Implementing Washington’s Career- and

College-Ready Learning Standards

Jessica Vavrus, MPAAssistant Superintendent

Ellen K. Ebert, Ph.D.Science Director

OSPI Teaching and Learning

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CCSS, NGSS, STEM

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Our Time Today Framing STEM within the CCSS and

NGSS

Our state context for NGSS Process, content, structure of the

standards CCSS and NGSS Connections

Connections across subjects

Connecting it all through STEM Examples Discussion

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Before we start….what questions do you have?Take a moment and jot down a few questions.

Turn and talk with a neighbor.

Share with the group.

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Some state context…

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Moving toward Career and College Ready Standards

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“These standards are not intended to be new names for old ways of

doing business.”

CCSS-M, page 5

CCR Systems Webinar Pt.1.9-16-136

Career and College Readiness (CCR) for EVERY Student

What is YOUR vision for career and college readiness? What role do student learning standards and associated

assessments serve in reaching this vision? What actions are you and your teams taking to prepare for CCR

standards and assessments?

7

Key Cognitiv

e Strategie

sKey Learning Skills and Techniques

Problem FormulationResearchInterpretationCommunicationPrecision & Accuracy

Structure of KnowledgeChallenge Level

ValueAttribution

EffortKey Content Knowledge

think: know:

Ownership of LearningLearning Techniques

act:Postsecondary AwarenessPostsecondary CostsMatriculationCareer AwarenessRole and IdentitySelf-advocacy

go:

Key Transitio

n Knowled

ge and Skills

ELEMENTS OF CAREER AND COLLEGE READINESS

Source: Dr. David Conley, Educational Policy Improvement CenterSource: David Conley, 2011 WA Educators Conference 10-21-13

Washington’s Vision for Education

Every Washington public school student will graduate from high school globally competitive for

work and postsecondary education and prepared for life in

the 21st century.Class of 2011: Bridgeport High School

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Washington’s Education Reform Context Today: Shared Vision and Priorities

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District-directed professional learning

structures

Assessment & Accountability

Systems (SBAC)

Student and School Success

Professional Learning Aligned

to Standards

Educator Effectiveness Systems (TPEP)

Aligned Federal and State Programs

Regional Support Systems (ESDs)

National Board Certification

BEA Funding and Policy

Recommendations

Comprehensive Mentor & Induction Programs

(BEST)

Pre-Service Programs

Basi

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Lea

rnin

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oals

McC

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Career and College Ready State Learning Standards

for ALL Students (CCSS/NGSS)

Superintendent Dorn’s Priorities for OSPI and K-12 Education

OSPI’s Mission: To provide funding, resources, tools, data and technical assistance to educators so that they can help

students to be successful in our public schools and in college and careers.

Strategic Priorities (2011-2014)1) Meet our Constitutional Obligation to Fully-fund our Public

Schools

2) Improve Achievement for ALL Students • Reduce opportunity and dropout rates• Increase STEM opportunities• Increase student supports

3) Improve our Student Assessment System

4) Expand Career and Technical Education (CTE)

5) Expand and Enhance Early Learning Opportunities

Bringing the CCR System Together

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All students

leave high

school college

and career ready

• https://wacore2college.wikispaces.com/Project+Overview

• http://www.washingtonesds.org/site/default.aspx?PageID=1

• http://www.k12.wa.us/CoreStandards/ProfDev.aspx

Our guiding beliefs and approach for CCR Standards Implementation in WA

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2-Prongs:1. The What: Content Shifts (for students and

educators) Belief that past standards implementation efforts have

provided a strong foundation on which to build; HOWEVER there are shifts that need to be attended to in the content.

2. The How: System “Remodeling” Belief that successful implementation will not take

place top down or bottom up – it must be “both, and…” Belief that districts across the state have the conditions

and commitment present to engage wholly in this work. Professional learning systems are critical

The “What”: Washington’s K-12 Learning Standards Landscape(CCSS-M, CCSS-ELA, NGSS, EALRS, GLEs, PEs)

Learning Standards/Guidelines in

CCSS – ELACCSS – M

Social StudiesThe Arts

Health and FitnessWorld Languages

Ed TechEarly Learning and Development, B-Gr.3

Current Standards Continue

Intentional connections will be made across subjects and programs

focused on building literacy skills across content areas

Washington’s Science Standards (2009)

