career and technical education conference ngss updates and ... · application to the lesson plan. i...
TRANSCRIPT
8/21/2013
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RTI and PLC Institute
Richland, WA
Ellen K. Ebert, Ph.D.
Director, Teaching and Learning Science
Understanding the
Next Generation Science Standards
Our Time Today
Update most current information on the adoption of the
Next Generation Science Standards
NGSS and RTI-PLCs
What does it mean for me and how might it look in my
classroom?
Consideration of the NGSS in light of Common Core
initiatives
Open discussion and brainstorming
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Before we begin:
What questions do you have about the NGSS?
Some things to think about:
How expert are you with the NGSS? (Rate: 1 – 5)
Do you know what the new science and engineering practices (SEPs) are?
Do you know that the SEPs subsume the scientific method? Who is going to teach the engineering in the NGSS?
How does NGSS fit with RTI-PLC?
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WA and NGSS: Let’s quickly review 2011
WA joins 26 “lead states” in development of NGSS
WA statewide science community and district leaders mobilized
2012 2013 Drafts reviewed and input provided by over 4,000 WA educators and
stakeholders during development
Student groups included in review / input process
Intentional connections made throughout process to CCSS processes and implementation and STEM
2013
NGSS Finalized in April 2013
States consider adoption timelines and processes
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WA is a lead state partner
2 writers
>1000 reviewers during Public Draft Release
NGSS “Lead” States (2011-present)
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Widespread Support for NGSS in WA
Many Letters of Support
•Partnership for Learning and WA Business Roundtable
•Washington Science Teachers Association
•Washington Math Engineering Science Achievement (MESA)
•Pacific Science Center
•Two Resolutions
•Statewide Curriculum Advisory and Review
Committee
•State Board of Education
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Widespread input in Washington:
4,000+ educators, stakeholders, students
Student Reviewers:
Neah Bay HS & MESA
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What I like about this standard is
that…(Spokane 6th Grader)
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Why NGSS…the student perspective…
Neah Bay HS and MESA HS Students
I like the standard about the Big Bang theory, really makes me think. I
have always wondered how the universe was created. I like to argue to
try to prove my point. Everyone likes to argue.
You get to design and conduct a investigation to generate mathematical
comparisons of factors. You get to find the similar ecosystems at different
scales.
Knowing the basic reasoning for production of elements could help me
tremendously as I take chemistry based classes in college. Knowing a little
more about elements would be very helpful to get me "college ready". I
mean that knowing what stars are made up of and how they are made would
be helpful in understanding chemistry at college level.
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Student Advice to NGSS Developers
Do not over complicate it (the standard) so this does not overwhelm
students.
You should incorporate more mathematics in the education of
science of 8th graders.
To teach this (NGSS) in such a manner would provide hands-on
application to the lesson plan. I have found that the material sticks
better to me when I am physically working on the subject.
To keep up the good work. I think kids should know this going into
high school. I wish I would of learned that, it would of helped out a
lot.
[With NGSS] The students would not be bored but awake an learning
while having fun in class.
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Ongoing: Statewide Coordination and Collaboration to
Support Implementation (Professional Learning Providers and Partners Across WA )
Including:
• School Districts
• Higher Education
• Education and Educator Associations
• Business Partners
• Math/Science Education Partnership Grants
Washington
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FYI: Washington’s Learning Standards Development,
Adoption, Implementation: Process and Authority
Development Process
Exploration: Statewide Review & Input
(bias and sensitivity; comparisons)
Approval & Adoption
Build Awareness & Statewide Capacity
Classroom Transitions,
Application,
Assessment
Authorities:
RCW 28A.655.070 : Essential academic learning requirements and
assessments (development/revision)
RCW 28A.655.071: Common Core State Standards (ELA/Math)
RCW 28A.655.068: Science
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Key Steps for WA Adoption
Comparative Analysis (WA and NGSS) – Completed June 2013
Bias and Sensitivity process – Completed June 2013
Involve / Update key stakeholders – seek support and buy-in
(All Completed)
Ed. Opportunity Gap Oversight and Accountability Commission
Legislative Committees
State Board of Education
State Curriculum Advisory and Review Committee
Education Associations
State Business and Industry / Private Partners
Consider policy implications (HS assessments and course requirements) - Ongoing
OSPI NGSS adoption: Superintendent Dorn – Anticipated late summer 2013
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From a Visionary Framework to a
New Vision of Teaching with the NGSS…
July 2010 – January 2013
WA one of 26 “lead” states
January 2010 - July 2011 Phase II
Phase I Adoption
Transition and Implementation
Phase III
August 2013
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Standards Comparison:
NGSS and WA 2009 Science Standards
Focus of Analysis:
Identify where overlaps and differences exist between
the two standard sets;
Identify new content or processes; and
Form the basis for developing a state-level
transition plan to the NGSS.
