Career and Technical Education Conference NGSS Updates and ... · application to the lesson plan. I have found that the material sticks I have found that the material sticks better

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


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

RTI-PLC Institute 8/22/13 2

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?


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


WA is a lead state partner

2 writers

>1000 reviewers during Public Draft Release

NGSS “Lead” States (2011-present)


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


What I like about this standard is

that…(Spokane 6th Grader)


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.


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.


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


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


http://www.nextgenscience.org/

http://www.washingtonstem.org/

http://www.wasa-oly.org/

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=8126K7dRiBZ3MM&tbnid=MGAecEx-E8VwqM:&ved=0CAUQjRw&url=http://mesa.eng.uci.edu/&ei=mr_tUZm5D8PrqAHn44HAAw&psig=AFQjCNESPFMiwTl1P6coS6Sq26pdbTkAgw&ust=1374621949869058

http://apps.leg.wa.gov/RCW/default.aspx?cite=28A.655.070



http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session Laws/House/1410-S.SL.pdf

http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session Laws/House/1410-S.SL.pdf

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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


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


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.


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.


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.


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


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


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


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


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.


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


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.


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


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)


How can the NGSS support your work?

What are the possibilities?

Turn and Talk for a moment.

Can you record your ideas?


• 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.


Diving into the NGSS: A Physical Sciences Performance Expectation (PE)


Diving into the NGSS: Layers of an Earth and Space Science (ESS) PE


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.


Earth Science Climate Change Slide


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


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)


19

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


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


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


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


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) .


Sample Transition Plan: Grade 1


WA State Science Assessment Evolution

Once in elementary;

once in middle;

once in HS;

exit exam transitioning to comprehensive

(2017?)


(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….


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


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.


Thank you!


Considerations for an exit exam:

Career and Technical Education Conference NGSS Updates and ... · application to the lesson plan. I have found that the material sticks I have found that the material sticks better

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