8/21/2013. Our Time Today. WA and NGSS: Let s quickly review. NGSS Lead States (2011-present) Understanding the Next Generation Science Standards

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1 Our Time Today Understanding the Next Generation Science Standards RTI and PLC Institute Richland, WA Ellen K. Ebert, Ph.D. Director, Teaching and Learning Science Update most current information on the adoption of the Next Generation Science Standards NGSS and RTI-PLCs What does it mean for me and how might it look in my classroom? Consideration of the NGSS in light of Common Core initiatives Open discussion and brainstorming 2 Before we begin: What questions do you have about the NGSS? Some things to think about: How expert are you with the NGSS? (Rate: 1 5) Do you know what the new science and engineering practices (SEPs) are? Do you know that the SEPs subsume the scientific method? Who is going to teach the engineering in the NGSS? How does NGSS fit with RTI-PLC? WA and NGSS: Let s quickly review 2011 WA joins 26 lead states in development of NGSS WA statewide science community and district leaders mobilized Drafts reviewed and input provided by over 4,000 WA educators and stakeholders during development Student groups included in review / input process Intentional connections made throughout process to CCSS processes and implementation and STEM 2013 NGSS Finalized in April 2013 States consider adoption timelines and processes 3 4 NGSS Lead States (2011-present) WA is a lead state partner 2 writers >1000 reviewers during Public Draft Release Widespread Support for NGSS in WA Many Letters of Support Partnership for Learning and WA Business Roundtable Washington Science Teachers Association Washington Math Engineering Science Achievement (MESA) Pacific Science Center Two Resolutions Statewide Curriculum Advisory and Review Committee State Board of Education 5 6 1

2 Widespread input in Washington: 4,000+ educators, stakeholders, students What I like about this standard is that (Spokane 6 th Grader) Student Reviewers: Neah Bay HS & MESA 7 8 Why NGSS the student perspective Neah Bay HS and MESA HS Students I like the standard about the Big Bang theory, really makes me think. I have always wondered how the universe was created. I like to argue to try to prove my point. Everyone likes to argue. You get to design and conduct a investigation to generate mathematical comparisons of factors. You get to find the similar ecosystems at different scales. Knowing the basic reasoning for production of elements could help me tremendously as I take chemistry based classes in college. Knowing a little more about elements would be very helpful to get me "college ready". I mean that knowing what stars are made up of and how they are made would be helpful in understanding chemistry at college level. Student Advice to NGSS Developers Do not over complicate it (the standard) so this does not overwhelm students. You should incorporate more mathematics in the science of 8th graders. education of To teach this (NGSS) in such a manner would provide hands-on application to the lesson plan. I have found that the material sticks better to me when I am physically working on the subject. To keep up the good work. I think kids should know this going into high school. I wish I would of learned that, it would of helped out a lot. [With NGSS] The students would not be bored but awake an learning while having fun in class Ongoing: Statewide Coordination and Collaboration to Support Implementation (Professional Learning Providers and Partners Across WA ) FYI: Washington s Learning Standards Development, Adoption, Implementation: Process and Authority Including: School Districts Higher Education Education and Educator Associations Business Partners 11 Math/Science Education Partnership Grants Washington 12 Exploration: Statewide Review & Input Development Process (bias and sensitivity; comparisons) Approval & Adoption Build Awareness & Statewide Capacity Classroom Transitions, Application, Assessment Authorities: RCW 28A : Essential academic learning requirements and assessments (development/revision) RCW 28A : Common Core State Standards (ELA/Math) RCW 28A : Science 2

