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Science 2011-2012 Juan-Carlos Aguilar Science Program Manager
Georgia Department of Education 4/19/2018
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Agenda Next Generation Science Standards (NGSS) Waiver
Framework for K-12 Science Waiver College and Career Ready Performance Indexes Career Pathways Survey of Enacted Curriculum 4/19/2018
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The Framework The National Academies Press
Photographer: Richard H. Hahn; Richard's Web site Summary Author: Richard H. Hahn; Jim Foster 4/19/2018
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Framework Goals The Framework is motivated in part by a growing national consensus around the need for greater coherence—that is, a sense of unity—in K-12 science education. Develop students’ understanding of the practices of science and engineering, which is as important to understanding science as is knowledge of its content. The Framework endeavors to move science education toward a more coherent vision in three ways: First – It is built on the notion of learning as a developmental progression. Second – The expectation is that students engage in scientific investigations and argumentation to achieve deeper understanding of core science ideas. Third – The Framework emphasizes that learning science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. Thus, the Framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 science education. Framework 1-3 This is the response to the mile wide inch deep.
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Framework for K-12 Science Education Notable Features: Content
Addresses the Mile Wide/Inch Deep Problem Fewer Big Ideas arranged as progressions of learning Engineering, Technology and Applications of Science is Elevated Ocean, Climate and Earth Systems Science are IN!
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The New NRC Framework for K-12 Science Education
Dimension 1: Scientific and Engineering Practices Dimension 2: Crosscutting Concepts Dimension 3: Disciplinary Core Ideas 4/19/2018
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From Framework to Standards
Practices Core Ideas Cross-cutting Concepts Standards From Framework to Standards 4/19/2018
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Next Generation Science Standards (NGSS)
Achieve will take the lead in developing aligned Science standards in partnership with states and key stakeholders by late 2011 or early These new National Science Standards will: Focuses on a limited number of core ideas in Science and Engineering both within and across disciplines Based on the notion of learning progressions Involves the integration of both knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering design Take into consideration the knowledge and skills required for science literacy, college readiness, and for pursing further study in STEM fields Provide a platform for the development of aligned, high quality assessments, curricula and instructional materials. 4/19/2018
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Lead States and NGSS Writing Team
MT OR IL NC AR Writing Team Only Lead State Partner Only Writing Team and Lead State Partner 4/19/2018
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Next Generation Science Standards (NGSS) GEORGIA TENTATIVE TIMELINE!
The National Science Framework was release on July 17, 2011. Expected completion of the New Generation of National Science Standards by Achieve is December, Precision review of the Science GPS will be conducted in the Spring-Summer of 2013. Tentative date to submit revised Science GPS for adoption by the Georgia Board of Education in the Summer of 2013. Professional Development for teachers on the revised Science GPS in the and school years. First year of implementation of the revised Science GPS in the school year . Assessments will be aligned accordingly at this time. New assessments on school year. 4/19/2018
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Professional Learning Opportunity
K-12 Framework for Science March 14 – Coweta March 15 – Houston County Board of Education “C” Auditorium 110 Main Street, Perry March 16 – Georgia Department of Education Training Center 205 Jesse Hill Jr. Drive SE, Atlanta 4/19/2018
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Waiver Georgia made this waiver request in order to strengthen accountability by replacing current AYP calculations to reflect the definitions of Priority, Focus, and Reward Schools. This will allow Georgia to increase emphasis on the state’s very lowest performing schools in all subject areas and highlight subgroup achievement gaps. This plan will serve to increase the quality of instruction in all subject areas for all students and define a system that will support continual improvement of student achievement. 4/19/2018
