1. A Framework for K-12 Science Education: Nevada and the Next Generation Science Standards Next Generation Implementation Team -NV André E. DeLeón Education Programs Professional: K-12 Science Assessments, Program, Accountability and Curriculum (APAC) Nevada State Department of Education

2. The Framework has a New Vision of Science Learning that Leads to a New Vision of Teaching

3. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas What’s in a name? The three dimensions are the distinguishing feature of the new Framework and this is reflected in the title. What is the purpose of the Framework? The document represents the first step in a process for creating a new vision for science education and new standards in K-12 science education. This project capitalizes on a unique opportunity that exists at this moment—a large number of states are adopting common standards in mathematics and English/Language Arts and appear to be poised to consider adoption of common standards in K-12 science education. Framework – Forward ix

4. Vision “Students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of each fields’ disciplinary core ideas.” Framework Page 8 “The Framework is built on the notion of learning as a developmental progression. It is designed to help children continually build on and revise their knowledge and abilities, starting from their curiosity about what they see around them and their initial conceptions about how the world works.” Framework Page 10

5. Goals for Science Education The Framework’s vision takes into account two major goals for K-12 science education: (1) Educating all students in science and engineering. (2) Providing the foundational knowledge for those who will become the scientists, engineers, technologists, and technicians of the future. Framework Page 10

6. Core Ideas Crosscutting Concepts Practices Framework Next Generation Science Standards

7. Tasks: Next Generation Implementation Team for Nevada 1)Foster understanding of the Dimensions K-12 Framework – Science and Engineering Practices, Crosscutting Concepts, Core Ideas among Nevada’s invested stakeholders 2)Gather and synthesize Nevada’s needs with regard to the equitable implementation of the N.G.S.S. 3)Identify tools and resources to support implementing the vision for science education described in the Framework 4)Participate in the process for Nevada to adopt the Next Generation Science Standards

8. Timelines Nevada’s N.G.S.S. Adoption Nevada’s review of the N.G.S.S. – Summer 2013 Nevada Council to Establish Academic Standards for Public Schools’ review –Fall 2013 Nevada State Board of Education’s Review – December 12, 2013 Nevada’s Adoption of N.G.S.S.: Winter 2013-2014 N.G.S.S. Development Process Lead States Announcement - Sept 2011 First Draft: May 2012 Public Review: Due by June 1, 2012 Second Draft: January 8, 2013 Public Review: TBA Release of Standards – March 31 st 2013

9. Vision for Nevada’s Science Education Build on the strengths of our existing science education Garner and incorporate best scientific and engineering Practices Integrate crosscutting concepts Rethink how we teach our core ideas 1)fewer and at greater depth 2)grade-banded 3)placed into learning progressions but not all are steeped exclusively in research

10. Goals of Nevada’s Science Education The Framework’s vision takes into account two major goals for K-12 science education: (1)Educating all students in science and engineering. (2)Providing the foundational knowledge for those who will become the scientists, engineers, technologists, and technicians of the future. The Framework principally concerns itself with the first task—what all students should know in preparation for their individual lives and for their roles as citizens in this technology-rich and scientifically complex world. Framework 1-2

11. Goals of Nevada’s Science Education Science Education All students will: Understand science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend, and refine that knowledge. Both elements—knowledge and practice—are essential. Value and use science as a process of obtaining knowledge based upon observable evidence. CCSS Literacy All students will gain skills to: Communicate effectively using science language and reasoning. Use writing as a tool for learning. Use writing as a tool to communicate ideas; write for a variety of purposes and audiences. CCSS Literacy Standards

12. From Framework to Standards Practices Crosscutting Concepts Core Ideas Standards

13. Each school district has a team of 6-15 members to carry out the tasks and achieve the desired outcomes identified in the adoption, curriculum, networking, professional development quality control and vision presentation work groups. These work groups are the following: Building of Nevada’s Next Generation Science Standards Network

14. Tasks:  Determines the state adoption process, gets buy-in at each step and sees the process through  Identifies the paradigm shift needed to change science teaching to the “3-dimensional” vision linking thought and practices as identified in the K-12 Science Framework  Provide assurance that the correct entity carries out the appropriate portion of the identified paradigm shift Desired results: 1)An outline of the process necessary to adopt the Next Generation Science Standards and the quality control needed to ensure this process is followed 2)Definition of the required paradigm shift (along with all the aspects) and identify the appropriate person or entity necessary to carry this facet out 3)The state of Nevada adopts the Next Generation Science Standards ADOPTION WORK GROUP

