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Implementation of NGSS in High Schools

What is your plan?

Sit at a table with chart paper.Maximum of 4 per table

Do not sit with people from your district.

K-12

Alliance

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Goals of This Session

Review policy issues that relate to H.S. NGSS implementation.

Investigate sample sequences and discuss them.

Develop strategies for engaging in conversations with teachers, administrators and others.

3

All standards, all students

What does this mean for your school?

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Q and AIndividual write: (5 min)

3 Concerns regarding high school implementation

3 Opportunities which NGSS brings

At your Table (10 minutes)With regard to NGSS implementation in H.S.

Share at your table and post on poster paper your group concerns

Whole Group (25 minutes)Choose a reporter and share out with group.

Q & A

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Sun Valley MagnetExample of one school district

Pathways:• Engineering Arts and Technology for Global Progress, grades 6-8;• Environmental Studies through Arts and Sciences, grades 6-8; and, • Biomedical Sciences, Engineering, and Leadership, grades 6-12 – a

new Magnet (formerly Sun Valley Middle School)

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CTE SchoolCalifornia Regional Occupation Center (SoCalROC)

Pathways:• School of Art and Design• School of Engineering and Design• School of Finance and Business• School of Health Sciences• School of Public and Consumer Services

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NGSS Appendix K

Read page 1 and 2

What do you think Appendix K highlights?

Handout 1

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NGSS: Tenets of Appendix K

1. Model Course Maps are starting points, not finished products.

2. Model course map organization is built on the structure of the Framework.

3. All Standards, All Students.

4. Model course maps are not curriculum.

5. All Scientific and Engineering Practices and all Crosscutting Concepts in all courses.

6. Engineering for all.

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NGSS Appendix K Read page 3-5

Jigsaw the sections at your table

Share out your section and state how it will inform your planning

Handout 2

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Other resources to consider: Physics for Future Physicians and Life Scientists: a moment of

opportunity (Crouch, Hilborn, Kane, McKay, & Reeves, 2010) http://www.aps.org/publications/apsnews/201003/backpage.cfm

The Two High-School Pillars Supporting College Science (Sadler & Tai, 2007) http://www.sciencemag.org/content/317/5837/457.summary

Success in Introductory Physics: The Role of High School Physics (Sadler & Tai, 2001) http://users.nber.org/~sewp/events/2004.05.28/SadlerAndTai_RoleOfHighSchoolPhysics.pdf

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Look at the sequence provided at your table

Develop an argument that includes the following:1. 5 reasons to support your sequence

2. 2 reasons to reject your sequence that others may present

3. How would you present a counter-argument for the reasons to reject your sequence?

4. Chart your arguments and be ready to share out with the larger group in 45 minutes.

5. Use evidence from the resources in NGSS and other resources to support your reasons. The major factor to consider is what is good for students.

Looking at Sample HS Sequences

Handout 3 (a-d)

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Districts will either:

be handed a sequence and be expected to implement it,

be asked to develop a sequence by their administration, or

be proactive and create a sequence that will serve their students.

Regardless of the decisions that are made, instructional practices will need to change as NGSS is implemented.

Facilitating Conversations at your site

Handout 4 & 5

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INSTRUCTIONAL SHIFTSMoving from Current CA Standards to NGSS-CA

Less emphasis on More emphasis on

Discrete facts

Conceptual understanding with a focus on depth over breadth

Isolated investigation and experimentation process skills

Integration of science and engineering practices with content

Student acquisition of information

Student understanding and use of scientific knowledge within and across science disciplines, and science an engineering practices

Numerous standards Limited number of Disciplinary Core Ideas and Cross Cutting Concepts that unify the study of science and engineering

Uneven articulation throughout grade levels

Learning progressions that develop K-12

No engineering Engineering standards and practices that all students should encounter

Assessing science knowledge Assessing scientific understanding and reasoning specified by the performance expectations

Limited correlation with other subjects Correlation with CCSS ELA and Mathematics

Limited integration of science disciplines in middle school

Integration of science disciplines in middle school

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What factors need to be considered? Goals Context Level of influence & decision makers (if not you, how do you influence?) What will be needed in order for successfully implementing the decision?

If you are the person facilitating the conversation…. Anticipate concerns and questions – bring resources with you (see materials

associated with this workshop) Try to keep the conversation on topic – have a parking lot for

comments/concerns that are off-topic Try to engage all participants and don’t let a vocal minority take over the

conversation. Reiterate what you hear – use active listening strategies

Remember that change is hard.

Facilitating Conversations at your site

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Considerations and questions to guide district discussions

The following points will help guide your department and district conversation regarding transition to and implementation of Next Generation Science Standards. Questions related to each are included on handout 6.

NGSS at the high school level requires at least 3 years of science (Achieve, 2014).

NGSS requires a revision of instructional practices.

Students pursuing STEM careers will require a pipeline of enrichment courses to support their interest and curiosity in the sciences and engineering.

Earth Science is an essential disciplinary strand of NGSS design.

UC/CSU BOARS stated that by school year 2016-17 all approved courses must align to NGSS, CCSS, and CTE standards.

Classroom assessment must include multiple measures that support demonstration of Performance Expectation.

Departments, schools, teachers need long term plans for professional development, implementation, expertise assessment, and vertical articulation with middle schools.

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Possible High School ModelsLife

Earth/Space Physical

Engineering & Technology

INTEGRATION

Earth/Space Science

Biology

Chemistry

Physics

Traditional Layer-cake Discipline Specific Model

Inverted layer-cake Instructional Model

Physics

Chemistry

Biology

Earth/Space Science

Integrated Science

NGSS 1

NGSS 2

NGSS 3

ELECTIVES & APs

COMING SOONAccelerated Models Being

Proposed by Achieve

AND MANY OTHER MODELS TO CONSIDER!

Physics Earth/Space Science

Chemistry Earth/Space Science

Biology Earth/Space Science

3-Yr Discipline Specific with ESS Integrated into each year

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www.stom.org/docs/NSTA__FRAMEWORK_Readers_guide[1][1].pdf

Suggested Resources

NGSS Evidence Statementswww.nextgenscience.org/ngss-high-school-evidence-statements

Achieve’s Adoption & Implementation Workbook www.achieve.org/publications/ngss-adoption-and-implementation-workbook

Appendix K: Model Course Maps for Middle and High Schoolwww.nextgenscience.org/sites/ngss/files/Appendix%20K_Revised%208.30.13.pdf

CSTA’s Website – NGSS timeline, upcoming PD, articles about NGSS, FAQs, legislative updates and morecascience.org

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With regard to NGSS implementation in your situation, identify the following for when you get back to your site. List as SMART goals

Goals Context Level of influence & decision makers (if not you, how do you

influence?) What will be needed in order for successfully implementing the

decision?

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Be ready to share one goal you plan to execute back at your site.

EXIT TICKET: Share One Goal

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Thank you!Please provide us with feedback about this session and

the last two days by filling out a Gots & Needs.

Please go back to the main room following this session for closing comments, evaluation, and district planning time.