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Waiver The flexibility described in Georgia’s request does not include any requests relative to the implementation of the College and Career Ready Performance Index (CCRPI) as described in Georgia’s overall application. The school year will serve as a study and refinement year for the CCRPI. Even after full implementation of the CCRPI, identification of Title I Priority, Focus and Rewards Schools will be based on the US ED definitions and guidelines. 4/19/2018
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College and Career Ready Performance Indices for Georgia Schools
Rationale Most current accountability systems are not designed to serve as indicators of College and Career Readiness, resulting in accountability goals perceived by school leaders as something to “meet” to avoid state interference, rather than meaningful goals that lead to positive outcomes for students. The College and Career Ready Performance Indices are Designed to: Ensure that indicators align with an increased graduation rate and a decrease in the number of students entering USG schools needing support or remedial classes. Encompass recommendations from the Chief Counsel of State School Officers, National Governor’s Association, and Achieve Reflect less reliance only on state examinations Address the reality that all students need a curriculum mapped to career expectations and goals to ensure relevancy and encourage continuous, significant student growth toward college and career readiness Reflect that not all students need a 4 year degree in preparation for a successful career, but all need post-secondary programs and/or Industry Certification Credentials 4/19/2018
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College and Career Ready Performance Indices for Georgia Schools
The College and Career Ready Performance Indices are Designed to: Ensure that indicators align with an increased graduation rate and a decrease in the number of students entering USG schools needing support or remedial classes Reflect less reliance only on state examinations Address the reality that all students need a curriculum mapped to career expectations and goals to ensure relevancy and encourage continuous, significant student growth toward college and career readiness Reflect that not all students need a 4 year degree in preparation for a successful career, but all need post-secondary programs and/or Industry Certification Credentials Elevate the urgency of graduates with strong higher-order thinking skills and problem-solving skills Function as a system not simple based on pass/fail Provide state targets as well as a growth model for each school Serve as an easily understood roadmap for moving all students and all schools form adequacy to excellence 4/19/2018
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Dr. John D. Barge, State School Superintendent
“Making Education Work for All of Georgia’s Students” College and Career Ready Performance Index, High School Model Grades DRAFT GRADUATION RATE Cohort Graduation Rate (%) POST HIGH SCHOOL READINESS Percent of graduates completing 3 or more Pathway Courses Percent of CTAE Pathway Completers earning a CTAE Industry-Recognized Credential Percent of graduated students entering Technical College System of Georgia technical colleges and/or University System of Georgia 2 or 4 year colleges and universities NOT requiring remediation or support courses Percent of graduates earning high school credit(s) for accelerated enrollment via Accel, Dual HOPE Grant, Move On When Ready, Early College, Gateway to College, Articulated Credit, Advanced Placement or International Baccalaureate courses Percent of graduates earning 2 or more high school credits in the same world language Percent of AP exams receiving scores of 3 or higher and/or percent of IB exams receiving scores of 4 or higher Percent of tested graduates scoring a minimum of 22 on the ACT (out of 36) or scoring a minimum of 1550 on the SAT (out of 2400) Percent of students scoring at meets or exceeds on the Georgia High School Writing Test Student Attendance Rate (%) CONTENT MASTERY (END of COURSE TESTS in some areas to be REPLACED by COMMON CORE ASSESSMENTS, , ) Percent of students scoring at meets or exceeds on the Ninth Grade Literature End of Course Test Percent of students scoring at meets or exceeds on the American Literature End of Course Test Percent of students scoring at meets or exceeds on the Mathematics I (transitioning to CCGPS Coordinate Algebra) End of Course Test Percent of students scoring at meets or exceeds on the Mathematics II (transitioning to CCGPS Analytic Geometry) End of Course Test Percent of students scoring at meets or exceeds on the Physical Science End of Course Test Percent of students scoring at meets or exceeds on the Biology End of Course Test Percent of students scoring at meets or exceeds on the US History End of Course Test Percent of students scoring at meets or exceeds on the Economics End of Course Test Georgia Department of Education Dr. John D. Barge, State School Superintendent February 14, 2012 • Page 1