Current Standards Continue as WA Transitions to the NGSS

Standards Final Spring 2013 Adoption in Oct. 2013

Assessment of NGSS 2016-17:more likely 2017-18

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CCSS and NGSSWashington’s Implementation Phases and Timelines

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Phase 1: CCSS and NGSSExploration

Phase 2: Build Awareness & Begin Building Statewide Capacity

Phase 3: Build Statewide Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support

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DEVELOPMENTDraft K-12 English Language Arts and Mathematics StandardsReleased for State Input

Summer 2009

WA INVOLVEMENT:Input on working drafts (CCSS Workgroup, 100+ educators)

REVIEW/INPUT

Public ReviewRevision Process

Fall 2009 / Winter/Spring

2010

WA INVOLVEMENT:

- Workgroup input- Statewide survey for input- Comments on Final Drafts

ADOPTIONStates have discretion to

voluntarily adopt CCSS

Finalized June 2010

WA STATUS:- 2010 Provisional Adoption- Statewide Outreach & Input.- June 2011 Bias and Sensitivity Review- July 2011 Formal Adoption

BUILD AWARENESS &

CAPACITYState

Collaboration and Sharing

WA STATUS:- Phase-in support resources and structures starting in 2011-12 school year

TRANSITION &

APPLICATION•Aligned instructional materials and resources

•Aligned Assessment Systems

•Statewide assessment in 2014-15

Washington’s CCSS Involvement & ProcessSummer 2009 to Present

Presentation to WEC Conference

We are here

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DEVELOPMENTK-12 Framework for Science EducationNGSS Drafting ProcessConfidential Drafts

Summer 2011

WA INVOLVEMENT:- WA Selected as NGSS Lead State – Fall 2011- Drafting Process – Fall 2011 – Spring 2012- Statewide educator, stakeholder input

REVIEW/INPUT Public Review Revision Process

WA INVOLVEMENT:- Statewide educator, stakeholder input- Student input- National input- Comments on Final Drafts

ADOPTIONStates have discretion to

voluntarily adopt NGSS

Final April 2013

WA STATUS:- Comparisons- Bias and Sensitivity- SBE Presentations

Adoption Obtober 2013

BUILD AWARENESS &

CAPACITYState Collaboration

and Sharing

WA STATUS: Part of 8 state collaborative

(early adotpers)

TRANSITION & APPLICATION

- Intentional transition plans- Alignment of instructional materials and resources- Assessment system adjustments

Washington’s NGSS Involvement & ProcessSummer 2011 to Present

Presentation to WEC Conference

We are here

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Widespread input in Washington: 4,000+ educators, stakeholders, students

Student Reviewers:

Neah Bay HS & MESA

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Superintendent Dorn“We live in an increasingly complex world. And we will need solutions to some big problems, like conserving water and finding new sources of energy. A high-quality science education that starts in the early grades is the key to ensuring we solve those problems and creating a future full of possibilities. The NGSS will give our students the skills they need for success, whether they are college- or career-bound.”

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Governor Inslee

“Our classrooms are where Washington’s next generation of innovators and entrepreneurs get their start. These new standards will help educators cultivate students’ natural curiosity, push their creative boundaries and get kids excited about science and technology. This is a tremendous step forward for Washington’s students.”

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Ongoing: Statewide Coordination and Collaboration to Support Implementation (Professional Learning Providers and Partners Across WA )

Including:• School Districts (

CCSS District Implementation Network) • Higher Education• Education and Educator Content

Associations• Business Partners

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Washington

“Remodeling” Internal Collaborations

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Calibrate and share messages and resources Across OSPI departments Across Statewide OSPI / ESD Network

Jointly develop 3-year Transition Plans and Year-by-Year PD Materials Co-branded and consistent materials Articulate foci of state-developed and delivered professional

learning supports each year.

Statewide capacity-building efforts Science/STEM Networks/MSPs/Higher Education Grants

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The “What”…A Bit on the Content

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The “What”CCSS-M: The 3 Shifts (Handout)

Focus strongly where the standards focus

Coherence: Think across grades and link to major topics within grades

Rigor: In major topics, pursue with equal intensity: Conceptual understanding Procedural skill and

fluency Application

23

WA CCSS Implementation -WaCTE Summer Conference, 8-6-12

Standards for Mathematical Practice

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The “What”: Why new “next generation” science standards?“The NGSS are intended to reflect a new vision for

American science education.”(Achieve, 2013)

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The NGSS were built on the principles of

A Framework for K-12 Science Education

Children are born investigators Understanding builds over time Science and Engineering require both

knowledge and practice Science connects to students’ interests and

experiences Instruction focuses on core ideas and

practices Science learning standards promote equity

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Framework Organization

Dimensions of the Framework Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

Realizing the Vision Integrating the Three Dimensions Implementation Equity and Diversity Guidance for Standards Development Looking Toward the Future: Research to Inform K-12

Science Education Standards

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The “What”NGSS: The 3 Shifts (Handout)

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Focus:

The NGSS are Focused on deeper understanding and application of science content reflecting real-world interconnectedness

Coherence:

Science and engineering Build Coherently across K–12.

