NGSS Secondary Implementation and
Transition Planning
March 18, 2014
Pacific Science Center
Teaching and Learning Science
Office 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
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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 Protocol
Part 1: Record Data-make no judgments,
inferences, or conclusions
Part 2: Record “what it means”-this is your
opportunity to make those inferences and
conclusions
Part 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 Protocol
Part 1: Record Data-make no judgments,
inferences, or conclusions
Part 2: Record “what it means”-this is your
opportunity to make those inferences and
conclusions
Part 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 Protocol
Part 1: Record Data-make no judgments,
inferences, or conclusions
Part 2: Record “what it means”-this is your
opportunity to make those inferences and
conclusions
Part 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 &
Engineering
Practices
Crosscutting
Concepts
Disciplinary
Core
Ideas
Three dimensional standards,
Three dimensional instruction,
Three dimensional curriculum.
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
Dimension 1: Science and Engineering Practices
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 data
5. Using mathematics, information and computer
technology, and computational thinking
6. Constructing explanations (for science) and
designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating
information
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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Studying the NGSS Secondary Standards
Our next task…
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 Standards
What would it take for students to tackle the
following questions?
1.
2.
3.
4.
5.
6.
7.
8.
How can Taylor Shellfish and communities that rely on shellfish
farming plan for changes in the pH of the ocean?
How can Hanford Nuclear Site remediate the environment?
How do micro-plastics impact the Puget Sound aqua environment?
What design innovations can be implemented on aging dams,
bridges and roadways in WA?
Predict how environmental toxins may impact living organisms?
Construct an argument for the testing of nuclear fallout in the
water traveling from Japan to the western United States.
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.
Other questions that might be useful?
California’s Middle School Model
http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp
California articulation of Performance Expectations
Grade
Cross Cutting
Concepts
Life
Earth and Space
Physical
Human
Impact
Engineering
Waves and
Electromagnetic
radiation
Energy Forces and
Interactions
Human
Impact
ETS
Structure and
Human
property of matter Impact
ETS
Stability and change;
Eighth
scale, proportion
and quantity
Natural
Selection
History of the
Earth
Space systems
Energy and Matter:
flows, cycles, and
Seventh
conservation; cause
and effect
Ecosystems
Natural resources
Sixth
Patterns; structure
and function;
systems and system
models
Cells and
Organisms
Weather and
climate
Energy
Human
Impact
ETS
Fifth
Energy and Matter:
Matter cycles
flows, cycles and
through living
conservation;
and non living
Scale, proportion
things
and quantity
Earth in space,
interactions of
earth systems
Properties and
structure of
matter
Human
Impact
ETS
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….