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DRAFT Factors for Success a companion to the College and Career Ready Performance Index for High Schools In addition to the twenty (20) items within the College and Career Ready Performance Index, high schools may earn additional points for these supplemental indicators. Percent of graduates completing three credits in the same world language Percent of graduates taking the SAT or ACT Percent of graduates earning credit in a physics course Percent of students in grade nine earning 4 Carnegie Unit Credits in 4 core content areas Percent of graduated students qualifying for the Zell Miller Scholarship as awarded through legislative guidelines managed by the Georgia Student Finance Commission School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement To Be Considered at a Later Date for inclusion on the mandatory indicators or the Factors for Success: Percent of tested students scoring at a proficient level on a Soft Skills Assessment Percent of tested students earning an AFQT score of 35 or higher on the Armed Services Vocational Aptitude Battery Percent of tested students scoring ‘College Ready’ on the COMPASS examination School’s average score on the Georgia Teacher Effectiveness Measurement School’s average score on the Georgia Leader Effectiveness Measurement Percent of students participating in the PLAN examination or the PSAT Percent of graduates completing Work Based Learning or a Senior Project School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification Georgia Department of Education Dr. John D. Barge, State School Superintendent February 14, 2012 • Page 2
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Dr. John D. Barge, State School Superintendent
“Making Education Work for All of Georgia’s Students” College and Career Ready Performance Index, Middle School Model Grades 6 - 8 DRAFT CONTENT MASTERY AND PREPARATION FOR HIGH SCHOOL Percent of students scoring at meets or exceeds in ELA Percent of students scoring at meets or exceeds in reading Percent of students scoring at meets or exceeds in mathematics Percent of students scoring at meets or exceeds in science Percent of students scoring at meets or exceeds in social studies Percent of students scoring at meets or exceeds on the Grade Eight Writing Assessment Percent of students in grade eight achieving a Lexile measure greater than 1050 Student Attendance Rate (%) SUPPORTS AND INTERVENTION Percent of English Learners with positive movement from one Performance Band to a higher Performance Band Percent of Students With Disabilities served in general education environments greater than 80% of the school day Percent of students in grade eight passing at least four courses in core content areas CAREER EXPLORATION Percent of students in grade eight with a complete Individual Graduation Plan documented in GaCollege411 or GCIS Percent of students completing 3 or more Career Interest Inventories from a preferred Career Interest System within GaCollege411, GCIS, or Career Cruising Georgia Department of Education Dr. John D. Barge, State School Superintendent February 14, 2012 • Page 3
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DRAFT Factors for Success a companion to the College and Career Ready Performance Index for Middle Schools In addition to the thirteen (13) items within the College and Career Ready Performance Index, middle schools may earn additional points for these supplemental indicators. Percent of students in grade eight scoring proficient/advanced on the 21st Century Skills Technology Assessment Percent of students in grades six and seven with a fully documented Fitnessgram assessment Percent of students in grade eight scoring at exceeds in science Percent of students successfully completing three years of courses in the fine arts and/or one world language and/or career exploratory Percent of students in grade eight scoring at exceeds in mathematics Percent of students in grade eight scoring at exceeds in social studies Percent of eighth grade students earning at least one high school credit Percent of eight grade students scoring at exceeds in reading School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement To Be Considered at a Later Date for inclusion on the mandatory indicators or the Factors for Success: School’s average score on the Georgia Teacher Effectiveness Measurement School’s average score on the Georgia Leader Effectiveness Measurement Percent of students in grades six through eight advancing to above grade level subject acceleration and/or whole grade acceleration Georgia Department of Education Dr. John D. Barge, State School Superintendent February 14, 2012 • Page 4
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Dr. John D. Barge, State School Superintendent