Integration:

Science and Engineering are Integrated across K–12 in the NGSS.

Next Generation Science Standards

Science & Engineering Practices 1. Ask questions (for science) and define problems (for engineering) 2. Develop and use models 3. Plan and carry out investigations 4. Analyze and interpret data 5. Use mathematics and computational thinking 6. Construct explanations (for science) and design solutions (for engineering) 7. Engage in argument from evidence 8. Obtain, evaluate, and communicate information

Crosscutting Concepts

1. Patterns2. Cause and effect3. Scale, proportion and quantity4. Systems and system models5. Energy and matter6. Structure and function7. Stability and change

Core Ideas1. Physical Sciences2. Life Sciences3. Earth and Space Sciences4. Engineering, Technology and Applications of Science

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Learning Conceptualized along Three Dimensions

---

Leading to New Educational Standards

Science & Engineering Practices

CrossCutting

Concepts

DisciplinaryCoreIdeas

Standards are taking the form of performance expectations defined through combinations of elements of the three dimensions that progress across grade levels

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What opportunities do you see across the CCSS and NGSS Practices?

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Handout

MATH SCIENCE

English language arts

Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu

A new vision for Students and Teachers

Students and Teachers engaged in real-world applied learning within individual contents and

across subjects and programs

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For discussion… What implications to your practice stand

out for you?

What are you doing now that speaks to this vision?

What might you do differently?

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Shifting Focus in the ScienceFrom the theoretical to the classroom…of

the 21st Century

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Key Shifts in NGSSFocus:

The NGSS are Focused on deeper understanding and application of science content reflecting real-world interconnectedness

Coherence:

Science and engineering Build Coherently across K–12.

Integration:

Science and Engineering are Integrated across K–12 in the NGSS.

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Next Generation Science Standards

Science & Engineering Practices 1. Ask questions (for science) and define problems (for engineering) 2. Develop and use models 3. Plan and carry out investigations 4. Analyze and interpret data 5. Use mathematics and computational thinking 6. Construct explanations (for science) and design solutions (for engineering) 7. Engage in argument from evidence 8. Obtain, evaluate, and communicate information

Crosscutting Concepts

1. Patterns2. Cause and effect3. Scale, proportion and quantity4. Systems and system models5. Energy and matter6. Structure and function7. Stability and change

Core Ideas1. Physical Sciences2. Life Sciences3. Earth and Space Sciences4. Engineering, Technology and Applications of Science

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What do we want EVERY student and teacher to know and be able to do?

NGSS Examples

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Diving into the NGSS: Layers of an Earth and Space Science (ESS) PE

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Matter and Its Interactions

[Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]

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MS-PS1-6

Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*

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Argumentation

Example

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Argumentation is a Practice

• Argument– Deals with unsettled knowledge– Trying to persuade others

– Based on reasoning and not on beliefs

• Explanation– Deals with settled knowledge– To inform others

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Argument

• Deals with questions, claims, and evidence

• There must be connections between questions, claims, and evidence

• There has to be strong coherence between the various components

• Arguments require reasoning – not something to be simply learned

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The CaseBaird and Adriana were working on a science projectand needed to figure out which place on Earth – England or Nova Scotia, Canada usually has a warmer temperature during the year. After looking at several maps and tables for evidence, Baird and Adriana each came up with different answers.

Baird said that he thought England was usually warmer than Nova Scotia. Adriana said she thought England and Nova Scotia would usually have the same temperature.

What do you think? Is England usually warmer, the same temperature, or colder than Nova Scotia?

Use the information from the maps and tables below to support your answer.

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EnglandNova Scotia

600 N600 N

300 N300 N

Latitude and Currents Map

Pole

Equator

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Population Density Map

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Let’s work on the activity

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How frequently do children collect data and craft an argument?

Could they?

How many of you learned to use argumentation when in you were

students? In mathematics or science….?

