1. Next Generation Science Standards:
Looking Back, Moving Forward

2. Groundhog day…Over

3. Looking Back

4. Sounded like a good idea at the time

5. Drilling Down

6. Fishing For Feedback

7. Remembering Why…

8. Trying to stay out of…

9. January Feedback Concerns that there was still too much material
Suggestions for a few additional topics to include
Increase language clarity
Concerns about including and addressing engineering and technology
Concern about the amount of support that will be needed for implementation of the standards.
Confusion about the coding/naming of the performance expectations.

10. Response to Feedback
A review of the central focus of each disciplinary core idea (DCI) from the Framework resulted in the removal of about 33% of the performance expectations and associated DCIs, while retaining the progression of DCIs across the grade bands.
Engineering Design Standards
“Storylines” with guiding questions were added to the beginning of each grade band and section to describe the context and rationale for the performance expectations.
The “All Standards, All Students” appendix was expanded to include several vignettes about implementation of the NGSS with diverse student groups.
Performance expectations names were changed from lowercase letters to numbers to avoid confusion with the DCI names (e.g. MS-LS1-a became MS-LS1-1.

11. What’s Different about the Next Generation Science Standards?

12. Conceptual Shifts in the NGSS
K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.
The Next Generation Science Standards are student performance expectations – NOT curriculum.
The science concepts build coherently from K-12.
The NGSS Focus on Deeper Understanding of Content as well as Application of Content.
Science and Engineering are Integrated in the NGSS from K–12.
NGSS content is focused on preparing students for the next generation workforce.
The NGSS and Common Core State Standards ( English Language Arts and Mathematics) are Aligned.
Need a rewrite here. These are not the ones in the final versions.
Need to discuss the science and engineering parts on 1 and 6

13. Three Dimensions Intertwined
The NGSS are written as Performance Expectations
NGSS will require contextual application of the three dimensions by students.
Focus is on how and why as well as what

14. Weaving Practices with Content – Not Just the NGSS
K-12 Science Education Framework
New Advanced Placement Coursework and Assessment
PISA 2015
Vision and Change in Undergraduate Biology
A New Biology for the 21st Century
Scientific Foundations for Future Physicians
e.g. modeling

15. How do we know this approach works?
4 strands
Motivation and Engagement
6 strands – incorporates affective domain

16. Goals of Laboratory Experiences based on ALR Findings
Mastery of subject matter.
Developing scientific reasoning.
Understanding the complexity and ambiguity of empirical work.
Developing practical skills.
Interest in science and science learning.
Currently, research indicates significant numbers of students do not have quality opportunities to engage in science and engineering practices

17. Integrated Dimensions
Findings from ALR
Typical Lab Practice
Content Mastery
No better or worse than other modes of instruction.
Scientific Reasoning
Aids development of some aspects
Interest in Science
Some evidence of increased interest.
Integrated Dimensions
Content Mastery
Increased mastery of subject matter compared to other modes of instruction.
Scientific Reasoning
Aids development of more sophisticated aspects
Interest in Science
Strong evidence of increased interest.
Studies from 60s through early 90s indicate that typical lab work, by itself, does little to improve students’ understanding of science content. Studies of integrated instructional units have shown evidence of gains in student understanding of complex topics in physics, biology and chemistry when compared to more traditional approaches.

18. Science and Engineering Practices, Not just teaching strategies
Science and Engineering Practices are how scientific knowledge is acquired
While Practices should be used in instruction, all students need to demonstrate achievement in their use and application

19. Progressing to Understanding
K-2
3-5
6-8
9-12
PS1.A
Structure of matter
Objects can be built up from smaller parts. Matter exists as different substances that have observable different properties. Different properties are suited to different purposes.
Because matter exists as particles that are too small to see, matter is always conserved even if it seems to disappear, Measurements of a variety of observable properties can be used to identify particular substances.
The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter.
The sub-atomic structural model and interactions between electric charges at the atomic scale can be used to explain the structure and interactions of matter, including chemical reactions. Repeating patterns of the periodic table reflect patterns of outer electrons. A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.

