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JANUARY 15, 2014
December 19, 2013
Next Generation Science Standards
Updates
Amber
Far
thin
g, Sci
ence
Pro
gram
Spec
ialis
t, Te
achin
g and
Lear
ning
Jaco
b Cla
rk B
licke
nstaff
, WA S
tate
LASER
Pro
gram
Dire
ctor
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1
OUR TIME TODAY…
Welcome
How we got here, the story of NGSS
Architecture of a Standard and NGSS Considerations
Transition planning and updates on assessment
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3
BEFORE WE START
Where are you located in WA?
Please use the question box to let us know what questions you may have before we start.
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NGSS STATE ADOPTION UPDATE
Rhode IslandKentuckyKansasMarylandVermontCaliforniaDelawareWashington StateWashington DC
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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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WORK BY WASHINGTON STATE LASER IN PREPARATION FOR NGSS ADOPTION
Facilitated state-wide feedback on early draft documents in 2011-12
Held two “Deep Dive” events for teacher leaders to build understanding of the Framework in 2012-13
Began communicating with critical stakeholders about the key features of the Framework and NGSS in spring 2013
Led a three-day professional learning opportunity for Alliance Directors and their teams to Build Capacity for NGSS in December 2013
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OPPORTUNITIES WITH NGSS
NGSS provides an entry point for all students to engage in transformative, authentic, and 21st century science, opening doors to career and college pathways.
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Effective Strategies
for Student
Engagement
Classroom
Home and
Community
School
We cannot miss the equity opportunities afforded by the
Next Generation Science Standards. Resources from the home and community, school and classroom lead to effective strategies for
student engagement.
WASHINGTON BIAS AND SENSITIVITY
PROCESS
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EFFECTIVE CLASSROOM STRATEGIES INCLUDE…
• Connecting science education to students’ sense of place,
• Using project-based learning,
• Using culturally relevant pedagogy,
• Capitalizing on community involvement and social activism,
• Using role models,
• Adopting language support strategies,
• Providing home language support, and home culture connections.
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SCHOOL-BASED RESOURCES INCLUDE…
• Material resources – curricular materials, professional development, supplies
• Human capital – content knowledge, cultural knowledge, leadership skills
• Social capital – norms and values surrounding learning, teaching, and relating to others
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HOME AND COMMUNITY CONNECTIONS INCLUDE…
• Identifying resources and strengths in the family and home environments of all students
• Involving parents and extended family
• Defining problems and designing solutions for community projects in local neighborhoods
• Focusing on science learning in informal environments.
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WHY FOCUS ON EQUITY?
• Reaching out to all students to engage their interest in learning science is the right thing to do.
• A few well-placed actions can dramatically impact the opportunity gap in STEM.
• The NGSS represent a new opportunity to make science relevant, interesting and meaningful for all students, their families and the broader community.
• Implementing the NGSS in a culturally sensitive manner will help reduce the opportunity gap and increase interest in STEM careers.
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SHIFTIN
G
INSTR
UCTION…
How will the NGSS impact
me?Im
plem
enta
tion in
the
clas
sroo
m.
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KEY SHIFTS IN NGSS
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.
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THREE DIMENSIONS INTERTWINED….
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
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INSTRUCTIONAL SHIFTS IN THE NGSS
1. Focus on big picture, not individual lessons
2. Learning Progressions
3. Science and Engineering
4. Evidence of student learning
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IMPLEMENTATION AND TRANSITIONS
Advice from Stephen Pruitt, Senior Vice President for Content, Research and
Development with Achieve
Develop a thoughtful and deliberate implementation plan that supports the overall education plan
Focus Be patient
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Years 0 - 3: Awareness, State-wide Network Building
Study Appendices Build PD modules Explore potential placement of current instructional materialsDetermine policy shiftsWork with other programs like CTE; Community-based education partnersConsider all students all standards -equity
Years 1 - 3: Phase in Practices and Crosscutting Concepts
Construct PD - Practices and Crosscutting Concepts: Asking questions and defining problems ; Analyzing and interpreting data; Constructing explanations; Engaging in argumentationPatterns; Systems and System Models; Scale and Proportion; Leverage current instructional materials and infuse MSP designed curricula
Years 2 - 3: Secondary pathways; Full implementation
Construct PD - Practices and Crosscutting Concepts: Develop and use models; Plan and construct explanations; Use mathematics and computational thinking; Obtain, evaluate and communicate informationCause and effect; energy and matter; structure and functionStability and changeInstructional Materials Best Fit
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PD = Professional DevelopmentCommunity-Based Education Partners = Museums, Science Centers, etc.SEPs = Science and Engineering PracticesCCCs = Crosscutting Concepts: DCIs = Disciplinary Core Ideas
23
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2013–14 BUILDING EACH YEAR: YEAR
ZERO Awareness and
Network Building
What should
teachers know and be able to do?
