NGSS Parent Information Night

Monday, September 26

6:00-7:30Presented by:

Gary Benz-American High School

Julie Luikart, Lane Melcic- Mission San Jose High School

Sue Lemke- Program Manager

● Explain the rationale and research behind the new

standards

● Experience an NGSS shifted lesson

● Highlight the innovative shifts of the Next Generation

Science Standards

● Discuss Fremont’s NGSS implementation timeline

● Discuss the possible high school course sequence

models.

● Address parent concerns/questions

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● In 2013, California State Board of Education adopted the

Next Generation Science Standards (NGSS).

● The NGSS are now the required science content

standards for all districts in California

● The NGSS require “all standards for all students.”

● Outline the essential knowledge and skills that all students need in order to be truly ready for college and careers in science in the 21st century

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• Lack of authentic learning activities in STEM subjects in K-12 education

• Little time for science in elementary school• Poor alignment of K-12 and college curricula• Longstanding debate over what students

should know and be able to do in science by the time they finish high s

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Research, Industry, Science Education Informs

the writing of framework

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26 states were involved in writing NGSS

18 have adopted

24 are considering NGSS or have adopted equivalent standards

2013 2014 2015/2016

Washington Oregon Michigan

California Nevada Connecticut

Kansas Illinois West Virginia

Kentucky New Jersey Iowa

Maryland Arkansas

Delaware *Massachusettes Hawaii

Rhode Island *Colorado *New York

Vermont *Kansas *Tennessee

1998 California Science Standards

What should students know

● Deep understanding of concepts

● Engage in scientific thinking

● Big ideas and crosscutting concepts

● Science & Engineering● Integration of Common

Core● STEM Practices● Learning as a

developmental progression

Three dimensions combine to form each standard

● Based on phenomena● Focused on learning science skills and thinking, rather than

memorizing facts● Based on research and evidence of how students learn● 1998 standards focus on what students “know”● 1998 standards focus on memorizing a body of knowledge● NGSS ask students to apply their learning● NGSS ask students to apply the concepts to make sense of

phenomena and address problems and challenges● 3 dimensional learning DCIs, SEPs, CCCs. 98 standards were just

the DCIs

SEPs= DO DCIs=KNOW CCCs=THINK

Shift #1: K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World

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Life Science Physical ScienceLS1: From Molecules to Organisms:

Structures and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology, Science, and Society

• Has broad importance across multiple science or

engineering disciplines, a key organizing concept of a

single discipline

• Can be used to explain a host of phenomena

• Provides a key tool for understanding or investigating

more complex ideas and solving problems

• Relates to the interests and life experiences of students,

connected to societal or personal concerns

• Is teachable and learnable over multiple grades at

increasing levels of depth and s

Dimension 3- Disciplinary Core Ideas

Newark Unified

New Haven

Hayward

Oakland

San Jose

Santa Clara

Santa Cruz

San Francisco

Cupertino

Palo Alto

San Lorenzo

San Leandro

Mountain View

Mt. Diablo

Tracy

Dublin

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California Science Test (CAST)

2015-16 CST

2016-17 NGSS Pilot Assessment Grades 5, 8, and 10 or 11

Unlikely

2017-18 NGSS Field Test Grades 5, 8, and 10 or 11

Likely

2018-19 NGSS Operational Assessment Grades 5, 8, and 10 or 11

Student, Class, and School Reports

Date Plan

2016-2017 New freshman class offered: NGSS pilot assessment

2017-2018 New sophomore class offered: NGSS field test

2018-2019 New junior class offered: NGSS Assessment Operational

First year NGSS aligned freshman course is required.

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High School Three Course Model: Course Sequence Options

9th 10th 11th

Physics in the Universe

Living Earth

Chemistry of Earth

SystemsLiving Earth

Physics in the Universe

Chemistry of Earth

Systems

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Alignment of SAT Subject Matter Tests with NGSS Courses

SAT Subject Test and NGSS Course

MechanicsElectricityWavesHeat/Thermodynamics*Modern Physics

Algebra 1Algebra 2/Trig recommended

Cell BiologyEcologyGeneticsEvolutionOrganismal Biology

Algebra 1

Structure of MatterStates of Matter*EquilibriumReaction Types*StoichiometryThermochemistryDescriptive Chemistry

Algebra 1

NGSS Courses and Preparation for AP Science CoursesFrom Achieve:

NGSS Disciplinary Core Ideas AP Essential Knowledge Statement

Living Earth 44/55

Chemistry of Earth Systems 40/63

Physics in the Universe 47/88

NGSS and AP Practices

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Practice 1: Use representations and models to communicate scientific phenomena and solve scientific problems

Practice 2: Use mathematics appropriately

Practice 3: Engage in scientific questioning to extend thinking or to guide investigations

Practice 4: Plan and implement data collection strategies appropriate to the scientific question

Practice 5: Perform data analysis and evaluation of evidence

Practice 6: Work with scientific explanations and theories

Practice 7: Connect and relate knowledge across various scales, concepts, and representations.

What resources are needed?Resources Needed Impact

Professional Development To become proficient with the instructional shifts required by NGSS.Additional PD for Earth Science content

PLC Teacher Teams Develop units of study and formative assessments to meet NGSS

Intervention Academic support for those students who are not mastering standards. *Intervention during the school day.

How will this impact be measured?

● Performance on California State Science Assessment.

● Increased enrollment in STEM fields of study post secondary

education

● Student surveys

How is Fremont developing teacher expertise in new content?

● Ongoing professional development

● Utilize PLC’s

● Provide release time

● Partner with local universities (i.e. CSUEB partnership)

● PD’s on Earth Science topics and ways to incorporate

Earth Science phenomena.

Isn’t NGSS a watered-down version of the 1998 standards?

● NGSS is more rigorous and does more than the 1998 standards

● Students start thinking like scientists instead of memorizing

facts

● Students who have reached mastery of grade-band

expectations will be more prepared for the rigors of college and

career.

● Embedded scientific thinking practices, SEPs, and CCCs

increase the rigor of the NGSS.

● Students engage in higher level thinking skills: evaluating,

modeling, explaining etc.

How is Fremont Dealing with the Lack of Aligned Textbooks

Elementary

● Supplemental Bridge Curriculum: Mystery Science● Teacher/Instructional Coach created units of study

Middle School

● Supplemental Bridge Curriculum (Proposed): IQWST- Investigating through Questioning With Science and Technology

● Teacher/Instructional Coach created units of study

High School

● Teacher/Instructional Coach created units of study● Utilizing BSCS (Biological Sciences Curriculum Study) Materials

All Levels: Using WestEd tools for shifting existing curricular materials

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