Presentation on the Next Generation Science Standards to the - PowerPoint PPT Presentation

Presentation on the Next Generation Science Standards to the Legislative Education Study Committee Gwen Perea Warniment October 26, 2017

What is Inquiry? K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world -NGSS – Appendix A 3

Three Dimensional Learning

NGSS Architecture Cross Cutting  The 3 dimensions will be Concepts incorporated into every Practices standards statement.  Engineering is more prominent  Science is updated  Progression of learning revised Core Ideas throughout multiple years

Scientific and Engineering Crosscutting Concepts Practices 1. Asking questions and defining 1. Patterns – organization and problems classification 2. Developing and using models 2. Cause and effect – mechanism 3. Planning and carrying out and explanation investigations 3. Scale, proportion, and quantity 4. Analyzing and interpreting - recognize what is relevant data 4. Systems and system models – 5. Using mathematics and define the system under study computational thinking 5. Energy and matter - flows, cycles 6. Developing explanations and and conservation designing solutions 6. Structure and function – 7. Engaging in argument from evidence determine properties of things 8. Obtaining, evaluating, and 7. Stability and change – determine communicating information rate of change or evolution

FULL NGSS

Implementation

Goals Equity: Long-term Communication and Outcomes-- Professional Learning Scientifically Literate Community and Well- Reflective Practice Prepared with Systems of Workforce Support Assessment from the “Bottom Up”

THREE STATE MODELS

WASHINGTON STATE

Washington State Next Generation Science Standards Transition Planning Document PHASE 1 PHASE 2 PHASE 3 PHASE 4 Spring 2014 2014 - 2015 2015 - 2016 2016 - 2017 Exploration, Awareness, and Statewide Classroom Transitions, Equity Leveraging Resources, Statewide Application, Capacity Building and Practices Materials and Expertise Assessment and Coordination ONGOING STATEWIDE COORDINATION AND COLLABORATION TO SUPPORT Communication (OSPI, State Science Leadership Team, LASER) Develop messages General outreach on shifts Ongoing messaging Statewide Capacity/Network Building (OSPI Programs; State Science Leadership Team) Identify existing expertise and gaps Develop NGSS support networks Ongoing support of leadership network Professional Learning (OSPI Programs; State Science Leadership Team, ESD Regional Science Coordinators, STEM teachers, Administrators, Informal/Community Educators) Elements, Leads, and Tasks Identify Professional Learning needs Professional Learning designed for all Professional Learning Implemented Professional Learning Implemented for (teachers, administrators, and stakeholders for teachers and administrators informal/community educators and community educators) ongoing adaptation of Professional Learning Instructional Practices/Shifts (OSPI Programs; State Science Leadership Team, ESD Regional Science Coordinators, STEM teachers) Focus on equity and integrating Continued focus on equity and Integration of three dimensions Instructional shifts in place Science and Engineering Practices integrating SEPs and Cross Cutting (SEPs, CCCs, and DCIs) Concepts Instructional Materials and Curriculum (OSPI Programs; State Science Leadership Team, ESD Regional Science Coordinators, LASER) Evaluate existing materials Adapt existing materials and explore Evaluate placement of kit materials Develop/evaluate new materials (e) Innovations and leverage materials and curriculum Assessment (OSPI) Analyze/align existing state Focus on classroom and formative Participate in multi-state assessment consortium with NGSS adopted states assessment with NGSS (to the extent assessment feasible) Data Collection (OSPI) Determine metrics to be tracked (e.g. Develop data collection plan Track and report science related data course taking, student achievement, STEM identity, etc.) Policy Shifts (OSPI, SBE, PESB, Legislature) Identify policy changes necessary to Secondary Pathways; PESB Assessment Piloting implement NGSS (e.g. PESB Teacher Competencies competencies, assessment) Elements of NGSS Transition Plan, OSPI Feb. 2014

OREGON

Year ar Month th Work rk 2014 2014 • ODE and Science Panel develop NGSS adoption, transition, professional development (PD), and implementation planning recommendations January • State Board conducts first read of the NGSS and considers recommendations 2014 2014 • ODE and Science Panel continue work on NGSS adoption, transition, PD, and implementation planning recommendations February 2014 2014 • State Board conducts NGSS second and third read and adoption vote March/April • ODE and Science Panel continue work on NGSS transition, PD, and implementation planning 2014 2014 • ODE and Science Panel develop NGSS transition, implementation, and PD plans May/June • Develop budget and secure funding for PD • Develop systematic communication plan to raise awareness in educational and local communities • Include NGSS in existing summer PD and statewide conferences 2014 2014 • PD on NGSS awareness and integration with Common Core State Standards Summer • ODE and Science Panel develop PD, lessons, units, and formative assessments 2014 2014 • Provide regional PD to Professional Learning Teams (Administrators, Lead Teachers, Early Adopters) Fall-Winter • ODE and Science Panel develop PD, lessons, units, formative assessments 2015 2015 • Follow up regional Professional Learning Teams PD Spring- • ODE and Science Panel develop PD, lessons, units, and formative assessments Summer • ODE conducts NGSS Field Test 2015 2015 • PD for all teachers and administrators Fall-Winter • Pilot lessons, units, and formative assessments 2016 2016 • Follow up PD for all teachers and administrators Spring- • Refine lessons, units, and formative assessments Summer • ODE conducts NGSS Field Test 2016 2016 • NGSS lessons, units, and work sample scoring rubric used statewide Fall-Winter • ODE conducts NGSS Pilot Test • ODE and Science Panel provide ongoing NGSS transition and implementation support 2017 2017 • ODE conducts NGSS Field Test Spring- • ODE and Science Panel provide ongoing NGSS transition and implementation support Summer 2017 2017 • ODE and Science Panel provide ongoing NGSS transition and implementation support Fall-Winter 2018 2018 • ODE staff lead development of NGSS Performance Level Descriptors, Standard Setting (Cut-Scores Determination), and Rubric Validation Spring- Summer 2018 2018 • SBE Adoption Process for NGSS Performance Level Descriptors and Cut Scores (Standard Setting) Fall-Winter • ODE conducts NGSS Operational Test • ODE and Science Panel provide ongoing NGSS implementation support 2019 2019 Winter-Spring • NGSS Adopted Performance Level Descriptors and Cut Scores are in effect in Oregon schools

ARKANSAS

Key Points » Strategic and Thoughtful: Between 3-5 Years » Attend to Horizontal Coherency – Professional Learning & Practice – Curriculum & Materials – Assessment & Feedback Loops » Attend to Vertical Coherency – Cycles of Continuous Improvement

Other Salient Points » Networks and Partnerships – State Partners – Industry – Regional Partners – National Partners » Leadership is KEY » Mind the New Mexico Context

Goals Equity: Long-term Communication and Outcomes-- Professional Learning Scientifically Literate Community and Well- Reflective Practice prepared with Systems of Workforce Support Assessment from the “Bottom Up”

What does this look like? » Deep understanding of shifts called for in the NGSS » Materials and Curriculum Planning » Collective effort that recognizes systems support classroom efficacy » Teacher Leadership in tandem with District and State Leadership » On-going, Agile and Responsive Professional Learning » Assessment offers clarity when understood and used correctly » Community Engagement

Questions?