Framework Standards and Assessment Fall 2013 Update Liz Buttner Science Education Consultant CT State Department of Education Elizabethbuttnerctgov 1142013 1 NRC Framework and the NGSS ID: 603134
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Next Generation Science Framework, Standards and Assessment:Fall 2013 Update
Liz Buttner, Science Education ConsultantCT State Department of EducationElizabeth.buttner@ct.gov
11/4/2013
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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.
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Will NGSS adoption improve science teaching and learning in Connecticut?
Can teaching new standards using current approaches yield improved results?
NGSS Adoption Reflections
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NGSS present an opportunity to improve curriculum, instruction, teacher development, assessment, accountability, and ultimately student interest and achievement in science.Slide4
NGSS ADOPTION MEANS…
Much more than teaching new topics11/4/2013
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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)
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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)
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Inclusion of Engineering Design in
K-12 Science CurriculumETS1.A: Defining and Delimiting Engineering ProblemsA 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 SolutionThe 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)
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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.11/4/20138
TURN AND TALK:
What are the benefits?
What are the potential pitfallsSlide9
How do NGSS Assessment Expectations Compare to CT Assessment Expectations?
CT Science FrameworkGr. 5 Earth/Space
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.
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.
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Comparing CT to NGSS Assessables: Elementary
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CONNECTICUT
EXPECTED PERFORMANCE B.8
Describe the effects of the strengths of pushes and pulls on the motion of objects.
.
NGSS
EXPECTATION 3-PS2-1
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.Slide11
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CONNECTICUT
EXPECTED PERFORMANCE C15.
Describe the basic structures of an animal cell, including the nucleus, cytoplasm, mitochondria and cell membrane, and how they function to support life.
NGSS
PERFORMANCE
EXPECTATION MS-LS1-2
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Comparing CT to NGSS Assessables
: Middle SchoolSlide12
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Comparing CT to NGSS Assessables: High School
CONNECTICUT
EXPECTED PERFORMANCE
D28
Describe the general role of DNA and RNA in protein synthesis.
NGSS
PERFORMANCE
EXPECTATION HS-LS1-1
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.Slide13
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;C
urriculum performance expectations be developed;Modifications to existing teaching approaches and materials;
S
ubstantial professional learning opportunities (see MSP 2013-2015 project categories);
May require more teachers certified to teach high school Earth Science and Physics.
Key Implications of NGSS Adoption
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PHASE 1: REFLECTION (2011-2013)NGSS Draft feedback to Achieve
Collaborate with other states (BCSSE)Progress reports to State Board of EducationContent Crosswalk
District SurveyPolicy implicationsAdoption 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 timelineCurriculum and materials modifications
Teaching and learningPHASE 4: FULL IMPLEMENTATION (2017-18 school year)New assessments introduced
Moving Toward Next Generation Science in CT
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STANDARDS:2013-14 school yr:
2004 Science Framework, GLCs, GLEs in effectEarly 2014: CT adoption decision anticipated
POSSIBLE CURRICULUM TRANSITION:2014-17: Districts develop and transition to new science curriculum and instructional approaches2014 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
Possible Connecticut Transition Timeline11/4/2013
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Connecticut’s NGSS
Decision-Making Process
Taking Time to Make Informed Decisions
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Standards: Only the Begin
ning…
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To be developed
To be developed
Completed 2013
Completed 2011Slide18
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…11/4/2013
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Context Considerations
Districts are currently tackling much change:
- Common Core implementation - Teacher evaluation SLOs and IAGDs - Personalized learning
- Competency-based report cardsNGSS 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.
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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…
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Next Generation Science Standards (NGSS):
Connecticut’s Adoption
Implications Study
ACTIVITY
PURPOSE
COMPLETIONDATE
Content Crosswalk
Identify which NGSS concepts are in CT standards at the same grade; at a different grade; or not in CT standards at all. Findings available
October 2013
.April 2013
District Implications SurveyElicit district input related to capacity and challenges associated with adoption and transition to NGSS.September 2013
Instructional Shifts Report
Compare vision for science teaching and learning in NRC Framework to current CT standards; highlight key shifts.
Fall 2013
Middle/High School Course-Mapping Study Groups
Elicit district input related to challenges and opportunities for organizing NGSS standards into course sequences for all students.
January 2014
Higher Education Focus Groups
Elicit input on NRC Framework/NGSS adoption from higher education science/engineering & teacher prep faculty. What are p
otential impacts on students’ success in college STEM courses or majors, and on teaching approaches used in undergraduate science courses
.
January 2014
Adoption Options Focus Group
Convene state NGSS Content Review Committee to compare final NGSS publication to January
2013 feedback to Achieve. What concerns persist? What adoption options address the concerns.
February
2014
Recommendations
to State Board of Education
Present
adoption recommendations, including systemic improvements and a phased-in transition timeline if adoption is recommended.
Early 2014
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CSDE Adoption Implications Study:
What Are We Learning So Far?
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NGSS-CT Content CrosswalkCSDE 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?11/4/2013
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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?
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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.
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Content Crosswalk Headlines
Concepts in current Connecticut standards that do not have a match in NGSS include: Bacteria, viruses, infectious disease; optical technologies; food preservation technologies; biotechnology; nutrition; and the physics of bridgesCould be addressed in curriculum designed to teach ETS2: Links Among Engineering, Technology, Science and Society
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2013-2014 School Year:
What Can Districts Focus On Now?
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What Can We Do During 2013-14?
1. Integrate NGSS Practices with current CT concepts. STOP teaching Inquiry in isolation from content; or content devoid of inquiry practices. Learn what each Practice entails (see NGSS Appendix F) and emphasize higher-order Practices (see next slide).
2. Integrate NGSS Engineering Design core ideas and performance outcomes related
to current science concepts. 3. Integrate
Common Core ELA standards for reading informational text; writing informative texts and conducting research; speaking and
listening into science learning activities. 4. Integrate
Common
Core Math
standards and practices - especially standards in Number & Operations and Measurement &
Data – into science learning activities. REMINDER: Science CMT and CAPT will be administered at Grades 5, 8 and 10 in March 2014 and 2015, based on current CT standards.11/4/201328Slide29
Scientific & Engineering Practices
NRC Framework Ch. 3
1. Asking questions and
defining problems
2. Developing and using models*
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6.
Developing explanations and designing solutions*
7. Engaging in argument from evidence*8.
Obtaining, evaluating, and communicating information*
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WHICH PRACTICES ARE THE “BRIDGES” TO COMMON CORE?
Practices 2, 6, 7 and 8 receive greater emphasis in NGSS than in current CT standards.Slide30
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.
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STAYING INFORMED
NGSS newslettersAre you on the CSDE science mailing list?Contact Liz Buttner at elizabeth.buttner@ct.gov to subscribeRESC Science Council presentationsCSTA and CSSA eventsSDE science web page: www.sde.ct.gov
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