3 Key Steps for WA Adoption Comparative Analysis (WA and NGSS) Completed June 2013 Bias and Sensitivity process Completed June 2013 Involve / Update key stakeholders seek support and buy-in (All Completed) Ed. Opportunity Gap Oversight and Accountability Commission Legislative Committees State Board of Education State Curriculum Advisory and Review Committee Education Associations State Business and Industry / Private Partners Consider policy implications (HS assessments and course requirements) - Ongoing OSPI NGSS adoption: Superintendent Dorn Anticipated late summer 2013 From a Visionary Framework to a New Vision of Teaching with the NGSS January July 2011 Phase I July 2010 January 2013 WA one of 26 lead states Phase II Adoption Transition and Implementation August 2013 Phase III Standards Comparison: NGSS and WA 2009 Science Standards Focus of Analysis: Identify where overlaps and differences the two standard sets; Identify new content or processes; and Form the basis for developing a transition plan to the NGSS. Methodology: exist between state-level Striking structural differences between the architecture of the two sets of standards did not permit a direct quantitative alignment. Committee elected to do a qualitative alignment. 16 Comparative Analysis Findings The vast majority of Washington science standards are fundamentally incorporated into the NGSS. There is some movement of disciplinary core ideas between grades at the elementary level, but this realignment goes hand in hand with the goal of not getting ahead of the CCSS-M and CCSS-ELA standards. In particular, the Systems, Inquiry and Application standards from Washington s current standards are well-covered in the NGSS. Modest differences exist between the Disciplinary Core Ideas in the NGSS and the Domain standards in Washington s EALR 4. Most of the difference involves re-sequencing and an emphasis on current scientific applications, but there is also a fundamental shift to a deeper focus on fewer topics, much like the CCSS. The committee provided general transition advice Bias and Sensitivity Workgroup and Tasks Statewide Approach/Support Considerations HS courses pathways: Develop explicit supports that make connections with NGSS and STEM courses and CTE pathways (NGSS, Appendix K) Develop a communications plan with regard to the adoption of and transition to the NGSS in conjunction with CCSS. Work with other states on a model process for vetting instructional materials, with a focus on pedagogical issues. Implementation Considerations Develop short (2-3 minute) video vignettes on science and engineering practices for professional development modules. Support transition from WA s Application EALR to NGSS Engineering Performance Expectations. Intentionally connect STEM and CCSS practices to the NGSS. Place initial emphasis on pedagogical practices (shifts) not immediately on instructional materials, kits, labs, etc. 40 workgroup committee members included science educators, administrators, librarians, special education experts, representatives from diverse communities and higher education faculty. Tasked to review foundational NGSS and Bias and Sensitivity research and topics Engaged with four educators with expertise in reaching diverse student populations. Identified and vetted effective strategies to engage diverse learners in three domains, classroom, home and community, and school. Considered the following: How can the standards be taught in a way that addresses the needs of students from diverse backgrounds? Classroom Home and Community Effective Strategies School

4 Workgroup Recommendations Key Next Steps Leading to and Following Adoption Classroom: - Connect science education to students sense of place - Engage students knowledge, cultural practices, and make home culture connections - Use project-based learning - Use culturally relevant pedagogy - Capitalize on community involvement and social activism - Access role models - Provide accommodations and modifications for students with disabilities - Adopt language support strategies and home language support 19 Home and Community: - Identify resources and strengths in the family and home environments of non-dominant student groups - Involve parents and extended family - Define problems and design solutions for community projects in local neighborhoods - Focus on science learning in informal environments Effective Strategies to support ALL Students School: Intentionally invest in: - Material resources curricular materials, supplies, and other expenditures - Human capital content and cultural knowledge and leadership, professional development - Social capital norms and values surrounding learning, teaching, and relating to others Transition Planning Guided by results of Comparative Analysis and Bias and Sensitivity Recommendations In light of NGSS shifts In context and in conjunction with CCSS 3-year transition plans and partnerships In light of the foundations we have to build on Regional science and STEM activities and supports Math Science Partnerships and other professional Seattle/Renton MSP focuses on NGSS State assessment system adjustments Collaboration / coordination across states adopting NGSS 20 development resources The K12 Framework Vision Focuses on Equalizing Opportunities for Science Learning Promoting scientific literacy among all of the nation s people is a democratic ideal worthy of focused attention, significant resources, and continuing effort. To help achieve that end, the committee thinks not only that standards should reflect high academic goals for all students science and engineering learning as outlined in this framework but also that all students should have adequate opportunities to learn. All students should be able to learn about the broad set of possibilities that modern life offers and to pursue their aspirations, including their occupations of interest. NRC Framework, 2011, pp The Focus on Science and Engineering Practices Can Promote Educational Equity & Social Justice Practices can Support extended, active, and local learning processes that attend to social, cognitive, and cultural dimensions Provided multiple entry points for learners Build upon learner interests, everyday language, knowledge, practices, and identities (i.e., an assetbased view) Promote an expanded view of What counts as science? How does the philosophy of RTI and PLCs intersect with this vision? Washington s Vision for Education How can the standards be taught in a way that addresses the needs of students from diverse backgrounds? Let s Turn and Talk for a moment. Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21 st century Class of 2011: Bridgeport High School 4