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Examine the corresponding NGSS Performance Expectations

You have copies of NGSS performance expectations which correspond to this activity. The CCSS-M and ELA are listed on the same page.

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Lesson Analysis Chart

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MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. (CCC: Systems & System Models) MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. (CCC: Cause & Effect)[Connections to ETS, NOS] MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. (CCC: Stability & Change)

Some Thoughts about Performance Expectations

PEs are not unit/lesson objectives They are key to effective integration

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✓

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They are not a check list

PEs are not unit/lesson objectives Think about bundling PEs

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By DCI

By Cross Cutting

Concepts

By Practice

s

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Final Thoughts about PEs

Think about bundling PEs Scaffold toward the end-point PEs are not unit/lesson objectives

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Reflection

At your table, share your thoughts about the use of argumentation to learn science and math concepts.

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MATH SCIENCE

English language arts

Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu

A new vision for Students and Teachers

Students and Teachers engaged in real-world applied learning within individual contents and

across subjects and programs

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NGSS Definition of CCR in Science

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How is this a new vision

of STEM?

The Big Question?

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What would a learning experience

be like that integrates engineering, science,

technology, and math?

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What about STEM?What is STEM literacy?

STEM literacy is the ability to identify, apply and integrate concepts from science, technology, engineering, and

mathematics to understand complex problems and to innovate to solve them. STEM literacy is achieved when a student is able

to apply his or her understanding of how the world works within and across the four interrelated STEM disciplines to

improve the social, economic, and environmental conditions of their local and global community.

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What is STEM Literacy, cont’d.• Scientific literacy is the ability to use knowledge in physics, chemistry, biology, and

earth/space science to understand the natural world and to participate in decisions that affect it.

• Technological literacy is the ability to use new technologies, understand how new technologies are developed, and have skills to analyze how new technologies affect us, our nation, and the world.

• Engineering literacy is the ability to use the systematic and creative application of scientific and mathematic principles to practical ends, such as the design, manufacture, and operation of efficient and economical structures, machines, processes, and systems.

• Mathematical literacy is the ability to analyze, reason, and communicate ideas effectively through posing, formulating, solving, and interpreting solutions to mathematical problems in a variety of situations.

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DefineAttend to a broad range

of considerations in criteria and constraints for problems of social and global significance

Develop solutions

Break a major problem into smaller problems

that can be solved separately

OptimizePrioritize criteria,

consider trade- offs, and assess social and

environmental impacts as a complex solution is tested and refined

Engineering Design Process

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Turn and Talk

1. What thus far is making the most sense to you?

2. To move forward with my work I will need______.

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Another big question

How can the NGSS and CCSS-M be taught in a

way that addresses the needs of students

from diverse backgrounds?

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Effective Strategie

s

Classroom

Home and Community

School

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How about Equity and CCR Vision?

…starting in Kindergarten…

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My committees propose research-based school/classroom strategies

connecting science education to students’ sense of place,

applying their funds of knowledge and cultural practices,

using project-based learning, using culturally relevant pedagogy, capitalizing on community involvement

and social activism, using role models, providing accommodations and

modifications for students with disabilities,

adopting language support strategies, home language support, and home culture connections.

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Striking Statistics: The Need for STEM-Capable Workers

The current demand for STEM-capable workers surpasses the supply of applicants who have trained for those careers.

Some 16 of the 20 occupations with the largest projected growth in the next decade are STEM related.

Only four of the STEM-related occupations with the largest projected growth require an advanced degree. The rest also require specialized training, but typically an associate’s degree or bachelor’s degree is sufficient.

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We have challenges…

Classrooms with great STEM education are not the norm in the US.

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Research on effective STEM capitalizes on students’ early interests and

experiences, identifies and builds on what they know, provides opportunities to engage in the practices of

science and mathematics to sustain their interest.

In other words, throughout their schooling, students should learn to investigate questions about the world that they come across in daily life, in much the same way that scientists and mathematicians do.

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2013 WEC Conferencehttp://successfulstemeducation.org/resources/improving-stem-curriculum-and-instruction-engaging-students-and-raising-standards

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Revisit the Science and Engineering Practices beginning in kindergarten and repeating often…

increasing sophistication

1. Ask questions (for science) and define problems (for engineering)2. Develop and use models3. Plan and carry out investigations4. Analyze and interpret data5. Use mathematics and computational thinking6. Construct explanations (for science) and design solutions for engineering)7. Engage in argument from evidence8. Obtain, evaluate, and communicate information

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Revisit the Common Core Mathematics Practices beginning in kindergarten and repeating often…

increasing sophistication1. Make sense of problems and persevere in

solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique

the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in

repeated reasoning.