15. Tasks:  Identify and contact all invested and affected stakeholder groups  Target the invested stakeholders for the purpose of ‘'furthering the cause.”  Build the network necessary that all stakeholders educated and informed regarding the process  Create, build and maintain a central network resource  Ensure the “Message” is getting out to everyone –or at the very least, everyone has access to the “Message’' Desired results: 1)Definition of the roles of each stakeholder group 2)A Nevada Communication Network where everyone has access to an expert in order so that each stakeholder group can function in their role 3)The provision of a central N.G.S.S. resource locale NETWORKING WORK GROUP

16. Tasks:  Teach our stakeholders the K-12 Framework dimensions (emphasis on the role of engineering in the standards) via…  Scientific and Engineering Practices  Crosscutting Concepts  Core Ideas  Build the support network needed for educators to properly implement the Next Generation Science Standards  Gather and make available the necessary resources appropriate implementation in the classroom  Foster a collective responsibility in order to maximize student performance Desired results: 1)A framework/network of support and resources for our educators that would include (but not be limited to) an inventory of our state’s exemplars 2)On-going development of training to our front-line educators 3)On-going provision of education support resources to the Networking Group PROFESSIONAL DEVELOPMENT WORK GROUP *

17. Tasks:  Create a process that vets the Framework and N.G.S.S.; disseminate the process and findings to our stakeholders. This process must…  Provide a process for feedback.  Ensure that with every critique, a suggested fix(es) are provided.  Make certain there is a clear understanding, application, and equity of the Framework and the Next Generation Science Standards throughout the quality control process  Critique the K-12 Science Framework and Next Generation Science Standards  Review for accuracy  Ensure accessibility and appropriateness of the standards  Provide appropriate feedback regarding the national vision  Regarding the implementation of N.G.S.S., determine…  What is working?  What are the concerns? Desired results: 1)A formal critique of the Next Generation Science Standards that can be taken to the Lead States, the Strategic Group, and the other national teams 2)Provision of feedback on the vision of the Framework and the N.G.S.S. presented by the Curriculum Work Group QUALITY CONTROL WORK GROUP

18. Tasks:  Design a Next Generation Science Standards presentation for our invested stakeholders 1)A 30-minute presentation for invested stakeholders 2)A “get-the-message out” presentation to our affected stakeholders – 1 hour or extended to two hours with the addition of optional activities [in-service?]  Design a ‘'Get-the-Message-Out” presentation that outlines the K-12 Science Framework and how the Framework supports the vision/purpose of the Next Generation Science Standards, and illustrates how the N.G.S.S. should/could look in our classrooms Desired results: 1)Presentation for our invested stakeholders 2)A “Get-the-Message-Out” presentation for our affected stakeholders VISION PRESENTATION WORK GROUP

19. Identify/recruit members for district teams who have examined the Framework and understand its vision (N.G.I.T. –NV team) Ensure that this network includes businesses, charter schools, Indian Education, industry, private schools, and other entities that tend to be left out of the loop (N.G.I.T. – NV team) Nevada’s Next Generation Science Standards Network –Tasks

20. The Partnership: Nevada Next Generation Science Network – 17 As One for NV Science Higher Education Professional developers Educators – Teachers and principals Policy makers School board members Scientists, engineers Legislators State education agency administrators District Leadership Administrators Business/industry Informal educators Students Parents and public Nonprofits, foundations (funders?) CARSON CHURCHILL CLARK DOUGLAS ELKO ESMERALDA EUREKA HUMBOLDT LANDER LINCOLN LYON MINERAL NYE PERSHING STOREY WASHOE WHITE PINE

21. The Partnership: Nevada Next Generation Science Network – 17 As One for NV Science Has a 6 to 15 member NV District Team in place Each member of the NV district team has a defined role include delegates who participate on Next Generation Implementation Team for Nevada team NV District Teams use resources developed by N.G.I.T. –NV and B.C.S.S.E. to present to their invested stakeholders and ‘’get- the-message out.’’ CARSON CHURCHILL CLARK DOUGLAS ELKO ESMERALDA EUREKA HUMBOLDT LANDER LINCOLN LYON MINERAL NYE PERSHING STOREY WASHOE WHITE PINE

22. The Partnership: Nevada Next Generation Science Network – 17 As One for NV Science –Tasks… Understand the nature of the work being done by N.G.I.T. –NV and this understanding in the school districts Decide who should serve on your district-based Framework and Standards team Develop outlines for district-based work plans Prioritize the tools and resources needed to carry out this work