20. Building Understanding in Middle School – Concept Bundling
Within this DCI, 4 of the 8 Practices are
highlighted. For instruction, additional practices
would be used to build toward these understandings.
Matter and Its Interactions
The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter.
Reacting substances rearrange to form different molecules, but the number of atoms is conserved. Some reactions release energy and others absorb energy.
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
MS-PS1-4. Develop a model that predicts and describes the changes in atomic motion caused by adding or removing thermal energy from a pure substance and that result in either a temperature change or change of state.
MS-PS1-5. Develop and use a model to describe a mechanism of atoms rearranging during a chemical reaction to show that atoms, and therefore mass, are conserved.
MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*
MS-PS1-1. Develop molecular-level models to describe the atomic composition of, and differences between, simple molecules and extended structures.
MS-PS1-2. Analyze and interpret data on the properties of substances before and after they interact to determine if a chemical reaction has occurred.

21. Bundling, its what for understanding
Teaching, or attempting to teach, individual performance expectations lead to a disjointed and stunted view of science.
Developing instructional materials and instruction should be viewed as leading to understanding the larger core idea
Coherent instructional materials and instruction should focus on a Disciplinary Core Idea (or set of them) rather than discrete pieces that are never tied together.

22. Instructional Bundling – HS Physical Sciences
Instructional Unit: Conservation and Interactions of Matter
PS1: Matter
PS2: Forces
PS3: Energy
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-4. Develop and use a model to illustrate that the release or absorption of energy from a chemical system depends upon the changes in total bond energy.
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
MS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-PS1-3. Develop and use models to illustrate that the different forms of energy, both at the microscopic and macroscopic scale, can be accounted for as either motions of particles or energy stored in fields.
Instructional Units should be developed with these performances as the end point or target.
Instruction should also connect these performances with the Disciplinary Core Idea

23. Instructional Bundling – HS Physical Sciences
Instructional Unit: Conservation and Interactions of Matter
PS1: Matter
PS2: Forces
PS3: Energy
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-4. Develop and use a model to illustrate that the release or absorption of energy from a chemical system depends upon the changes in total bond energy.
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-PS1-3. Develop and use models to illustrate that the different forms of energy, both at the microscopic and macroscopic scale, can be accounted for as either motions of particles or energy stored in fields.
Within this instructional unit, 4 of the eight practices are highlighted in the standards.
Classroom instruction should use additional practices to allow students to fully engage in the learning
The classroom instruction should have students ask questions, use investigations and analyze data to develop the explanations.

24. Looking Ahead

25. Future Support for NGSS
Form NGSS Network to support state adoption and implementation
Clarify and communicate meaning of College and Career Readiness, STEM readiness with respect to NGSS
Provide tools and guidance to states and the field to build capacity to deliver NGSS in the classroom
Accountability and Assessment
Communications and Coalition Building

26. NGSS Network Designed to build upon BCSSE and Lead State initiative
CSSS full partner in the network
Annual meeting for all participating states (February)
Smaller working groups during the year focused on specific issues such as policy and accountability
Adoption/Implementation Planning Support

27. College, Career, STEM Readiness
Additional Model Course Maps including AP and CTE Pathways
Environmental Scan of existing course pathways in science
Entry level course analytics in 2-, 4-, technical college and university
STEM Career analysis 
Policy recommendations in science

28. Building Capacity Science EQuIP Rubric Publisher’s Criteria
Develop criteria for quality science education PD that could be used in a rubric
Model Curriculum Frameworks
STEM Works

29. Assessment and Accountability
Identifying appropriate indicators for accountability in science
Sample public reporting and related guidance
Briefing of assessment vendors
Research access versus interest of students
Research state course taking data
Support to states to set goals for science impact/achievement
Underserved populations and incentives
Cross Network exploratory meeting to discuss interest, timelines, etc. related to assessment

30. Communications and Coalition Building
Fact Sheets
Case Making Support
Legislative/stakeholder briefing material
Business and third party coalition building
General communications support

31. Seriously…
Thank You

32. But, now the fun starts
“The how thinker gets problems solved effectively because he wastes no time with futile ifs.” -Norman Vincent Peale