Next Generation
Science
Standards
2013 Washington
State Science
Standards
Rebecca Wallace
Agriscience, OSPI
Rebecca.wallace@k12.wa.us
(360) 725-6244
Provided to WAVA – Oct 6-7, 2014
What to Expect
-
OSPI NGSS Information
Shared Resources/Transition Plans
Placemat Activity and Debrief
Questions?
Introductions
• Name and Location
• Biggest Question/Concern/Rumor
regarding Next Gen Science
Standards
NGSS What Do We Know?
 Adopted
by Supt. Dorn and Gov. Inslee in
October of 2013
 State roll out plan established – 12 years for
fundamental, systematic change
 GREAT concept, challenging to implementation
 CTE and Science partner – consistency – CTE
change will be less drastic than “Gen. Ed”
 Assessment….
 Biology EOC is still state law – must either change
to adopt new DCI’s and/or replace test- could go
to cumulative HSPE – assessment still would have
issues
4
10/9/2014
School Year 2013-14
School Year 2014-2015
Building A Plan to Understand: Building The Foundation :
After Adoption:
*Work with building/district
PLC/ESD offerings to unpack NGSS
science standards and build
awareness and understanding
Potential Professional
Development:
•Summer Conferences
•Sections (WAAE)
•WA-ACTE Conference
Frameworks:
NGSS alignment accepted, but not
required
Continued Local Level Development:
*PLCs/ESD/WSTA etc
State begins collection/development
of sample frameworks:
Potential Professional
Development:
School Year
WSTA in Spokane (Oct 17-19th)
•WAVA/WA-ACTE/Mini-Conferences/District
Teacher Meetings etc
•Regional NSTA Conference
Summer Conferences
•Sections (WAAE)
•WA-ACTE Conference
School Year 2015-2016
Building Resources and
Readiness:
Continued Local Level Development
NGSS aligned frameworks uploaded to
CTE website as examples
State begins collection/development of
sample aligned assessments/models
Potential Professional Development:
School Year
WSTA/NSTA offerings
WAVA/WA-ACTE/Mini-Conferences/District
Teacher Meetings
Frameworks:
Summer Conferences
•Sections (WAAE)
•WA-ACTE Conference
NGSS alignment accepted, but not
required
Frameworks:
School Year 2016-2017
Frameworks due in January for 20162017 courses need to have NGSS
science standards aligned
Full implementation of 2013
Science Standards in CTE courses
– Ample Resources Available
(Frameworks/Assessments)
Next Generation Science Standards
Assessment – What We Know
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Development for the new assessments will begin in 2014-15.
The assessment work will start with the construction of test
blueprints, item specifications, and pilot item development.
OSPI will solicit the involvement of grade-level and contentexpert teachers of science during the process.
Opportunities for teachers to participate will be widely
advertised through the science assessment listserves (SALT and
PEPPER), the science assessment webpage, the Washington
Assessment Weekly, and others.
Although the first operational year for the new assessment is
currently unknown, it is predicted to be no earlier than the
spring of 2017. Professional Development will be offered
through multiple avenues
Until the new NGSS assessments become operational (spring
2017 or 2018), there will be an overlap between the
assessment of the 2009 standards and the implementation of
NGSS.
Assessment – What We Know

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The 5th and 8th grade Science Measurements of Student
Progress (MSP) as well as the Biology End-of-Course
(EOC) exams will be administered to meet state and
federal requirements. These exams will continue to assess
student learning as detailed in the Washington State K-12
Science Learning Standards, adopted in 2009.
Students in the classes of 2015 and beyond are still
required by the Legislature to pass the Biology EOC exam
to meet graduation requirements.
When the new assessment becomes available, the plan
for the transition of the assessment graduation
requirement from the Biology EOC to the new assessment
will be provided.
All current Certificate of Academic Achievement options
will remain available for high school students to meet the
current assessment graduation requirement and will be
augmented to support the transition graduation
requirements when known.
Assessment – Timeline
Fall 2013
•NGSS
Adopted
•Phase 1
Transition
Begins
School Year
2014 - 2015
•NGSS Transition
and
Implementation
continues
•NGSS
Assessment
development
begins
•5th/8th grade
MSP & Bio EOC
continue
School Year
2015 - 2016
•NGSS
Implementation
continues
•NGSS
Assessment
development
continues
•5th/8th grade
MSP & Bio EOC
continue
School Year
2016 - 2017
•NGSS
Implementation
continues
•Possible NGSS
Assessments in
spring OR
•5th/8th grade
MSP & Bio EOC
continue
School Year
2017 - 2018
•NGSS Fully
Implemented
•NGSS
Assessments in
spring
NGSS Framework
 The
framework has three dimensions that are
intended to be integrated into new science
standards, assessments and curricula
Scientific and Engineering Practices (8) – all students
should be able to demonstrate
 Cross-Cutting Concepts (7) – connecting knowledge
across he disciplines to help students form a coherent
and scientifically based understanding of the world
 Disciplinary Core Ideas - limited set of ideas designed to
allow for an increasing depth of core knowledge over
time
Big picture: NGSS provides specificity, integration, and
coherence to ensure all students have relevant K-12
science education

“The difference in the verbs used in the NGSS tells the
story. Gone is the conception of science education as
an abstract recall of facts. Instead, students
demonstrate proficiency in science by engaging in
actual scientific practices — in this case, developing
models, designing solutions and constructing
arguments. In the words of one standards author, the
NGSS require that students move from demonstrating
good note-taking skills to demonstrating true
understanding of scientific practices, concepts and
core ideas. The resulting implications for classroom
practice could not be greater.”
Achieve NGSS Workbook
Three Dimensional Standards….
Three Dimensional Instruction…
Three Dimensional Learning…
11
10/9/2014

