standards that are partially or fully assessed by the task components. Standards completely highlighted in bold are fully assessed by the task, including an integration of the dimensions from the foundation boxes associated with each NGSS performance expectation as reflected in the evidence statements and as outlined in the standards alignment and connections section below.

Information for Classroom Use

Connections to Instruction: This section provides recommendations for how this assessment task might be used in the classroom, including type of class and where within the instructional unit it might be used, whether it could be used as a formative or summative assessment, and suggestions for how it might be subdivided.

Approximate Duration for the Assessment Task: This section will provide information on the amount of time needed to complete the assessment task and how it might be broken up to fit within limited-time class periods at different points in time over the course of an instructional unit. Note that this section does not include instructional time leading up to each task component(s).

Assumptions: A description of the foundational knowledge and abilities required of the teacher and/or students in order to use this assessment task.

Materials Needed: A description of the resources needed to complete the task components.

Supplementary Resources: A list of information and reference materials that the teacher or student might use to prepare for or complete the task components.

DRAFT

Sample Classroom Assessment Tasks/SciMath


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Assessment Task

This section represents the portion of the task that would be given to students.

Context: An introduction to the task that defines the setting of the task or that gives the task components a unifying theme or question.

Task Components: All of the activities and questions that make up the assessment task, divided into specific components.

Alignment and Connections of Task Components to the Standards Bundle

This section describes how each task component specifically would assess proficiency of part of the standards bundle, including all-related standards and parts of standards (since most individual task components don’t assess a full standard) and how they integrate math, science, and engineering aspects of the task. This section also includes a statement describing which task component(s) together fully assess an NGSS performance expectation, including an integration of the associated dimensions.

Evidence Statements

This section includes a list of statements that will specifically and clearly state the evidence for student proficiency on a task component as it meets the requirements of all dimensions of the associated standards included in the standards bundle and the intent for assessment.

Rubrics (coming soon)

In future versions of these classroom sample assessment tasks, this section will provide example scoring guidelines for the task components that reflect levels of student performance as below basic, basic, proficient, and advanced.

DRAFT

For more NGSS information

Science Teaching & Learning: Ellen Ebert, Ph.D., [email protected] Amber Farthing, [email protected]

Environmental and Sustainability Education: Gilda Wheeler, [email protected]

Science Support Staff: Sultana Shah, [email protected]

NGSS OSPI Website: http://www.k12.wa.us/Science/NGSS.aspx


mailto:[email protected]






For Assessment Information

The most current assessment information is best found at:[email protected]

Dawn Cope, Secondary Science Assessment

Kara Monroe, Elementary Science Assessment

Jessica Cole, Administrative Assistant

Cinda Parton, Director of Assessment Development

Science Assessment Web Page http://www.k12.wa.us/Science/Assessments.aspx



http://www.k12.wa.us/Science/Assessments.aspx

For Common Core Information

English Language Arts/Literacy

ELA/Literacy Support:•Liisa Moilanen Potts, [email protected]

Math Support Anne Gallagher, [email protected]

General Support / Overall CCSS Leadership:- General email: [email protected] Jessica Vavrus, [email protected]




Thank You!


Questions? Closing Thoughts?


http://www.nextgenscience.org/