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Next Generation Science Framework, Standards and Assessment: Fall 2013 Update

This article explores the reformed vision of science proficiency outlined in the NGSS Framework and discusses the implications of its adoption for teaching and learning in Connecticut. It also highlights the inclusion of engineering design in K-12 science curriculum and the coordination of science with CCSS-ELA and math standards.

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Next Generation Science Framework, Standards and Assessment: Fall 2013 Update

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  1. Next Generation Science Framework, Standards and Assessment:Fall 2013 Update Liz Buttner, Science Education Consultant CT State Department of Education Elizabeth.buttner@ct.gov

  2. NRC Framework and the NGSS Framework describes a reformed “vision” of what it means to be proficient in science: • “knowing science” means applying the Practices to demonstrate understanding of Core Ideas and Crosscutting Concepts; • Details the Practices, Core Disciplinary Ideas, and Crosscutting Concepts NGSS adds assessable Performance Expectations: • Adds performances students should be able to achieve at the conclusion of instruction (end of year; end of grade band; or on a large-scale assessment). • Assigns Performance Expectations to each grade (K-5) and to 6-8 and 9-12 grade bands.

  3. NGSS Adoption Reflections NGSS present an opportunity to improve curriculum, instruction, teacher development, assessment, accountability, and ultimately student interest and achievement in science. Will NGSS adoption improve science teaching and learning in Connecticut? Can teaching new standards using current approaches yield improved results?

  4. NGSS ADOPTION MEANS… Much more than teaching new topics

  5. A Reformed Vision of Science Proficiency Are educators and parents ready to embrace a new vision of what it means to be “proficient” in science? • “ Focus on understanding and application as opposed to memorization of facts devoid of context.” (NGSS Appendix A) • “The integration of content and application reflects how science is practiced and experienced in the real world.” (NGSS Appendix A) • “Most state standards and assessments express these dimensions as separate entities, leading to their separation in both instruction and assessment.” (NGSS Appendix A)

  6. New Ways of Assessing for Accountability Are educators ready to prepare students to succeed on state assessment questions like this? “Analyze and interpret data to determine scale properties of objects in the solar system.” (MS-ESS1-3)

  7. Inclusion of Engineering Design in K-12 Science Curriculum • ETS1.A: Defining and Delimiting Engineering Problems • A situation that people want to change or create can be approached as a problem to be solved through engineering (K-2) • ETS1.B: Developing Possible Solutions • Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved (Gr. 3-5) • ETS1.C: Optimizing the Design Solution • The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution (Gr. 6-8) Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy* (HS-PS3-3)

  8. Coordinating Science with CCSS-ELA and Math An opportunity for science to be an integral part of students’ comprehensive education by supporting student learning of ELA/literacy and math expectations within the context of science instruction. • TURN AND TALK: • What are the benefits? • What are the potential pitfalls

  9. How do NGSS Assessment Expectations Compare to CT Assessment Expectations? CT Science Framework Gr. 5 Earth/Space NGSS – Gr. 5 Earth/Space 5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. CMT Expected Performances • B22. Explain the cause of day and night based on the rotation of Earth on its axis. • B23. Describe the monthly changes in the appearance of the moon, based on the moon’s orbit around the earth.

  10. Comparing CT to NGSS Assessables: Elementary

  11. Comparing CT to NGSS Assessables: Middle School

  12. Comparing CT to NGSS Assessables: High School

  13. Key Implications of NGSS Adoption Will require: • Preparing students for new, more rigorous, assessments (not just remembering facts). NGSS Performance Expectations ARE assessment outcomes. • 3 years of high school science for all students; • All students to learn biology, physics, chemistry and Earth/Space science in a progression laid out for K-2, 3-5, 6-8 and 9-12 grade bands; • Inclusion of Engineering Design concepts, practices and outcomes at all grade bands; • Standards to be translated into coherent curriculum learning units; • Curriculum performance expectations be developed; • Modifications to existing teaching approaches and materials; • Substantial professional learning opportunities (see MSP 2013-2015 project categories); May require more teachers certified to teach high school Earth Science and Physics.

  14. Moving Toward Next Generation Science in CT PHASE 1: REFLECTION (2011-2013) • NGSS Draft feedback to Achieve • Collaborate with other states (BCSSE) • Progress reports to State Board of Education • Content Crosswalk • District Survey • Policy implications • Adoption Decision PHASE 2: PREPARATION (2012-2013) • Policy decisions (MS/HS courses; cumulative or end-of year tests, certification) • Stakeholder awareness PHASE 3: TRANSITION (2014-2018) • Professional development system ; new teaching approaches (MSP) • Teacher preparation program upgrades • Curriculum transition timeline • Curriculum and materials modifications • Teaching and learning PHASE 4: FULL IMPLEMENTATION (2017-18 school year) • New assessments introduced

