NGSS Secondary Implementation and Transition Planning

March 18, 2014Pacific Science Center

Teaching and Learning ScienceOffice of the Superintendent of Public Instruction

Thank you!

We would like to thank LASER and the Pacific Science Center for hosting us today.

Welcome and Today’s Outcomes

• Review Elements Table• Explore equity research and strategies in NGSS

implementation at the secondary level.• Come to common understanding about secondary NGSS• Review middle and high school NGSS standards and

draft transition plans.• Discuss and create common message to be shared with

stakeholders to address concerns for districts around middle and high school science courses and pathways.

But first…..

–Before we start…please use the post-its for your hopes and dreams for today.

Updates from Achieve• 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. Early 2014

• 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. Early 2014

• 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. Early 2014

• 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. Early 2014

• The Science Standards Comparison Toolkit will help teachers and administrators consider the differences in purpose and content between different sets of standards. Early 2014

• The NGSS data portal will let users search and view the NGSS to meet their individual needs for display on computers and mobile devices. This flexible resource will eventually allow users to tag and share resources. Summer 2014

Elements Table

Megan Bang, Ph.D.University of Washington

Understanding Equity and Secondary Science Practice

Let’s spend some time with the NGSS…

How do we understand the secondary standards?

Mechelle and Craig Placemat Activity

Analyzing a Performance Expectation

Addressing our own questions and concerns

Highlights, Comments, and Captions

Three Parts to this ProtocolPart 1: Record Data-make no judgments, inferences, or conclusionsPart 2: Record “what it means”-this is your opportunity to make those inferences and conclusionsPart 3: Reflect and Summarize your findings

Pick a Performance Expectation

What Standard Did You Choose?

Text of a Performance Expectation

3 Dimension-Foundation Boxes

3 Dimension-Foundation Boxes

Connection Boxes-To Other DCIs

Just record the codes for now

DCIs Before and After

Connection to the Common Core

Highlights, Comments, and Captions

Three Parts to this ProtocolPart 1: Record Data-make no judgments, inferences, or conclusionsPart 2: Record “what it means”-this is your opportunity to make those inferences and conclusionsPart 3: Reflect and Summarize your findings

What It Means?I notice that students will have to make

observation and comparisons. I

will have to teach these

skills in multiple settings

Highlights, Comments, and Captions

Three Parts to this ProtocolPart 1: Record Data-make no judgments, inferences, or conclusionsPart 2: Record “what it means”-this is your opportunity to make those inferences and conclusionsPart 3: Reflect and Summarize your findings

Caption

• If this place mat was a picture in a book, what caption would you give it?

• Write a one to three sentence caption describing what you have created so that the reader understands the implications of the image.

Remembering Phil Bell’s Messages from December…

Learning Conceptualized

along Three Dimensions

—Guided

Development of New

Educational Standards

Science & Engineeri

ng Practices

Crosscutting

Concepts

Disciplinary

Core Ideas

Next Gen Science

Standards

Standards take the form of performance expectations

defined through combinations of elements of the three dimensions that progress across grade levels

Three dimensional standards, Three dimensional instruction,Three dimensional curriculum.

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data5. Using mathematics, information and computer

technology, and computational thinking 6. Constructing explanations (for science) and

designing solutions (for engineering) 7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating

information

Dimension 1: Science and Engineering Practices

Model for Scientific Practices (NRC, 2012)

Why Practices? • The practices are considered to be central to

science and engineering.

• Practices…

– engage students productively in inquiry,

– support important learning processes, and

– help students understand aspects of the science and engineering enterprises

Designing for Learner Agency

• Encourage students… “to be authors and producers of knowledge with ownership over it rather than mere consumers of it, and [encouraging] teachers and other members of the learning community to position students as stakeholders by publicly identifying them with the claims, approaches, explanations, designs and other responses to the problems that they pursue” (Engle and Conant, 2002, p. 404).

• Learner agency takes three forms:

1. Support active knowledge construction by engaging students in the practices

2. Have learning experiences grow out of the lives of learners—connect science to real world contexts

3. Leverage funds of knowledge of learners (interests, knowledge, reasoning, identities)

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1. We will use the questions on the next slide and back-map them to the performance expectations.

2. The goal is to see which PEs might support, coordinate and “speak” with each other – similar to Rodger Bybee’s concept of bundling. This will help us determine if there is an opportunity for WA to think about integrating PEs into specific courses.

Studying the NGSS Secondary StandardsOur next task…

1. How can Taylor Shellfish and communities that rely on shellfish farming plan for changes in the pH of the ocean?

2. How can Hanford Nuclear Site remediate the environment?3. How do micro-plastics impact the Puget Sound aqua environment?4. What design innovations can be implemented on aging dams,

bridges and roadways in WA?5. Predict how environmental toxins may impact living organisms?6. Construct an argument for the testing of nuclear fallout in the

water traveling from Japan to the western United States.7. Develop a model for the Dept of Forestry that takes into account

the impact of climate change on the health and the location of forests in WA.

8. Other questions that might be useful?

Studying the NGSS Secondary StandardsWhat would it take for students to tackle the

following questions?

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

California’s Middle School Model

Grade Cross Cutting Concepts Life Earth and Space Physical Human

Impact Engineering

EighthStability and change; scale, proportion and

quantityNatural

SelectionHistory of the

EarthSpace systems

Waves and Electromagnetic

radiationEnergy Forces and

Interactions

Human Impact ETS

SeventhEnergy and Matter: flows, cycles, and

conservation; cause and effect

Ecosystems Natural resources Structure and property of matter

Human Impact ETS

SixthPatterns; 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

California articulation of Performance Expectations

Transition Plans

• Examine the Transition Plans in light of the day’s activities– What recommendations will help districts

transition to the NGSS?– What do the NGSS learning spaces need to look

like?

How should the Transition Plans be messaged?

Thank you and….