Preparing for the Next Generation

Science Standards

Updates and Transition Planning

Presented by:

Ellen Ebert, PhD

Science Director, Teaching and Learning

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Our Time Today

State Context and Updates Transition Plans

Timelines

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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.

5. (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;

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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.

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CCSS and NGSS Transitioning to CCR Standards in WA

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

Phase 1: CCSS and NGSS Exploration 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

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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

ADOPTION States have discretion to

voluntarily adopt NGSS

Final April 2013

WA STATUS:

- Comparisons

- Bias and Sensitivity

- SBE Presentations

Adoption

October 2013

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 & Process

Summer 2011 to Present

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We are

here

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Moving toward Career and College Ready

Standards

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“These standards are

not intended to be new

names for old ways of

doing business.”

CCSS-M, page 5

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What will “Career and College Readiness”

look like?

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District/Building Vision and Culture?

Teacher practices?

Student dispositions and work?

Instructional materials and resources?

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Content

Practices

Culture

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Our guiding beliefs and approach for CCR

Standards Implementation in WA

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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; HOWEVER there are shifts that need to be attended to in the content in connection with the integrated nature of the new standards.

2. The How: System “Remodeling” Belief that successful implementation will not take place top down or

bottom up – it must be “both, and…”

Belief that districts across the state have the conditions and commitment present to engage wholly in this work.

Professional learning systems are critical

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The “What”:

The NGSS were built on the principles of

A Framework for K-12 Science Education

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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

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The “What”:

Key Shifts in NGSS

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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–12

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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

The “What”:

The Three Dimensions

Science and Engineering

Practices Crosscutting

Concepts Disciplinary Core

Ideas (DCIs)

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NGSS Performance Expectation Example Layers of an Earth and Space Science

Three Dimensions Integrated

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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

information

4/2

8/2

014

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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

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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

4/28/2014

http://www.ssec.si.edu/blog/no-child-left-behind-nclb-

and-the-laser-model

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Effective Strategies

for Student

Engagement

Classroom

Home and Community

School

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Equity and the NGSS

The NGSS

afford teachers

and students

very unique

learning

opportunities

that we cannot

afford to miss.

We need to

connect

learning in

multiple ways.

The “What”:

Connections Across Subjects

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The “How”: Key Elements of Washington’s

NGSS Grade-Specific Transition Plans

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Grades K-5 Available

Middle and High School Under Development

Secondary Sample - HANDOUT

• 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 Standards

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The “How”:

WA-NGSS Transition Plan Key Ideas

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Outlines support OSPI and statewide partners are committed to providing

Begins with the 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.

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NGSS Implementation – through a district,

building, and/or classroom lens

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Phase 1: CCSS 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

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Where to Start…

FIRST: Phase 1 Exploration and Awareness

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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

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NEXT: Phase 2 within your District Context

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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

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The “How”:

Moving forward with NGSS…

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Key steps for Phases 1 and 2…

Consider Elementary Transition Plans (Secondary is available but still in draft)

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.

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To remember….

Power of the Shifts

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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.

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The “How”:

Upcoming Resources to Support Implementation (late Spring/Summer 2014 from Achieve, Inc.)

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.

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For more NGSS information

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Science Teaching & Learning:

Ellen Ebert, Ph.D., ellen.ebert@k12.wa.us

Amber Farthing, amber.farthing@k12.wa.us

Environmental and Sustainability Education:

Gilda Wheeler, gilda.wheeler@k12.wa.us

Science Support Staff:

Sultana Shah, sultana.shah@k12.wa.us

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

Report from Symposium on Science Assessment:

http://www.k12center.org/rsc/pdf/bybee.pdf

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Thank You!

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Questions?

Closing Thoughts?

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