5 Washington State s Schools and Structures Over 1 million students 40% free and reduced- qualified students 9% bilingual/migrant population 13% special education qualified ~70,000 educators, 295 school districts, local control ~200 districts with under 5000 students 9 Educational Service Districts 1 elected state superintendent of public instruction Charter schools new in Countless stakeholders and partners The Framework Principles Complement WA Vision 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 and can help us students with the tools they need for a 21 st Century Science WA NGSS implementation plans are guided by lessons learned from the Common Core Transitions These standards are not intended to be new names for old ways of doing business. CCSS-M, page 5 Our Work with Internal/External Partners Develop common understandings about Equity (Framework Chapter and NGSS Appendix D) Calibrate and share messages and resources Write a Bias and Sensitivity Report with Student Profiles and Teaching Strategies Jointly develop robust Transition Plans and Year-by-Year PD Materials Energize statewide capacity-building efforts ELA and Math Teacher Leader Fellows Network Regional Science Coordinators/LASER Alliances/CTE Cross program work (for example: Science and Bilingual) How can the NGSS support your work? What are the possibilities? Turn and Talk for a moment. Can you record your ideas? State-Level Strategies have included: Assembling the implementation network Informing stakeholders broadly (via print and online channels, presentations to groups, summits) Activating relevant networks (e.g., WA LASER, Teachers of Teachers of Science, Informal Ed) Building strategic capacity to understand the new vision (e.g., PD teams, funded STEM education projects) Cultivating new collaborative projects on specific initiatives (e.g., WA MSPs, NSF MSP) Engaging research + practice communities in collaborative implementation (newer strategy)

6 Diving into the NGSS: A Physical Sciences Performance Expectation (PE) NGSS Examples The next few slides will introduce you to the structure and architecture of the NGSS Diving into the NGSS: Layers of an Earth and Space Science (ESS) PE Elwha River Task used in Olympic Peninsula Schools is an example ESS at HS level HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* Example Elwha River Dam removal by Olympic National Park Exploration/activity was done with high school students this spring highly successful Students have participated in restoration process and in collecting data for scientists Earth Science Climate Change Slide Layers of an Earth and Space Sciences PE

7 K-12 Learning Progression for ESS3 Earth & Human Activity Engineering Design Grade Bands K Performance Expectations 18 of the 208 Practices 8 of the 8 Crosscutting Concepts 7 of the Questioning Modeling Obtain Info Cause & Effect Systems Obtain Info Cause & Effect Systems Questioning Analyze Data Cause & Effect Patterns Stability Analyze Data Using Math Cause & Effect Systems Stability The 4 th NGSS Discipline 3-4 Performance Expectations for each grade band to empower us to teach these Disciplinary Core Ideas (DCI s) The New Standards... from Content Perspective raise the bar for content raise the bar for language call for a high level of classroom discourse across all content areas for all students, including English language learners Student Portraits ELA and Literacy Standards 1. Demonstrate independence 2. Build strong content knowledge 3. Respond to the varying demands of audience, task, purpose, and discipline 4. Comprehend as well as critique 5. Value evidence 6. Use technology and digital media strategically and capably 7. Understand other perspectives and cultures Key Features Reading: Text complexity and the growth of comprehension Writing: Text types, responding to reading, and research Speaking & Listening: Flexible communication & collaboration Language: Conventions, effective use, and vocabulary Mathematical Practices 1. 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 Math Standards Core Ideas K-5 Counting & Cardinality (K) Operations & Algebraic Thinking Number & Operations Fractions (3) Measurement & Data Geometry 6-8 Ratios & Proportional Relationships Number System Expressions & Equations Functions (8) Geometry Statistics & Probability 9-12 Number & Quantity Algebra Functions Modeling Geometry Statistics & Probability 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 Science Standards Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change Core Ideas 1. Physical Sciences 2. Life Sciences 3. Earth and Space Sciences 4. Engineering, Technology and Applications of Science 7