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Example:STEM and

College and Career

Readiness

NEAH BAY HIGH SCHOOL

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STEM, NGSS, CCSS-M and

Neah Bay High SchoolIncreasing Science Access and Advantage through a College

Readiness Filter

Slides developed by Dr. Ann Renker, Principal

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Neah Bay High School Demographics 98% enrolled Makah tribal members 66% free and reduced lunch Population of approximately 1,400 on a federal

reservation about 45 square miles in area 75 miles from the county seat of Port Angeles, WA Bandwidth is 1.5 mbps 4% of 10th graders passed state math test in 2005 100% of Class of 2013 has passed state math

requirement 0% of 10th graders passed state science test in 2005 68% of 10th graders passed Bio EOC in 2013

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Site Demographics, continued For the last three years, 100% of enrolled

seniors graduated with a letter of acceptance to a college, university, technical school, or military unit

According to the Office of Minority Affairs at the University of Washington, “There are more Makahs at UW than any other Tribe in the state.” 86% are from NBHS.

2010 School of Distinction and 2012 Washington Achievement Award Winner for Extended Graduation Rate

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What Happened?School-wide Emphasis on: College Readiness (GEAR UP), including

quality professional development for staff and rigor in classrooms

STEM subjects Direct connections with Makah Tribe Partnerships and dedicated outreach

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Why College Readiness? Allows for direct instruction of academic and

behavioral skills based on a concrete and contextual goal

Allows families and students to make exceptions when deviating from some cultural practices

Allows access to the best of the “American Dream”

Allows for STEM emphasis without detracting from the importance of other subjects

Allows us to draw on a wide body of research-based practices and factors

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Application of the College Readiness Filter

Planning, planning, planning Teaching Attributes of

Success Hard work overcomes obstacles (Growth Mindset) Challenging math and science

classes for everyone College readiness classes for

students, parents, and families

Mentoring program for struggling middle school students

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Access to Professionals and Experiences

Necropsy with Tribal Biologist

Physicists in Physics Class

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Access to STEM SubjectsTarget Groups: Alternative

Target Groups: Ladies

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Aligning Outcomes with the Makah Tribe

NBHS is producing the Tribe’s 21st Century workforce

Makah Student Incentive Program (based on Fryer 2010)

-Scientists and consultants who work for the Tribe are in our STEM Registry

Scientists and researchers can use job time to come to NBHS

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Partnerships and Outreach are Critical

Look for public and private resources

Be relentless Offer benefits to your partners Explain benefits to parents and

community Host social events that introduce

and celebrate Bring successful students back to

the refresh the cycle Be willing to make adjustments

when needed

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How to get started….AWSP & LASER STEM Education Leadership Institutes

…provides a roadmap with multiple routes by which K-12 schools in Washington can address the top recommendations of a 2010 report written by the Office of the Superintendent of Public Instruction (OSPI) STEM Work Group for STEM Education, made the following recommendations for the 2010-2020 decade. Improve teaching of STEM throughout K-12; Establish a deep and sustained commitment to STEM

innovation throughout K-12; and Ensure strong community and business engagement

for STEM education

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http://www.wastatelaser.org/_events/stem/

Why are the connections important?

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Because… Reaching out to all students to

engage their interest in learning science, engineering, and technology is the right thing to do.

The NGSS/CCSS-M represent a new opportunity to make science (aka: STEM) relevant, interesting and meaningful for all students, their families and the broader community, if implemented correctly.

Implementing the NGSS/CCSS-M in the context of STEM can close the learning and motivation gap and increase interest in science, technology, engineering and math-related careers.

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Working Together… Promises Equity and Access for all

students Offers unique opportunities Makes real connections for students

between school and the outside world Drives Imagination Results in Innovation

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Implications / Ramifications

Increases professional learning needs

Infusion of engineering processes and content to support NGSS/STEM

Integration of Crosscutting Concepts, Science and Engineering Practices and Disciplinary Core Ideas

Material/kit alignment Learning Progressions over K12 span STEM in Kindergarten High school course modifcations 2013 WEC Conference

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http://www.k12.wa.us/STE

M/# 1

Closing thoughts?

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Thank you!

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