CVUSD Road Map to NGSS

Introducing the Next Generation Science Standards for

21st Century Teaching and Learning

All Standards All Students1

Goals of This Session

● Review key instructional shifts of NGSS

● Examine the “architecture” of the NGSS

● Recognize the connections between NGSS and CCSS

● CVUSD Roadmap for NGSS Implementation

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Science for All Americans NSES and Benchmarks

CA State Science Standards -CST assessment

Framework for K-12 Science EducationNext Generation Science Standards

A Natural Progression forScience Education

1990’s –----------------------------------------------------2014 and beyond3

NGSS ImplementationPathway Model Stages

Developed by J. Spiegel, A. Quan, Y. Shimojyo. 2014.Adapted partially from the work of Harold Pratt. 2013.

2017-20182016-20172014 - present

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Conceptual Shifts in NGSS

1. K-12 science education should reflect the interconnected nature of science as it is experienced in the real world.

2. The NGSS are student performance expectations –NOT curriculum.

3. The science concepts build coherently from K-12.4. The NGSS focus on deeper understanding of content

as well as application of content.5. Science and engineering are Integrated in the NGSS.6. The NGSS are designed to prepare students for

college, career, and citizenship.7. The NGSS and Common Core State Standards

(Mathematics and English Language Arts) are aligned.

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What’s in a Logo?

Science and Engineering

Core ideas in the discipline

Concepts across disciplines

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Three Dimensions Intertwined➢ The NGSS are written as

Performance Expectations

➢ NGSS requires contextual application of the three dimensions by students.

➢ Focus is on “how” and “why” as well as “what”

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1. Asking questions (science) and defining problems (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 (science) and designing solutions (engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Science and Engineering Practices

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Sample Science & Engineering PracticesAppendix F

Greater sophistication

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1. Patterns2. Cause and effect3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter6. Structure and function 7. Stability and change

*Crosscutting Concepts carried through all k-12 science courses

Crosscutting Concepts

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Sample Crosscutting ConceptsAppendix G

Cause and Effect Greater sophistication

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1. Disciplinary Significance2. Explanatory Power3. Generative4. Relevant to Peoples’ Lives5. Usable from K to 12

*Similar to the previous state science standards

Disciplinary Core Ideas

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Progression of PS1.A through K-12

Sample Disciplinary Core IdeasAppendix E

Greater sophistication

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Engineering, Technology, and Applications of Science

● Engineering Design

● Discover links between Engineering, Technology, Science and Society

● DCI’s of Engineering● ETS1 Engineering design

● ETS2 Links among engineering, technology, science and society

*An addition from prior science education expectations!!!

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COMMON CORESciences in schools

NGSSSciences in schools

Literate Reading of material about, and for, science issues

Intertwining three crucial aspects • Disciplinary Core Ideas • Cross-Cutting Concepts • Science and Engineering Practices

Literate Writing to build and present knowledge as claims backed up by arguments from readings, or personal experience

Working towards specified Performance Expectationsconsistent with that vision, for all grade bands, and all sciences.

Lots of Reading in many genres, to fully comprehend what others said.

Lots of Exploring of, and with, materialsas the source of making reasoned empirical arguments.

Writing routinely for a range of discipline-specific tasks, purposes and audiences.

Constructing deep, discipline-specific understandingsfrom empirical arguments, neither cluttered nor front-loaded with highly specific vocabulary bits.

Students become literate, adept at making meaning from, and with, discipline specific texts (all types)

Students know science as something they, and scientists do, in order to come to know something new, to know how they know it, and why they trust it.

CVUSD NGSS Implementation Pathway Model Stages

Road Map for CVUSD Implementat ion1. 2014-present: Awareness

a. Teacher participation in State and County NGSS Education –Steering Committee formed with classroom teachers, administrators, DO officials

b. Teachers (K-12) and administrators (Site and District Office)2. 2015-2017: Transit ion

a. Planning and participation in PD opportunities (Deepening Understanding)April 6 (TOHS Cluster)April 20 (WHS Cluster)April 26 (NPHS Cluster)

b. Planning instruction and performance expectations (2016-2017)3. 2017-2018: Implementat ion (Pilot Assessment)

a. Full alignment including California Framework (clarifying statements) -- Piloting materials 17

Image Source: http://corymiller.com/how-to-eat-an-elephant-or-tackle-most-any-big-huge-enormous-project/

Closing

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