8 MATH SCIENCE M1. Make sense of S2. Develop S1. Ask questions problems & persevere and use models & define problems in solving them S5. Use mathematics & S3. Plan & carry out M6. Attend to precision computational thinking investigations M4. Model with mathematics S4. Analyze & M7. Look for & make interpret data use of structure M8. Look for & express E2. Build strong content knowledge regularity in repeated E4. Comprehend as well as critique reasoning E5. Value evidence M2. Reason abstractly & quantitatively M3. Construct viable argument & critique reasoning of others S7. Engage in argument from evidence S6. Construct explanations & design solutions S8. Obtain, evaluate & communicate information E6. Use technology & digital media M5. Use appropriate tools strategically 43 E1.Demonstrate independence E3. Respond to the varying demands of audience, talk, purpose, & discipline ELA E7. Come to understand other Source: Working Draft, by perspectives & cultures Tina Cheuk, ell.stanford.edu 44 New Paradigm Content Discourse Text (complex text) Purpose Text structures Sentence structures Vocabulary Language Arts New Paradigm Science Assessment Considerations: Federal Assessment Requirements 45 Content RTI? Discourse Text (complex text) Purpose Text structures Sentence structures Vocabulary Language Arts How might RTI Strategies be added to this diagram? Turn and Talk Can you create a new model? 46 No Child Left Behind (NCLB) requires that our state s science standards must be assessed: Once in elementary school (we give Measurements of Student Progress in 5 th grade) Once in middle school (we give MSP in 8 th grade) Once in high school (we give Biology End-of-Course exam) When we change our state standards in science we need to change assessments (RCW 28A ). Sample Transition Plan: Grade 1 WA State Science Assessment Evolution Original State Science Standards (2006) Assessment design changes New State Science Standards (2009) Next Generation Science Standards (2013) WASL comprehensive science test in grades 5, 8, 10 (2006) Measurements of Student Progress in grades 5 & 8; High School Proficiency Exam in grade 10 (2010) Measurements of Student Progress in grades 5 & 8 (2011); Biology End of Course exam in HS, usually grade 9 or 10 (2012) Once in elementary; once in middle; once in HS; exit exam transitioning to comprehensive (2017?)

9 Assessment Transition for NGSS Washington joined a consortium (Smarter Balanced) to minimize the cost of transitioning to new assessments for Common Core: Common Core subjects - only English Language Arts and Mathematics for grades 3-8 and 11, beginning in Exit exams for graduation in ELA and Math articulated in 2013 ESB 1450 New high school content and assessments will have implications on high school course taking and on district capacity. Next Steps Superintendent Dorn Adopts Develop a meaningful Transition Plan Work with science educators across state Address Policy Issues Stay focused on Equity Develop innovative curriculum Develop middle and high school pathways For the NGSS, Washington would like to join a multi-state consortium to minimize the cost of transitioning to new assessments Activity: Using the Bias and Sensitivity Tool to deepen our discussion about NGSS, RTI and PLCs. Thank you! Developed by Gilda Wheeler, OSPI This tool was used to facilitate the development of a student profile which focused discussion about suggested instructional strategies. How can we use the same tool for our discussion about NGSS, RTI and PLCs? Let s take some time to think about it and see what we can learn