Methodology:
Striking structural differences between the architecture of
the two sets of standards did not permit a direct
quantitative alignment.
Committee elected to do a qualitative alignment.
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Comparative Analysis Findings
The vast majority of Washington science standards are fundamentally incorporated into the NGSS.
There is some movement of disciplinary core ideas between grades at the elementary level, but this realignment goes hand in hand with the goal of not getting ahead of the CCSS-M and CCSS-ELA standards.
In particular, the Systems, Inquiry and Application standards from Washington’s current standards are well-covered in the NGSS.
Modest differences exist between the Disciplinary Core Ideas in the NGSS and the Domain standards in Washington’s EALR 4.
Most of the difference involves re-sequencing and an emphasis on current scientific applications, but there is also a fundamental shift to a deeper focus on fewer topics, much like the CCSS.
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The committee provided general transition advice
Statewide Approach/Support
Considerations
Implementation Considerations
HS courses pathways: Develop explicit supports that make
connections with NGSS and STEM courses and CTE pathways (NGSS, Appendix K)
Develop a communications plan with regard to the adoption of and transition to the NGSS in conjunction with CCSS.
Work with other states on a model process for vetting instructional materials, with a focus on pedagogical issues.
Develop short (2-3 minute) video vignettes on science and engineering practices for professional development modules.
Support transition from WA’s Application EALR to NGSS Engineering Performance Expectations.
Intentionally connect STEM and CCSS practices to the NGSS.
Place initial emphasis on pedagogical practices (shifts) not immediately on instructional materials, kits, labs, etc.
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Bias and Sensitivity Workgroup and Tasks
40 workgroup committee members included science educators, administrators, librarians, special education experts, representatives from diverse communities and higher education faculty.
Tasked to review foundational NGSS and Bias and Sensitivity research and topics
Engaged with four educators with expertise in reaching diverse student populations.
Identified and vetted effective strategies to engage diverse learners in three domains, classroom, home and community, and school.
Considered the following:
How can the standards be taught in a way that addresses the needs of students from diverse backgrounds?
Effective Strategies
Classroom
Home and Community
School
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Effective Strategies to support
ALL Students
Classroom: - Connect science education to students’ sense of place
- Engage students’ knowledge, cultural practices, and make home culture connections
- Use project-based learning
- Use culturally relevant pedagogy
- Capitalize on community involvement and social activism
- Access role models
- Provide accommodations and modifications for students with disabilities
- Adopt language support strategies and home language support
Home and Community:
- Identify resources and strengths in the family and home environments of non-dominant student groups
- Involve parents and extended family
- Define problems and design solutions for community projects in local neighborhoods
- Focus on science learning in informal environments
School:
Intentionally invest in:
- Material resources – curricular materials, supplies, and other expenditures
- Human capital – content and cultural knowledge and leadership, professional development
- Social capital – norms and values surrounding learning, teaching, and relating to others
Workgroup Recommendations
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Key Next Steps Leading to and Following Adoption
Transition Planning Guided by results of Comparative Analysis and Bias and Sensitivity Recommendations
In light of NGSS shifts
In context and in conjunction with CCSS 3-year transition plans and partnerships
In light of the foundations we have to build on
Regional science and STEM activities and supports
Math Science Partnerships and other professional development resources Seattle/Renton MSP focuses on NGSS
State assessment system adjustments
Collaboration / coordination across states adopting NGSS
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The K12 Framework Vision Focuses on
Equalizing Opportunities for Science Learning
“Promoting scientific literacy among all of the nation’s people is a
democratic ideal worthy of focused attention, significant resources, and
continuing effort. To help achieve that end, the committee thinks not only
that standards should reflect high academic goals for all students’ science and
engineering learning—as outlined in this framework—but also that all
students should have adequate opportunities to learn.”
“All students should be able to learn about the
broad set of possibilities that modern life offers
and to pursue their aspirations, including their
occupations of interest.”
— NRC Framework, 2011, pp. 277-8
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Practices can…
• Support extended, active, and local learning processes that attend to social, cognitive, and cultural dimensions
• Provided multiple entry points for learners
• Build upon learner interests, everyday language, knowledge, practices, and identities (i.e., an asset-based view)
• Promote an expanded view of “What counts as science?”
The Focus on Science and Engineering
Practices Can Promote
Educational Equity & Social Justice
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How does the philosophy of RTI and
PLCs intersect with this vision?
