1. Implementing Standards in a Complex System Heidi Schweingruber, Director Board on Science Education National Research Council 1

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4. HELEN QUINN, Chair Stanford University MATTHEW KREHBIEL Kansas State Department of Education MICHAEL LACH Center for Elementary Mathematics and Science Education and Urban Education Institute, University of Chicago BRIAN J. REISER School of Education and Social Policy, Northwestern University MARSHALL S. SMITH Carnegie Foundation for the Advancement of Teaching CARY SNEIDER Center for Science Education, Portland State University ROBERTA TANNER Retired Physics Teacher, Thompson School District, Loveland, CO

5. 1.Lay-out necessary steps toward implementation of the Next Generation Science Standards. 2.Identify the parts of the education system that need to be attended to when implementing the standards and discuss the changes that need to be made to each part of the system. The Committee’s Charge

6. “Standards alone accomplish very little.”

7. “Standards alone accomplish very little. But standards can help drive improvements when they inform all aspects of the educational system, including curriculum scope and sequence, curriculum resources, instruction, assessments, professional development for teachers and administrators, and state policies.”

8. Principles For Implementation Components Of The System RecommendationsPitfalls

9. Principle 1: Ensure coherence across levels (state, district, schools), across grades across different components of the system (curriculum, assessment, instruction, professional development)

13. Principle 1: Ensure coherence

14. Principle 2: Attend To What Is Unique About Science

16. Principle 3: Develop and provide continuing support for leadership in science at the state, district and school levels

18. Principle 4: Build and leverage networks, partnerships, and collaborations

20. Council of State Science Supervisors

21. Principle 5: Take enough time to implement well

24. Principle 6: Make equity a priority

25. Elements of Equity Recognizing cultural assets on which to build Attending to cultural, linguistic and other differences Providing all students with equitable opportunities to learn

26. Percentage of students and average scores by race/ethnicity: 2009 and 2011 * Significantly different (p <.05) from 2011. NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. Detail may not sum to totals because results are not shown for students whose race/ethnicity was unclassified or two or more races.

27. Percentage of students and average scores by eligibility for National School Lunch Program: 2009 and 2011

28. Inequities in Quality of Instruction Students in high schools with lower percentages of non-Asian minority students spent more time with hands-on, manipulative or lab work (NRC, 2006). Teachers in high schools with higher percentages of non-Asian minority students were more likely to engage students in individually reading texts or completing worksheets (NRC, 2006).

29. Inequities in Teachers’ Backgrounds Students in schools with higher concentrations of minority or poor students are more likely to be taught science by a teacher without a major or minor in the subject (US Dept of Ed, 2004). Science classes in high poverty schools are more likely than those in low poverty schools to be taught by teachers with 5 or fewer years of experience.

30. Inequities in Course Offerings Fewer AP courses are offered in schools with higher percentages of low-income students, rural schools and small schools (Horizon Research, 2012). Only 66% of schools serving the highest percentages of black and Latino students offer chemistry and only 74% offer Algebra 2 (US Dept of Ed, Office of Civil Rights).

31. Do we know what these trends look like for Earth and Space Science? If not, how will we know if there is progress, or if things are moving in the wrong direction?

32. Principle 7: Ensure that communication is ongoing and relevant

33. 1.Ensure coherence across levels, across grades, and across different components of the system 2.Attend to what is unique about science 3.Develop and provide continuing support for leadership in science at the state, district and school levels 4.Build and leverage networks, partnerships, and collaborations 5.Take enough time to implement well 6.Make equity a priority 7.Ensure that communication is ongoing and relevant

34. Principles For Implementation Components Of The System RecommendationsPitfalls

35. Instruction Professional Learning Curriculum Materials Assessment Networks and Collaboration Policy and Communication

36. Professional Learning RECOMMENDATION 5 Begin with leadership RECOMMENDATION 6 Develop comprehensive, multiyear plans to support teachers’ and administrators’ learning. RECOMMENDATION 7 Base design of professional development on the best available evidence RECOMMENDATION 8 Leverage networks and partners

37. Curriculum Materials RECOMMENDATION 9 Do not rush to completely replace all curriculum materials. RECOMMENDATION 10 Decide on course scope and sequencing. RECOMMENDATION 11 Be critical consumers of new curriculum materials. RECOMMENDATION 12 Attend to coherence in the curriculum.

38. Points to Reflect On Districts and schools are making long-term plans with clear goals in mind They need materials and professional learning opportunities that align with the goals and plans When and where is it strategic and appropriate for the ESS community to be at the table? In what capacities? Who in the ESS community is best positioned to do what? How can offerings from the ESS community be aligned with districts’ and schools’ goals? How do existing resources fit in?

39. Instruction Professional Learning Curriculum Materials Assessment Networks and Collaboration Policy and Communication

40. Networks and Collaboration RECOMMENDATION 15 Create opportunities for collaboration. RECOMMENDATION 16 Identify, participate in, and build networks. RECOMMENDATION 17 Cultivate partnerships.

42. Characteristics of Effective Teacher Networks Allow teachers to go outside their immediate circles Make clear who has expertise to help with particular issues Meetings or committees that cut across different school functions so teachers get new perspectives on instructional changes Free up time of experts to help others

43. Collaboration and Partnership Partnerships can bring: Expertise in science Resources and materials Venues for professional development Expertise in research and evaluation Advocacy and voices of support

45. Networks and Collaboration: Pitfalls Lacking a Common Understanding of the Vision Having Competing Goals Among Partners Failing to Clarify Responsibilities and Monitor Partnerships Failing to Establish Mutually Respectful Relationships and Roles

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47. hschweingruber@nas.edu Information about BOSE & BOSE projects: http://nas.edu/BOSE Access to all NRC publications: www.nap.edu Use code: NGSS15 for a 25% discount http://nas.edu/BOSE www.nap.edu