NGSS Secondary Implementation and Transition Planning

1. NGSS Secondary Implementation and Transition Planning March 18, 2014 Pacific Science Center Teaching and Learning Science Office of the Superintendent of Public Instruction

2. Thank you! We would like to thank LASER and the Pacific Science Center for hosting us today.

3. Welcome and Today’s Outcomes • Review Elements Table • Explore equity research and strategies in NGSS implementation at the secondary level. • Come to common understanding about secondary NGSS • Review middle and high school NGSS standards and draft transition plans. • Discuss and create common message to be shared with stakeholders to address concerns for districts around middle and high school science courses and pathways.

4. But first….. • Before we start…please use the post-its for your hopes and dreams for today.

5. Updates from Achieve • NGSS Evidence Statements will provide educators with additional detail on what students should know and be able to do. Model content frameworks will build on these statements and offer further clarity on implementing the NGSS in the classroom. Early 2014 • Classroom Assessment Tasks are a vision of integrating science, engineering and mathematics in classroom assessment. Teachers across the disciplines are collaborating to write sample tasks that blend content, practices and concepts from both the NGSS and the Common Core State Standards. Early 2014 • NGSS Accelerated Pathways are course models that provide examples of how the NGSS can be tailored for accelerated students. Created by Advanced Placement teachers, these models help schools and districts to envision pathways for students intending to take AP science courses in their junior year. Early 2014 • The EQuIP NGSS Rubric will help educators and education leaders identify high quality, NGSS-aligned instructional materials, and provide feedback to improve existing materials, through a criterion-based, peer-review process. Early 2014 • The Science Standards Comparison Toolkit will help teachers and administrators consider the differences in purpose and content between different sets of standards. Early 2014 • The NGSSdata portalwill let users search and view the NGSS to meet their individual needs for display on computers and mobile devices. This flexible resource will eventually allow users to tag and share resources. Summer 2014

6. Elements Table

7. Megan Bang, Ph.D.University of Washington Understanding Equity and Secondary Science Practice

8. Let’s spend some time with the NGSS… How do we understand the secondary standards? Mechelle and Craig Placemat Activity

9. Analyzing a Performance Expectation Addressing our own questions and concerns

10. Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

11. Pick a Performance Expectation

12. What Standard Did You Choose?

13. Text of a Performance Expectation

14. 3 Dimension-Foundation Boxes

15. 3 Dimension-Foundation Boxes

16. Connection Boxes-To Other DCIs Just record the codes for now

17. DCIs Before and After

18. Connection to the Common Core

19. Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

20. What It Means? I notice that students will have to make observation and comparisons. I will have to teach these skills in multiple settings

21. Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

22. Caption • If this place mat was a picture in a book, what caption would you give it? • Write a one to three sentence caption describing what you have created so that the reader understands the implications of the image.

23. Remembering Phil Bell’s Messages from December…

24. Three dimensional standards, Three dimensional instruction, Three dimensional curriculum. Learning Conceptualized along Three Dimensions—Guided Development of New Educational Standards Standards take the form of performance expectations defined through combinations of elements of the three dimensions that progress across grade levels

25. Dimension 1: Science and Engineering Practices Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics, information and computer technology, and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information

26. Model for Scientific Practices (NRC, 2012)

27. Why Practices? The practices are considered to be central to science and engineering. Practices… engage students productively in inquiry, support important learning processes, and help students understand aspects of the science and engineering enterprises

28. Designing for Learner Agency • Encourage students… “to be authors and producers of knowledge with ownership over it rather than mere consumers of it, and [encouraging] teachers and other members of the learning community to position students as stakeholders by publicly identifying them with the claims, approaches, explanations, designs and other responses to the problems that they pursue” (Engle and Conant, 2002, p. 404). • Learner agency takes three forms: • Support active knowledge construction by engaging students in the practices • Have learning experiences grow out of the lives of learners—connect science to real world contexts • Leverage funds of knowledge of learners (interests, knowledge, reasoning, identities)

29. Studying the NGSS Secondary StandardsOur next task… • We will use the questions on the next slide and back-map them to the performance expectations. • The goal is to see which PEs might support, coordinate and “speak” with each other – similar to Rodger Bybee’s concept of bundling. This will help us determine if there is an opportunity for WA to think about integrating PEs into specific courses.

30. Studying the NGSS Secondary StandardsWhat would it take for students to tackle the following questions? • How can Taylor Shellfish and communities that rely on shellfish farming plan for changes in the pH of the ocean? • How can Hanford Nuclear Site remediate the environment? • How do micro-plastics impact the Puget Sound aqua environment? • What design innovations can be implemented on aging dams, bridges and roadways in WA? • Predict how environmental toxins may impact living organisms? • Construct an argument for the testing of nuclear fallout in the water traveling from Japan to the western United States. • Develop a model for the Dept of Forestry that takes into account the impact of climate change on the health and the location of forests in WA. • Other questions that might be useful?

31. California’s Middle School Model http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp

32. California articulation of Performance Expectations

33. Transition Plans • Examine the Transition Plans in light of the day’s activities • What recommendations will help districts transition to the NGSS? • What do the NGSS learning spaces need to look like?

34. How should the Transition Plans be messaged?

35. Thank you and….