How can the standards be taught in a way that addresses the
needs of students from diverse backgrounds?
Let’s “Turn and Talk” for a moment.
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Washington’s Vision for Education
Every Washington public school student will
graduate from high school globally
competitive for work and postsecondary
education and prepared for life in the 21st
century.
Class of 2011: Bridgeport High School
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Washington State’s Schools and Structures
Over 1 million students 40% free and reduced- qualified students
9% bilingual/migrant population
13% special education qualified
~70,000 educators, 295 school districts, local control ~200 districts with under 5000 students
9 Educational Service Districts
1 elected state superintendent of public instruction
Charter schools new in 2013-14
Countless stakeholders and partners
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The Framework Principles Complement
WA Vision
• 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
…and can help us students with the tools they need
for a 21st Century Science.
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WA NGSS implementation plans
are guided by lessons learned from the
Common Core Transitions…
“These standards are not
intended to be new names
for old ways of doing
business.”
CCSS-M, page 5
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Our Work with Internal/External Partners
Develop common understandings about Equity (Framework Chapter
and NGSS Appendix D)
Calibrate and share messages and resources
Write a Bias and Sensitivity Report with Student Profiles and Teaching
Strategies
Jointly develop robust Transition Plans and Year-by-Year PD Materials
Energize statewide capacity-building efforts
ELA and Math Teacher Leader Fellows Network
Regional Science Coordinators/LASER Alliances/CTE
Cross program work (for example: Science and Bilingual)
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How can the NGSS support your work?
What are the possibilities?
Turn and Talk for a moment.
Can you record your ideas?
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• Assembling the implementation network
• Informing stakeholders broadly (via print and online
channels, presentations to groups, summits)
• Activating relevant networks (e.g., WA LASER, Teachers
of Teachers of Science, Informal Ed)
• Building strategic capacity to understand the new vision
(e.g., PD teams, funded STEM education projects)
• Cultivating new collaborative projects on specific
initiatives (e.g., WA MSPs, NSF MSP)
• Engaging research + practice communities in
collaborative implementation (newer strategy)
State-Level Strategies have included:
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NGSS Examples
The next few slides will introduce you to the structure and
architecture of the NGSS.
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Diving into the NGSS: A Physical Sciences Performance Expectation (PE)
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Diving into the NGSS: Layers of an Earth and Space Science (ESS) PE
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Elwha River Task used in Olympic Peninsula Schools is an
example ESS at HS level
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts
of human activities on natural systems.*
• Example – Elwha River Dam removal by Olympic National Park
http://www.nps.gov/olym/naturescience/elwha-ecosystem-restoration.htm
• Exploration/activity was done with high school
students this spring…highly successful
Students have participated in restoration
process and in collecting data for
scientists.
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Earth Science Climate Change Slide
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Layers of an Earth and Space
Sciences PE
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K-12 Learning Progression for
ESS3 Earth & Human Activity
Grade Bands K-2 3-5 6-8 9-12
Performance
Expectations 18 of the 208
3 4 5 6
Practices 8 of the 8
Questioning
Modeling
Obtain Info
Obtain Info
Explanation
Argumentation
Questioning
Analyze Data
Explanation
Argumentation
Analyze Data
Using Math
Explanation
Argumentation
Crosscutting
Concepts 7 of the 7
Cause & Effect
Systems
Cause & Effect
Systems
Cause & Effect
Patterns
Stability
Cause & Effect
Systems
Stability
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Engineering Design
The 4th NGSS
Discipline
3-4 Performance
Expectations for each grade
band to empower us to
teach these Disciplinary
Core Ideas (DCI’s)
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The New Standards . . .