Professional
Learning; Focus on integrati
on of SEPs; CCCs;
Appendices
Instructional
Materials Potential Placeme
nt
Policy shifts PESB
Teacher competencies and NGSS;
Assessment Options
Data to InformNAEP;
TIMMS; PISA; MSP; EOC;
Course-taking; STEM career choices (NCES)
Each box represents work of different groups: OSPI, ESDs; LASER; Districts; Teachers
Draft Document
24
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2014–15 BUILDING EACH YEAR: YEAR
ONE
Awareness and
Network Building
Identify new and Continue
Professional
Learning; Focus on
Appendices; SEPs;
CCCs
Leverage Current
Instructional Materials ;
Explore BestMaterials Placement
and (e) Innovations
Policy shifts;
Secondary Pathways
; PESB Competen
cies
Policy shifts;
Assessment;
Data
Each box represents work of different groups: OSPI, ESDs; LASER; Districts; Teachers
Draft Document
25
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2015–16 BUILDING EACH YEAR: YEAR
TWO
Awareness and
Network Building
Continue Profession
al Learning; Focus on
Appendices; SEPs;
CCCs
Instructional
Materials Best
Placement
Policy shifts;
Assessment Design
DataUpdates
Each box represents work of different groups: OSPI, ESDs; LASER; Districts; Teachers
Draft Document
26
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2016–17 BUILDING EACH YEAR: YEAR
THREE
Professional
Learning is
designed; SEPs;
CCCs are in place
Continue Profession
al Learning; Standards are Fully
Implemented
Instructional
Materials Best
Placement Shifts
Policy shifts;
Assessment piloting
(Test 2017–18)
Data Collection Continues
and is Updated
Each box represents work of different groups: OSPI, ESDs; LASER; Districts; Teachers
Draft Document
27
NATIONAL CURRENT AND UPCOMING NGSS PROJECTS THAT WILL BENEFIT WA
STATE SciMath Assessment Items – January 2014 Sample
Available Evidence Statements – January 2014 Additional Model Course Maps – Winter 2014 Science EQuIP – Winter 2014 Available Now State of Science Education Research – Winter
2014 Publishers Criteria – Spring 2014 In Progress STEM Works – Late Spring/Early Summer 2014 Alignment Institutes – Early Summer 2014
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UPCOMING WASHINGTON STATE LASER EVENTS SUPPORTING NGSS ADOPTION
Building Capacity Part 2- May 28 & 29, 2014Follow up to December 2013 eventTo be held in Yakima
Updating www.sciencenotebooks.org –Spring/Summer 2014Include electronic science notebooksReflects authentic science and engineering practiceOpportunity to integrate English/Language Arts with
science Awareness events with critical stakeholders-
Winter/Spring 2014 STEM Education Leadership Institute- Summer
2015
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WASHINGTON ADOPTED THE NGSS…
WHAT HAPPENS TO OUR STATE EXAMS?
NCLB and state law require that we give a state science exam once each in elementary, middle, and high school
We will continue to give our state exam (based on 2009 standards) until an exam based on the NGSS is developed
If you hear “2014 is the last year of the MSP,” add “except for science.”
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NEXT GENERATION SCIENCE STANDARDS
Adopted:
June 2009
Adopted:October
2013
First assessed:
2011 (MSP)2012 (EOC)
Possible firstassessment:2017 or 2018
(?)
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WHAT ARE THE STEPS TO BUILDING A NEW ASSESSMENT?
Develop item specifications from the standards Determine the test map Develop test items (including a pilot test) Develop Performance Level Descriptors (PLDs)
from the standards Administer an operational test Set performance level standards (Standard
Setting)
For the 2009 standards, this process took 25 months
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STILL TO BE DETERMINED Will the science tests be developed by
Washington or with a consortium of states?
When and how will pilot and/or field testing occur?
What year will be the first year of operational testing?
If the high school test is comprehensive, will it be administered at grade 10 or grade 11?
Will the elementary test cover just grade 5 standards or a broader grade band of standards?
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SCIENCE ASSESSMENT CONTACT INFORMATION
[email protected] Dawn Cope, Secondary Science Assessment
Kara Monroe, Elementary Science Assessment
Jessica Cole, Administrative Assistant
Cinda Parton, Director of Assessment Development
Science Assessment Web Page http://www.k12.wa.us/Science/Assessments.aspx
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WHERE DO WE GET MORE NGSS INFORMATION?
Science Teaching & Learning: Ellen Ebert, Ph.D., [email protected] Amber Farthing, [email protected]
Environmental and Sustainability Education: Gilda Wheeler, [email protected]
Science Support Staff: Sultana Shah, [email protected]
Washington State LASER Website: http://wastatelaser.org/
Jacob Clark Blickenstaff, Ph.D., [email protected]
NGSS OSPI Website: http://www.k12.wa.us/Science/NGSS.aspx
Report from Symposium on Science Assessment: http://www.k12center.org/rsc/pdf/bybee.pdf
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