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Next Generation Science Framework, Standards and

Assessment:Fall 2013 Update

Liz Buttner, Science Education ConsultantCT State Department of Education

Elizabeth.buttner@ct.gov11/4/2013

NRC Framework and the NGSS

Framework describes a reformed “vision” of what it means to be proficient in science:• “knowing science” means applying the Practices to

demonstrate understanding of Core Ideas and Crosscutting Concepts;

• Details the Practices, Core Disciplinary Ideas, and Crosscutting Concepts

NGSS adds assessable Performance Expectations:• Adds performances students should be able to

achieve at the conclusion of instruction (end of year; end of grade band; or on a large-scale assessment).

• Assigns Performance Expectations to each grade (K-5) and to 6-8 and 9-12 grade bands.

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Will NGSS adoption improve science teaching and learning in Connecticut?

Can teaching new standards using current approaches yield improved results?

NGSS Adoption Reflections

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NGSS present an opportunity to improve curriculum, instruction, teacher development, assessment,

accountability, and ultimately student interest and achievement in science.

NGSS ADOPTION MEANS…Much more than teaching new topics

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A Reformed Vision of Science Proficiency

Are educators and parents ready to embrace a new vision of what it means to be “proficient” in science?• “ Focus on understanding and application as opposed to

memorization of facts devoid of context.” (NGSS Appendix A)

• “The integration of content and application reflects how science is practiced and experienced in the real world.” (NGSS Appendix A)

• “Most state standards and assessments express these dimensions as separate entities, leading to their separation in both instruction and assessment.” (NGSS Appendix A)

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New Ways of Assessing for Accountability

Are educators ready to prepare students to succeed on state assessment questions like this?“Analyze and interpret data to determine scale properties of objects in the solar system.” (MS-ESS1-3)

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Inclusion of Engineering Design in K-12 Science Curriculum

• ETS1.A: Defining and Delimiting Engineering Problems– A situation that people want to change or create can be approached

as a problem to be solved through engineering (K-2)

• ETS1.B: Developing Possible Solutions– Tests are often designed to identify failure points or difficulties, which

suggest the elements of the design that need to be improved (Gr. 3-5)

• ETS1.C: Optimizing the Design Solution– The iterative process of testing the most promising solutions and

modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution (Gr. 6-8)

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy* (HS-PS3-3)11/4/2013 7

Coordinating Science with CCSS-ELA and Math

An opportunity for science to be an integral part of students’ comprehensive education by supporting student learning of ELA/literacy and math expectations within the context of science instruction.

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TURN AND TALK:• What are the

benefits?• What are the

potential pitfalls

How do NGSS Assessment Expectations Compare to CT Assessment Expectations?

CT Science FrameworkGr. 5 Earth/Space

CMT Expected Performances• B22. Explain the cause of

day and night based on the rotation of Earth on its axis.

• B23. Describe the monthly changes in the appearance of the moon, based on the moon’s orbit around the earth.

NGSS – Gr. 5 Earth/Space

5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

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Comparing CT to NGSS Assessables: Elementary

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CONNECTICUT

EXPECTED PERFORMANCE B.8

Describe the effects of the strengths of pushes and pulls

on the motion of objects.

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NGSS

EXPECTATION 3-PS2-1

Plan and conduct an investigation to provide

evidence of the effects of balanced and unbalanced forces on the motion of an

object.

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CONNECTICUT

EXPECTED PERFORMANCE C15.

Describe the basic structures of an animal cell, including the

nucleus, cytoplasm, mitochondria and cell

membrane, and how they function to support life.

NGSS PERFORMANCE EXPECTATION

MS-LS1-2

Develop and use a model to describe the function of a cell as a whole and ways

parts of cells contribute to the function.

Comparing CT to NGSS Assessables: Middle School

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Comparing CT to NGSS Assessables: High School

CONNECTICUT EXPECTED PERFORMANCE D28

Describe the general role of DNA and RNA in protein

synthesis.

NGSS PERFORMANCE EXPECTATION HS-LS1-1

Construct an explanation based on evidence for how the

structure of DNA determines the structure of proteins which carry out the essential functions of life

through systems of specialized cells.