from Content Perspective
• raise the bar for content
• raise the bar for language
• call for a high level of classroom discourse across all content areas for all students, including English language learners
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ELA and Literacy Standards
Student Portraits
1. Demonstrate independence
2. Build strong content knowledge
3. Respond to the varying
demands of audience, task,
purpose, and discipline
4. Comprehend as well as critique
5. Value evidence
6. Use technology and digital
media strategically and capably
7. Understand other perspectives
and cultures
Key Features
Reading: Text complexity and the
growth of comprehension
Writing: Text types, responding to
reading, and research
Speaking & Listening: Flexible
communication & collaboration
Language: Conventions, effective
use, and vocabulary
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Math Standards
Mathematical Practices
1. Make sense of problems and
persevere in solving them
2. Reason abstractly and
quantitatively
3. Construct viable arguments and
critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools
strategically
6. Attend to precision
7. Look for and make use of
structure
8. Look for and express regularity
in repeated reasoning
Core Ideas
K-5 Counting & Cardinality (K)
Operations & Algebraic Thinking
Number & Operations
Fractions (3)
Measurement & Data
Geometry
6-8 Ratios & Proportional Relationships
Number System
Expressions & Equations
Functions (8)
Geometry
Statistics & Probability
9-12 Number & Quantity
Algebra
Functions
Modeling
Geometry Statistics & Probability
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Science Standards
Science & Engineering
Practices
1. Ask questions (for science) and
define problems (for engineering)
2. Develop and use models
3. Plan and carry out investigations
4. Analyze and interpret data
5. Use mathematics and
computational thinking
6. Construct explanations (for
science) and design solutions
(for engineering)
7. Engage in argument from
evidence
8. Obtain, evaluate, and
communicate information
Crosscutting Concepts
1. Patterns
2. Cause and effect
3. Scale, proportion and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change
Core Ideas
1. Physical Sciences
2. Life Sciences
3. Earth and Space Sciences
4. Engineering, Technology and
Applications of Science
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S5. Use mathematics & computational thinking M6. Attend to precision
M7. Look for & make use of structure
E3. Respond to the varying demands of audience, talk, purpose, & discipline
E1.Demonstrate independence
E7. Come to understand other
perspectives & cultures
S2. Develop and use models
M4. Model with mathematics
M1. Make sense of problems & persevere
in solving them
M8. Look for & express
regularity in repeated reasoning
S1. Ask questions & define problems
S3. Plan & carry out investigations
S4. Analyze & interpret data
E2. Build strong content knowledge
E4. Comprehend as well as critique
E5. Value evidence
M2. Reason abstractly & quantitatively
M3. Construct viable argument & critique reasoning of
others
S7. Engage in argument from evidence
S6. Construct explanations & design solutions
S8. Obtain, evaluate & communicate information
E6. Use technology & digital media M5. Use appropriate tools strategically
MATH SCIENCE
ELA Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu
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New Paradigm
Content
Discourse
Text (complex text)
Explanation
Argumentation
Purpose
Text structures
Sentence structures
Vocabulary
Language Arts RTI-PLC Institute 8/22/13 44
New Paradigm
Content
Discourse
Text (complex text)
Explanation
Argumentation
Purpose
Text structures
Sentence structures
Vocabulary
Language Arts
RTI
?
How might
RTI Strategies
be added to this
diagram?
Turn and Talk…
Can you create a
new model? RTI-PLC Institute 8/22/13 45
Science Assessment Considerations:
Federal Assessment Requirements
No Child Left Behind (NCLB) requires that our state’s science
standards must be assessed: Once in elementary school (we give Measurements of Student
Progress in 5th grade)
Once in middle school (we give MSP in 8th grade)
Once in high school (we give Biology End-of-Course exam)
When we change our state standards in science we need to
change assessments (RCW 28A.655.070) .
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Sample Transition Plan: Grade 1
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WA State Science Assessment Evolution
Once in elementary;
once in middle;
once in HS;
exit exam transitioning to comprehensive
(2017?)
Next Generation Science Standards
(2013)
Measurements of
Student Progress in grades 5 & 8 (2011);
Biology End of Course exam in HS,
usually grade 9 or 10 (2012)
New State Science Standards (2009)
Measurements of
Student Progress in grades 5 & 8; High School Proficiency Exam in grade 10
(2010)
Assessment design changes
WASL
comprehensive science test in grades 5, 8, 10
(2006)
Original State Science Standards
(2006)
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Assessment Transition for NGSS
Washington joined a consortium (Smarter Balanced) to
minimize the cost of transitioning to new assessments for
Common Core:
Common Core subjects - only English Language Arts and
Mathematics for grades 3-8 and 11, beginning in 2014-15.
Exit exams for graduation in ELA and Math articulated in
2013 ESB 1450
New high school content and assessments will have
implications on high school course taking and on district
capacity.
For the NGSS, Washington would like to join a multi-state
consortium to minimize the cost of transitioning to new
assessments….
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Next Steps
Superintendent Dorn Adopts
Develop a meaningful Transition Plan
Work with science educators across state
Address Policy Issues
Stay focused on Equity
Develop innovative curriculum
Develop middle and high school pathways
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Activity: Using the Bias and Sensitivity Tool to deepen
our discussion about NGSS, RTI and PLCs….
Developed by Gilda Wheeler, OSPI
This tool was used to facilitate the development of a student profile which
focused discussion about suggested instructional strategies. How can we use
the same tool for our discussion about NGSS, RTI and PLCs? Let’s take some
time to think about it and see what we can learn.
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Thank you!
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