23. The Partnership: Nevada Next Generation Science Network – 17 As One for NV Science –Outcomes… Provide an overview and facilitate an on-going discussion of the K-12 Science Framework Define and develop the relationship of the Framework and Next Generation Science Standards Plan and prepare for the Adoption of the Next Generation Science Standards using the Vision for Science Education described in the K-12 Science Framework Equitably implement N.G.S.S. through the establishment of the Nevada Next Generation Science Network

24. DISCUSSION… What are the most important messages about the K- 12 Science Framework and the Next Generation Science Standards? What are the most useful tools Next Generation Implementation Team for Nevada (& B.C.S.S.E.) can help school districts develop in order to have meaningful communication plans & the tools to implement those plans?

25. District-level Discussion: Where is the change? What makes the practices different from the Nevada Education Science Standards (N.E.S.S.) for inquiry? What are the implications of this set of scientific practices and crosscutting relationships for curriculum and instruction in Nevada?

26. District-level Discussion: Implementing change How might these new practices be integrated into science classrooms? How does this differ from the ways in which the current N.E.S.S. are integrated?

27. Discussion: Where is the change? What makes the crosscutting relationships different from the current N.E.S.S.? What are the implications for professional development, assessment and science teacher education that you can anticipate?

28. District-level Discussion: Implementing change? How might these new crosscutting relationships be integrated throughout science instruction? How does this differ from the ways in which the current N.E.S.S. are integrated? What are the implications of crosscutting relationships for curriculum and instruction in Nevada?

29. District-level Discussion: Where is the change? What makes the core ideas different from the N.E.S.S.? Given this increased emphasis on engineering in the Framework, what issues do you anticipate coming up in Nevada? What specific capacity concerns might exist for the teaching of engineering? What partnerships already exist—or need to be developed—with industry, higher education, or organizations to help with the engineering layer? What are the issues there?

30. District-level Discussion: Implementing change How might these new core ideas be taught? How does this differ from the ways in which the current NSES are taught? What are the implications for professional development, assessment and science teacher education that you can anticipate?

31. The Partnership: Nevada Next Generation Science Network – 17 As One for NV Science -contacts CARSON: Sue Keema Skeema@carson.k12.nv.usSkeema@carson.k12.nv.us CHURCHILL: Kimi Melenck melendyk@churchill.k12.nv.usmelendyk@churchill.k12.nv.us CLARK: Mary Pike pikem@interact.ccsd.netpikem@interact.ccsd.net DOUGLAS: Rommy Cronin rcronin@dcsd.k12.nv.usrcronin@dcsd.k12.nv.us ELKO: Shawn Carsrud scarsrud@ecsdnv.us.netscarsrud@ecsdnv.us.net ELKO: Jack French jfrench@ecsdnv.us.netjfrench@ecsdnv.us.net ESMERALDA: Bret Sibley bhsibley@interact.ccsd.netbhsibley@interact.ccsd.net EUREKA: Ben Zurino bzunino@eureka.k12.nv.usbzunino@eureka.k12.nv.us HUMBOLDT: Kelly Novi knovi@humboldt.k12.nv.usknovi@humboldt.k12.nv.us LANDER: James Squibb jsquibb@lander.k12.nv.usjsquibb@lander.k12.nv.us LINCOLN: Bret Sibley bhsibley@interact.ccsd.netbhsibley@interact.ccsd.net LYON: Claudia Fadness cfadness@lyon.k12.nv.uscfadness@lyon.k12.nv.us MINERAL: Bret Sibley bhsibley@interact.ccsd.netbhsibley@interact.ccsd.net NYE: Bret Sibley bhsibley@interact.ccsd.netbhsibley@interact.ccsd.net PERSHING: Cindy Plummer cplummer@pershing.k12.nv.uscplummer@pershing.k12.nv.us STOREY: Camille Stegman cstegman@storey.k12.nv.uscstegman@storey.k12.nv.us WASHOE: Brian Crosby bcrosby@washoeschools.netbcrosby@washoeschools.net WASHOE: Lou Loftin lloftin@washoeschools.netlloftin@washoeschools.net WHITE PINE: Cammie Briggs cambrigg@whitepine.k12.nv.uscambrigg@whitepine.k12.nv.us

32. CONTACT INFORMATION André E. DeLeón Education Programs Professional: K-12 Science Assessments, Program, Accountability and Curriculum (APAC) Nevada State Department of Education 700 E. 5 th Street; Room 106 Carson City, Nevada 89701-5096 adeleon@doe.nv.gov 775-687-9184