Next Generation Science Standards Public Release II.
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Transcript of Next Generation Science Standards Public Release II.
Michigan’s PublicReview of the
Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce
Building on the Past; Preparing for the Future
7/2011 – March 2013
1/2010 - 7/2011
1990s
1990s-2009
Phase IIPhase I
Conceptual Shifts in the NGSS
1. K-12 Science education should reflect the interconnected nature of science as it is practiced and experienced in the real world.
2. The Next Generation Science Standards are student performance expectations – NOT curriculum.
3. The science concepts build coherently from K-12.
1. The NGSS Focus on deeper understanding of content as well as application of content.
2. Science and Engineering are integrated in the NGSS from K–12.
3. The NGSS and Common Core State Standards ( ELA/Literacy and Mathematics) are aligned.
Three Dimensions Intertwined
• The NGSS are written as Performance Expectations
• NGSS will require contextual application of the three dimensions by students.
NGSS Public Review Timeline
Goal: To distribute and receive feedback from interested stakeholders; and continue the transparent development process to enable states to prepare for consideration of NGSS adoption
The standards review opened on January 8, 2013.
The review period will end on January 29, 2013.
The standards, supporting documents, and survey can be
accessed at www.nextgenscience.org
Final Release – Late March of 2013
Anticipated request for MI SBE adoption – April 2013
Overall, very positive.
General Feedback
In Response To •May Public Draft•College – and – Career Readiness Reviews•September Lead State Review•Professional Organization Reviews
Pedagogical Vision Architecture, including integration of the three dimensions
Rigor required by the NGSS at all grades
Web presentation and interactivity
NGSS are well structured and clear about expectations
Clarification statements and assessment boundaries provide
additional clarity Intentional connections to other NGSS and math and ELA
CCSS
General Strengths of the Drafts
General Areas for Improvement
Clarity of Some Language Integration of Critical Areas in Some Standards
Mathematics, engineering, crosscutting concepts Scope of Required Content Confusion about the role of standards versus curriculum Concern about the consistency of organization of the
standards versus Framework in terms of coding and arrangement
Concern about the amount of support that will be needed for implementation of the standards Professional Development, materials, administrator support and
understanding, future assessments
Changes Since May
95% of the Performance Expectations have been rewritten based on feedback, with more specific and consistent language used.
A review focused on college-and career-readiness resulted in the removal of some content
Some content shifted grade levels in elementary
Engineering has been better integrated into the traditional science disciplines
Changes Since May
More math expectations have been added to the
Performance Expectations
“Nature of Science” concepts have been
highlighted throughout the document
The Science and Engineering Practices Matrix has
been revised to provide more clarity
New Content
Appendices have been added to support the NGSS and in response to feedback Appendix A – Conceptual Shifts Appendix B – Responses to May Public Feedback Appendix C – College and Career Readiness Appendix D – All Standards, All Students Appendix E – Disciplinary Core Idea Progressions in the NGSS Appendix F – Science and Engineering Practices in the NGSS Appendix G – Crosscutting Concepts in the NGSS Appendix H – Nature of Science Appendix I – Engineering Design, Technology, and the Applications of Science
in the NGSS Appendix J – Model Course Mapping in Middle and High School
Supplementary Documents
Supplementary Documents and Materials Available at www.nextgenscience.org Why Standards Matter? How to Read the NGSS How to Complete the NGSS Survey Glossary of Terms
Additional Aspects of the NGSS Public Release II More flexibility of viewing of the standards has been provided with two official
arrangements of the performance expectations: by topics and by DCI. Additional flexibility was added to the website views of standards, allowing
users to turn off pop up” description boxes. The public feedback survey has been completed revised
Michigan’s Public Review
The NGSS are coded by Disciplinary Core Ideas
(DCI) from the NRC's Framework for K-12 Science
Education, and are available in two different
arrangements - by DCI and by topic.
Both the DCI and topical arrangements have the
same content - just in a different order.
Michigan will review the TOPIC arrangement.
Michigan’s Public Review
Access Survey for Topic ArrangementThree Sections
Respondent Information
General Survey on All K-12 Standards
Elementary, Middle School, High School Standards
Search NGSS using Interactive ToolsSearch by Topic
Search by DCI
Identifying CCR in Science
Determining Direction Using Existing Research Determining the Definition NGSS College and Career Readiness Lead State
Review Definition and Research Review included in NGSS
Appendix C Complements Michigan’s Career and College
Readiness work Complements CCSS and MMC Requirements
CCR in Science Draft DefinitionCollege and Career Ready Students can demonstrate evidence of:
Applying a blend of Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas (DCIs) to make sense of the world and approach problems not previously encountered by the student, including new situations, new phenomena, and new information;
Self-directed planning, monitoring, and evaluation; Applying knowledge more flexibly across various disciplines through
continual exploration of Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas;
Employing valid and reliable research strategies; Exhibiting evidence of the effective transfer of mathematics and
disciplinary literacy skills to science.
CCR in Science Assumptions
Working definition for college and career readiness in science is based on the following assumptions:
•Students are expected to operate at the nexus of the three dimensions of science: 1) Science and Engineering Practice; 2) Crosscutting Concepts; and 3) DCIs. •Learning expectations are equivalent for college and career. •A student is ready to enter and succeed in coursework beyond high school in science and technical subjects that leads to a degree or credential. This includes the military and credentialing that can occur during the high school experience such as credentialing programs, dual enrollment programs, and advanced placement courses.
• Lead State Meeting (Achieve, Sept. 2011)• MI Internal Review Team reviews first draft (Nov./Dec. 2011)
• Lead States meet with Writers (Early January 2012)• Critical Stakeholders, All States, Leads (Jan. – Feb.)• Public Draft; MI State Review Meetings; State Report (May)• Lead States Implementation Planning (Nov. 2011 - Ongoing)• All State Review; MI Internal Review (Summer, Fall)• 2nd Public Draft (Jan. 2013)• Final Draft; MI Internal Review (Feb. 2013)• Final State Report (Feb. 2013)• NGSS Released for Adoption (Late March 2013)• Lead State Adoption Planning (Jan.- March 2013)
Michigan NGSS Development Timeline Michigan NGSS Development Timeline
NGSS Information
• Official NGSS Site www.nextgenscience.org
• MDE NGSS Page Shortcut www.michigan.gov/ngss http://michigan.gov/mde/0,4615,7-140-28753_38684_28760-277001--,00.html
• Susan Codere, NGSS Project Coordinator [email protected]
• Megan Schrauben, Integrated Education Consultant [email protected]