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
12
10/9/2014
Guiding document
The Framework Principles….
 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
A Framework for K12 Science Education
13
Key Shifts in NGSS
Focus:
The NGSS are focused on deeper
understanding and application of
science content reflecting realworld interconnectedness
Coherence:
Science and engineering Build
Coherently (horizontally, vertically
and developmentally) across K–12
Integration:
Science and Engineering are
Integrated across K–12 in the NGSS
10/9/2014
14
WHAT ARE THE DIFFERENCES
BETWEEN THE NGSS AND PREVIOUS STANDARDS?
 Emphasis
http://www.ssec.si.edu/blog/no-child-leftbehind-nclb-and-the-laser-model
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
10/9/2014
 Use of bundling
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.
15
10/9/2014
Home and
Community
Classroom
School
Effective
Strategies for
Student
Engagement
Scientific and Engineering Practices
(SEP)
like developing and using models or analyzing and interpreting
data, that are critical to scientific inquiry in any content area.
These are not teaching strategies; they are a necessary student
outcome to show proficiency in science.
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 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
Crosscutting Concepts (CC)
like patterns and cause and effect, that provide the connective
tissue between sciences. These concepts are found throughout
all scientific disciplines and will be continually revisited and built
on through the exploration of core content.
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
Disciplinary Core Ideas (DCI)
that are acquired by students through an overall K–12 learning
progression and can be taught at increasing levels of depth and
complexity over time.
Physical Sciences
 PS 1: Matter and its interactions
 PS 2: Motion and stability: Forces and interactions
 PS 3: Energy
 PS 4: Waves and their applications in technologies for information transfer
Life Sciences
 LS 1: From molecules to organisms: Structures and processes
 LS 2: Ecosystems: Interactions, energy, and dynamics
 LS 3: Heredity: Inheritance and variation of traits
 LS 4: Biological evolution: Unity and diversity
Earth and Space Sciences
 ESS 1: Earth’s place in the universe
 ESS 2: Earth’s systems
 ESS 3: Earth and human activity
Engineering, Technology, and the Applications of Science
 ETS 1: Engineering design
 ETS 2: Links among engineering, technology, science, and society
How do you read the NGSS?
Resources:
 Online:

http://www.nextgenscience.org/nextgeneration-science-standards
Or just google search “NGSS” – this will be the
first returned
 Framework
Book
 Notebook:

Pulled out assessable components
There’s an App for That!
Practices and Core Ideas
Practices and Crosscutting Concepts
Connections
30
Assessable
Performance
Expectations
10/9/2014
Performance
Expectations
Science PEs with
engineering
through a
practice, DCI or
crosscutting
concept
Foundation
Boxes
The performance
expectation(s)
where the practice
is indicated
Connections
Box
Connections
to other
Disciplinary
Core Ideas
Connections
to Common
Core
Placemat
Activity
Building an understanding
through analyzing a
performance expectation
Pick a Performance Expectation
What Standard Did You Choose?
Grade Level
DCI
Title of Standard
HS
LS4
Biological Evolution: Unity and Diversity
Text of a Performance Expectation
PE: Communicate scientific information that
common ancestry and biological evolution
are supported by multiple lines of empirical
evidence.
CS/AB: Emphasis is on a conceptual understanding of the role
each line of evidence has relating to common ancestry and
biological evolution. Examples…. (No Assessment Boundary
Listed)
3 Dimension-Foundation Boxes
(HS-LS4-4)
3 Dimension-Foundation Boxes
Connection Boxes-To Other DCIs
Just record the codes for now
DCIs Before and After
HS Standards will have DCI’s at prior
grade levels, and within grade-level,
but not connections after
MS standards will have both
connections to prior grade-levels and
HS band
Connection to the Common
Core
DEBRIEF PLACEMAT
Practices Activity
 Evaluate
how to practices are integrated, or can be
integrated within courses, units, lessons and
assessments.
 Have time to more intentionally integrate practices,
and develop practice related resources
1: Asking Questions/Defining Problems: (pg 4-5)
2: Developing and Using Models: (pg 6)
3: Planning and Carrying Out Investigations (pg 7-8)
4: Analyzing and Interpreting Data (pg 9)
5: Using Mathematics and Computational Thinking (10)
6: Constructing Explanations and Designing Solutions (11-12)
7: Engaging in Argument from Evidence (pg 13-14)
8: Obtaining, Evaluating, and Communicating Info (pg 15-16
Course Evaluation
 By
practice use the provided document
to determine where in your current
courses SEP’s fit in, or could fit in – how
could instruction/assessment opportunities
be manipulated to more intentionally
integrate SEP’s? EQUIP RUBRIC
Lesson Evaluation
Evaluate a unit/lesson to determine alignment
of 2013 standards, and ways to more
intentionally integrate.
What Next?
 Join
SALT and PEPPER listserve
 Monitor OSPI/EDS Professional Learning
opportunities
 Provide time and resources for teachers to
understand standards, work to integrate in a phase
in method
 Determine local plan of action for adoption
 Be wary of curriculum fixes / early curriculum
adoption
Instructional Shift - It’s Ok to FAIL
QUESTIONS??!
Rebecca.wallace@k12.wa.us
360-725-6244