Will require:• Preparing students for new, more rigorous, assessments (not just

remembering facts). NGSS Performance Expectations ARE assessment outcomes.

• 3 years of high school science for all students;• All students to learn biology, physics, chemistry and Earth/Space science in a

progression laid out for K-2, 3-5, 6-8 and 9-12 grade bands;• Inclusion of Engineering Design concepts, practices and outcomes at all

grade bands;• Standards to be translated into coherent curriculum learning units;• Curriculum performance expectations be developed;• Modifications to existing teaching approaches and materials;• Substantial professional learning opportunities (see MSP 2013-2015 project

categories);May require more teachers certified to teach high school Earth Science and Physics.

Key Implications of NGSS Adoption

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PHASE 1: REFLECTION (2011-2013)– NGSS Draft feedback to Achieve– Collaborate with other states (BCSSE)– Progress reports to State Board of Education– Content Crosswalk– District Survey– Policy implications– Adoption DecisionPHASE 2: PREPARATION (2012-2013)– Policy decisions (MS/HS courses; cumulative or end-of year tests, certification)– Stakeholder awarenessPHASE 3: TRANSITION (2014-2018)– Professional development system ; new teaching approaches (MSP)– Teacher preparation program upgrades– Curriculum transition timeline– Curriculum and materials modifications– Teaching and learningPHASE 4: FULL IMPLEMENTATION (2017-18 school year)– New assessments introduced

Moving Toward Next Generation Science in CT

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STANDARDS:• 2013-14 school yr: 2004 Science Framework, GLCs, GLEs in

effect• Early 2014: CT adoption decision anticipated

POSSIBLE CURRICULUM TRANSITION:• 2014-17: Districts develop and transition to new science

curriculum and instructional approaches• 2014 and beyond: Professional development

POSSIBLE ASSESSMENT TRANSITION:• March 2014-16: CMT and CAPT Science assessments administered

(tentative)• Spring 2017: New or hybrid science assessments? Uncertain

whether end-of-grade, end-of-course or cumulative

Possible Connecticut Transition Timeline

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Connecticut’s NGSS

Decision-Making Process

Taking Time to Make Informed Decisions

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Standards: Only the Beginning…

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NRC Framework:Vision and Broad Goals

NGSS Standards:

Assessment Expectations by Grade and Grade Band

Assessments:How will

attainment of goals be

measured?

* Curriculum* Teaching Materials

* PD System* Teacher Prep

courses* Assessments

To be

developedTo be

developedCompleted

2013Completed

2011

Sti ll Many “Unknowns”

• How will large scale assessments measure Practices integrated with Core Ideas? For example: “Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.” (MS-PS1-5)

• Who will pay for innovative, new tests?• How long will it take to develop such tests?• Will new science tests be cumulative or administered at every

grade?• How many states will adopt NGSS? How will publishers address

NGSS?AND…

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Context Considerati ons

• Districts are currently tackling much change: - Common Core implementation

- Teacher evaluation SLOs and IAGDs- Personalized learning- Competency-based report cards

• NGSS assessment consortia have not been formed or funded. New ways of testing “practices” not determined yet.

• Publishers have not yet developed new instructional materials to illustrate the NGSS vision.

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Sample Adoption OptionsEmbrace the vision defined in the “Framework for K-12 Science Education” (National Research Council, 2012) and…• Adopt all NGSS Assessment Expectations (Performance

Expectations) only;• Adopt some NGSS Assessment Expectations;• Adopt NGSS Assessment Expectations and develop Curriculum

Expectations similar to CT K-8 Grade-Level Concepts (GLCs) and Grade-Level Expectations (GLEs);

• Revise current CT Framework and Standards to reflect NRC Framework Core Ideas, Practices and Crosscutting Concepts;

• Collaborate with other states to develop curriculum standards.• Other possibilities…

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Next Generation Science Standards (NGSS):Connecticut’s Adoption Implications Study

ACTIVITY PURPOSE COMPLETIONDATE

Content CrosswalkIdentify which NGSS concepts are in CT standards at the same grade; at a different grade; or not in CT standards at all. Findings available October 2013.