  15. Possible Connecticut Transition Timeline STANDARDS: • 2013-14 school yr: 2004 Science Framework, GLCs, GLEs in effect • Early 2014: CT adoption decision anticipated POSSIBLE CURRICULUM TRANSITION: • 2014-17: Districts develop and transition to new science curriculum and instructional approaches • 2014 and beyond: Professional development POSSIBLE ASSESSMENT TRANSITION: • March 2014-16: CMT and CAPT Science assessments administered (tentative) • Spring 2017: New or hybrid science assessments? Uncertain whether end-of-grade, end-of-course or cumulative

  16. Connecticut’s NGSS Decision-Making Process Taking Time to Make Informed Decisions

  17. Standards: Only the Beginning… Completed 2011 To be developed To be developed Completed 2013

  18. Still Many “Unknowns” • How will large scale assessments measure Practices integrated with Core Ideas? For example: “Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.” (MS-PS1-5) • Who will pay for innovative, new tests? • How long will it take to develop such tests? • Will new science tests be cumulative or administered at every grade? • How many states will adopt NGSS? How will publishers address NGSS? AND…

  19. Context Considerations Districts are currently tackling much change: - Common Core implementation - Teacher evaluation SLOs and IAGDs - Personalized learning - Competency-based report cards NGSS assessment consortia have not been formed or funded. New ways of testing “practices” not determined yet. Publishers have not yet developed new instructional materials to illustrate the NGSS vision.

  20. Sample Adoption Options Embrace the vision defined in the “Framework for K-12 Science Education” (National Research Council, 2012) and… • Adopt all NGSS Assessment Expectations (Performance Expectations) only; • Adopt some NGSS Assessment Expectations; • Adopt NGSS Assessment Expectations and develop Curriculum Expectations similar to CT K-8 Grade-Level Concepts (GLCs) and Grade-Level Expectations (GLEs); • Revise current CT Framework and Standards to reflect NRC Framework Core Ideas, Practices and Crosscutting Concepts; • Collaborate with other states to develop curriculum standards. • Other possibilities…

  21. Next Generation Science Standards (NGSS):Connecticut’s Adoption Implications Study

  22. CSDE Adoption Implications Study: What Are We Learning So Far?

  23. NGSS-CT Content Crosswalk • CSDE committee compared curriculum concepts in NGSS to those in current state standards. DID NOT COMPARE PERFORMANCE EXPECTATIONS. Crosswalk answers the following questions: • Which NGSS concepts have a match in Connecticut standards at the same grade (or grade band); • Which NGSS concepts have a match in Connecticut standards at a different grade (or grade band); • Which NGSS concepts have no match in Connecticut standards and would be new for teachers and students; • Which Connecticut standards have no match in NGSS and could potentially be removed from science curriculum and assessment if NGSS were adopted? • Which grades or grade bands would have the greatest proportion of curricular change if NGSS were adopted?

  24. NGSS-CT Content Crosswalk Highlights Complete report to be posted soon. Highlights include: • About two-thirds of the concepts in the NGSS have a match in Connecticut’s current state standards; • Most new content would be in Gr. 9-12: engineering design; wave properties; electromagnetic radiation; evidence of common ancestry and diversity; the universe and its stars and history of planet Earth • More physical science in Gr. K-5. • Current state science standards apply only to Grades 9 and 10, in keeping with the state requirement for two years of high school science and the state CAPT Science assessment administered at Grade 10. • NGSS are intended to apply to Grades 9 through 12, and would require at least three years of high school science coursework. • Implications?

  25. Content Crosswalk Headlines Greatest change would be felt in Grades 9-12*: • only 51% of NGSS concepts are required of all students in current state standards. • 61% of NGSS Physical Science Gr. 9-12 concepts would be new requirements for all Connecticut high school students; • 58% of the NGSS Earth/Space Science Gr. 9-12 concepts would be newly required of all Connecticut high school students. * Disparity partly because current state science standards apply only to Grades 9 and 10, in keeping with the state requirement for 2 years of high school science and the state CAPT Science assessment administered at Grade 10. NGSS, by contrast, are intended to apply to Grades 9 through 12, and would require at least 3 years of high school science coursework.

  26. Content Crosswalk Headlines Concepts in current Connecticut standards that do nothave a match in NGSS include: • Bacteria, viruses, infectious disease; optical technologies; food preservation technologies; biotechnology; nutrition; and the physics of bridges • Could be addressed in curriculum designed to teach ETS2: Links Among Engineering, Technology, Science and Society

  27. 2013-2014 School Year:What Can Districts Focus On Now?

  28. District Implications Survey • Circulated from mid-August through late September 2013. • Solicits collective and individual feedback about district “capacity” for science program reform: curriculum, science leadership, teaching materials, professional development. • Over 550 responses from assistant superintendents, district science coordinators, teachers, coaches and other district-level personnel. • Will inform a set of adoption recommendation to be brought to State Board of Education. • Will be used to Identify and plan for resources, supports and costs associated with NGSS adoption, transition and implementation.

  29. STAYING INFORMED • NGSS newsletters • Are you on the CSDE science mailing list? • Contact Liz Buttner at elizabeth.buttner@ct.gov to subscribe • RESC Science Council presentations • CSTA and CSSA events • SDE science web page: www.sde.ct.gov

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