“Making Education Work for All of Georgia’s Students” College and Career Ready Performance Index, Elementary School Model Grades K - 5 DRAFT CONTENT MASTERY AND PREPARATION FOR MIDDLE SCHOOL Percent of students scoring at meets or exceeds in ELA Percent of students scoring at meets or exceeds in reading Percent of students scoring at meets or exceeds in mathematics Percent of students scoring at meets or exceeds in social studies Percent of students scoring at meets or exceeds in science Percent of students scoring at meets or exceeds on the Grade Five Writing Assessment Percent of students in grade three achieving a Lexile measure greater than 650 Percent of students in grade five achieving a Lexile measure greater than 850 Student Attendance Rate (%) SUPPORTS AND INTERVENTION Percent of English Learners with positive movement from one Performance Band to a higher Performance Band Percent of Students With Disabilities served in general education environments greater than 80% of the school day CAREER AWARENESS Percent of students completing ten Career Awareness Lessons by the end of grade five Percent of fifth grade students with a Career Portfolio in GaCollege411 or GCIS Georgia Department of Education Dr. John D. Barge, State School Superintendent February 14, 2012 • Page 5
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DRAFT Factors for Success a companion to the College and Career Ready Performance Index for Elementary Schools In addition to the thirteen (13) items within the College and Career Ready Performance Index, elementary schools may earn additional points for these supplemental indicators. Percent of students enrolled in world language courses Percent of students enrolled in fine arts courses Percent of students in grades one through five with documented data for the Fitnessgram assessment Percent of students in grade five scoring at exceeds in science Percent of students in grade three scoring at exceeds in mathematics Percent of students in grade five scoring at exceeds in reading Percent of students in grade five scoring at exceeds in social studies School or LEA-defined innovative practice accompanied by documented data supporting improved student achievement To Be Considered at a Later Date for inclusion on the mandatory indicators or the Factors for Success: School’s average score on the Georgia Teacher Effectiveness Measurement School’s average score on the Georgia Leader Effectiveness Measurement Percent of students in grades one through five advancing to above grade level subject acceleration and/or whole grade acceleration Georgia Department of Education Dr. John D. Barge, State School Superintendent February 14, 2012 • Page 6
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HIGH SCHOOL TO CAREER CONNECTION
Ninth Math MATH I OR GPS ALGEBRA ELA NINTH GRADE LITERATURE AND COMPOSITION SS AMERICAN GOVERNMENT AND CIVICS SCI BIOLOGY CTAE INTRODUCTION TO HEALTH SCIENCE Tenth Math MATH II OR GPS GEOMETRY ELA TENTH GRADE LITERATURE AND COMPOSITION SS WORLD HISTORY SCI PHYSICAL SCIENCE PHYSICS CTAE APPLICATION TO THERAPEUTIC SERVICES BASIC DIAGNOSTIC SERVICES INTRODUCTION TO BIOTECHNOLOGY Eleventh Math MATH III OR GPS ADV. ALGEBRA ELA AMERICAN LITERATURE / COMPOSITION AP LITERATURE AND COMPOSITION SS US HISTORY AP US HISTORY SCI CHEMISTRY CTAE NURSING ESSENTIALS CLINICAL LABORATORY TECHNICIAN APPLICATIONS TO BIOTECHNOLOGY Twelfth Math ADVANCED MATHEMATICS DECISION MAKING AP STATISTICS MATH IV OR GPS PRE-CALCULUS ELA BRITISH LITERATURE AND COMPOSITION SS ECONOMICS AP MACROECONOMICS AP MICROECONOMICS SCI HUMAN ANATOMY AND PHYSIOLOGY AP BIOLOGY CTAE NUTRITION AND WELLNESS CLINICAL LABORATORY TECHNICIAN INTERSHIP NURSING INTERNSHIP BIOTECHNOLOGY INTERNSHIP Prepare to Enter Workforce Two-Year Institution Four -Year Institution Four-Year Institution CAREER CERTIFIED NURSING ASSISTANT RADIOLOGY TECHNICIAN NURSE PRACTIONER PHYSICIAN
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Surveys of Enacted Curriculum (SEC)
Support education research Evaluate effects of initiatives and programs Examine instructional practices Improve Instructional Alignment Examine curriculum articulation across grades Examine curriculum consistency within grades 4/19/2018
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Surveys of Enacted Curriculum (SEC)
What are the Surveys of Enacted Curriculum (SEC)? It is a practical, reliable set of data collection tools being used with teachers to collect and report consistent data on current instructional practices and content being taught in classrooms. How are the Survey of Enacted Curriculum administrated? Teachers complete the survey questions through an online, web-base system. Upon completion, the group data are reported in user-friendly charts and graphs to facilitate analysis of differences across classrooms, schools, or districts. What are the educational applications of SEC data? Alignment of instruction, standards, and assessments To what degree are the content topics and expectation on the state standards being taught in the classroom? Is the content being taught with sufficient rigor or depth? Are the expectations for students, as reported by their teachers, consistent with the defined expectations on the state assessment? To what degree might the misalignment of instruction be related to lower student achievement? 4/19/2018
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Surveys of Enacted Curriculum (SEC)
4/19/2018
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Surveys of Enacted Curriculum (SEC)
4/19/2018
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