April 2013

District Implications SurveyElicit district input related to capacity and challenges associated with adoption and transition to NGSS. September 2013

Instructional Shifts ReportCompare vision for science teaching and learning in NRC Framework to current CT standards; highlight key shifts. Fall 2013

Middle/High School Course-Mapping Study Groups

Elicit district input related to challenges and opportunities for organizing NGSS standards into course sequences for all students. January 2014

Higher Education Focus Groups

Elicit input on NRC Framework/NGSS adoption from higher education science/engineering & teacher prep faculty. What are potential impacts on students’ success in college STEM courses or majors, and on teaching approaches used in undergraduate science courses.

January 2014

Adoption Options Focus GroupConvene state NGSS Content Review Committee to compare final NGSS publication to January 2013 feedback to Achieve. What concerns persist? What adoption options address the concerns.

February 2014

Recommendations to State Board of Education

Present adoption recommendations, including systemic improvements and a phased-in transition timeline if adoption is recommended. Early 2014

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CSDE Adoption Implications Study: What Are We Learning So Far?

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NGSS-CT Content Crosswalk• CSDE committee compared curriculum concepts in NGSS to those in

current state standards. DID NOT COMPARE PERFORMANCE EXPECTATIONS. Crosswalk answers the following questions:– Which NGSS concepts have a match in Connecticut standards at the same

grade (or grade band);

– Which NGSS concepts have a match in Connecticut standards at a different grade (or grade band);

– Which NGSS concepts have no match in Connecticut standards and would be new for teachers and students;

– Which Connecticut standards have no match in NGSS and could potentially be removed from science curriculum and assessment if NGSS were adopted?

– Which grades or grade bands would have the greatest proportion of curricular change if NGSS were adopted?

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NGSS-CT Content Crosswalk Highlights

Complete report to be posted soon. Highlights include:– About two-thirds of the concepts in the NGSS have a match in

Connecticut’s current state standards; – Most new content would be in Gr. 9-12: engineering design; wave

properties; electromagnetic radiation; evidence of common ancestry and diversity; the universe and its stars and history of planet Earth

– More physical science in Gr. K-5.– Current state science standards apply only to Grades 9 and 10, in

keeping with the state requirement for two years of high school science and the state CAPT Science assessment administered at Grade 10.

– NGSS are intended to apply to Grades 9 through 12, and would require at least three years of high school science coursework.

– Implications?

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Content Crosswalk HeadlinesGreatest change would be felt in Grades 9-12*:– only 51% of NGSS concepts are required of all students in

current state standards. – 61% of NGSS Physical Science Gr. 9-12 concepts would be new

requirements for all Connecticut high school students; – 58% of the NGSS Earth/Space Science Gr. 9-12 concepts would

be newly required of all Connecticut high school students. * Disparity partly because current state science standards apply only to Grades 9 and 10, in keeping with the state requirement for 2 years of high school science and the state CAPT Science assessment administered at Grade 10. NGSS, by contrast, are intended to apply to Grades 9 through 12, and would require at least 3 years of high school science coursework.

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Content Crosswalk Headlines

Concepts in current Connecticut standards that do not have a match in NGSS include: – Bacteria, viruses, infectious disease; optical

technologies; food preservation technologies; biotechnology; nutrition; and the physics of bridges

– Could be addressed in curriculum designed to teach ETS2: Links Among Engineering, Technology, Science and Society

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2013-2014 School Year:What Can Districts Focus On Now?

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District Implications Survey• Circulated from mid-August through late September 2013.

• Solicits collective and individual feedback about district “capacity” for science program reform: curriculum, science leadership, teaching materials, professional development.

• Over 550 responses from assistant superintendents, district science coordinators, teachers, coaches and other district-level personnel.

• Will inform a set of adoption recommendation to be brought to State Board of Education.

• Will be used to Identify and plan for resources, supports and costs associated with NGSS adoption, transition and implementation.

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STAYING INFORMED

• NGSS newsletters– Are you on the CSDE science mailing list?– Contact Liz Buttner at elizabeth.buttner@ct.gov to

subscribe• RESC Science Council presentations• CSTA and CSSA events• SDE science web page: www.sde.ct.gov

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