1. Oregon State Board of Education January 2014
Next Generation Science Standards
Cheryl Kleckner
Education Specialist

2. Oregon Next Generation Science Standards Review Timeline
4/23/2017
Oregon Next Generation Science Standards Review Timeline
First Panel Meeting January 2014
NGSS Adoption Recommendation
Crosswalk Oregon 2009 Science Standards to NGSS
Transition/Implementation Timeline Recommendation
SBE NGSS Review January 2014
Review NGSS and Science Panel’s Recommendations
Second Panel Meeting February 2014
MS Grade Level Recommendation
Respond to SBE Questions/Requests
Support and Resource Needs Recommendation
Work Sample Scoring Rubric Review
SBE NGSS Review/Adoption Vote March/April 2014
Show them the website and discuss panel membership

3. Science Panel Recommendations
4/23/2017
Science Panel Recommendations
Adopt the Next Generation Science Standards.
Final recommendation on middle school grade level progression is pending with the majority of panel members voting for the sequence adopted by California.
Statewide implementation of NGSS in Oregon classrooms by
Statewide operational implementation of NGSS assessment in Oregon by
Also share the position statement from OSTA

4. Science Panel Recommendations
4/23/2017
Science Panel Recommendations
Provide state and district level communication, transition, implementation, and professional development plans, models, and funding.
Develop NGSS formative and interim assessments including grade level work sample scoring rubrics.
Set a minimum hour requirement for teaching science in elementary schools at every grade level.
Include science in accountability so it is valued as well as math and English language arts.

5. 4/23/2017
Year
Month
Work
2014
January
ODE and Science Panel develop NGSS adoption, transition, professional development (PD), and implementation planning recommendations
State Board conducts first read of the NGSS and considers recommendations
February
ODE and Science Panel continue work on NGSS adoption, transition, PD, and implementation planning recommendations
March/April
State Board conducts NGSS second and third read and adoption vote
ODE and Science Panel continue work on NGSS transition, PD, and implementation planning
May/June
ODE and Science Panel develop NGSS transition, implementation, and PD plans
Develop budget and secure funding for PD
Develop systematic communication plan to raise awareness in educational and local communities
Include NGSS in existing summer PD and statewide conferences
Summer
PD on NGSS awareness and integration with Common Core State Standards
ODE and Science Panel develop PD, lessons, units, and formative assessments
Fall-Winter
Provide regional PD to Professional Learning Teams (Administrators, Lead Teachers, Early Adopters)
ODE and Science Panel develop PD, lessons, units, formative assessments
2015
Spring-Summer
Follow up regional Professional Learning Teams PD
ODE conducts NGSS Field Test
PD for all teachers and administrators
Pilot lessons, units, and formative assessments
2016
Follow up PD for all teachers and administrators
Refine lessons, units, and formative assessments
NGSS lessons, units, and work sample scoring rubric used statewide
ODE conducts NGSS Pilot Test
ODE and Science Panel provide ongoing NGSS transition and implementation support
2017
2018
ODE staff lead development of NGSS Performance Level Descriptors, Standard Setting (Cut-Scores Determination), and Rubric Validation
SBE Adoption Process for NGSS Performance Level Descriptors and Cut Scores (Standard Setting)
ODE conducts NGSS Operational Test
ODE and Science Panel provide ongoing NGSS implementation support
2019
Winter-Spring
NGSS Adopted Performance Level Descriptors and Cut Scores are in effect in Oregon schools

6. Alignment of NGSS with Oregon 2009 Science Standards
4/23/2017
Alignment of NGSS with Oregon 2009 Science Standards
Alignment Codes: S = Strong; P = Partial; D = Different Grade; N = New
NGSS PE
ORSS
Content
Practice
CCC
Notes on Alignment
K-PS2 Motion and Stability: Forces and Interactions
K-PS2-1.
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
K.2P.1
1.2P.1
K.3S.2
2.4D.2 P D N
Content for K-1 combined is Strong
Observation in an element/precursor to Plan and Conduct
Cause and effect is newly stated, and implied previously in 1.2P.1
K-PS2-2.
Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
K.3S.1
1.3S1
1.3S.2
2.3S.1
2.3S.2
K-PS3 Energy
K-PS3-1.
Make observations to determine the effect of sunlight on Earth’s surface.
K.1E.1 S
K-PS3-2.
Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
K.4D.1
NGSS is task specific
K-LS1 From Molecules to Organisms: Structures and Processes
K-LS1-1.
Use observations to describe patterns of what plants and animals (including humans) need to survive.
K.1L.1
1.2L.1
Practices together are strong
K-ESS2 Earth's Systems
K-ESS2-1.
Use and share observations of local weather conditions to describe patterns over time.
K.2E.1
D(2)
NGSS moves beyond observation into patterns

7. NGSS FOR CALIFORNIA PUBLIC SCHOOLS
4/23/2017
NGSS FOR CALIFORNIA PUBLIC SCHOOLS
LEARNING PROGRESSIONS FOR MIDDLE SCHOOLS, GRADES 6-8 G R A D E 8
CROSS CUTTING THEMES
Earth and Space Sciences
Life Sciences
Physical Sciences
Engineering, Technology, and Applications of Science
Stability and Change
Scale, Proportion, and Quantity
Space Systems
History of Earth
Human Impacts
Natural Selection and Adaptations
Growth Development, and Reproduction of Organisms
Forces and Interactions
Waves and Electromagnetic Radiation
Energy
MS-ESS1-1
MS-ESS1-4
MS-ESS3-4
MS-LS4-1
MS-LS3-1
MS-PS2-1
MS-PS4-1
MS-PS3-1
MS-ETS1-1
MS-ESS1-2
MS-LS4-2
MS-LS4-5
MS-PS2-2
MS-PS4-2
MS-PS3-2
MS-ETS1-2
MS-ESS1-3
MS-LS4-3
MS-PS2-3
MS-PS4-3
MS-ETS1-3
MS-LS4-4
MS-PS2-4
MS-ETS1-4
MS-LS4-6
MS-PS2-5 G R A D E 7
CROSS CUTTING THEMES
Earth and Space Sciences
Life Sciences
Physical Sciences
Engineering, Technology, and Applications of Science
Energy and Matter: Flows, Cycles, and Conservation
Cause and Effect
Earth’s Systems
History of Earth
Human Impacts
Interdependent Relationships in Ecosystems
Matter and Energy in Organisms and Ecosystems
Chemical Reactions
Structure and Property of Matter
MS-ESS2-1
MS-ESS2-2
MS-ESS3-2
MS-LS2-2
MS-LS1-6
MS-PS1-2
MS-PS1-1
MS-ETS1-1
MS-ESS3-1
MS-ESS2-3
MS-LS2-5
MS-LS1-7
MS-PS1--5
MS-PS1-3
MS-ETS1-2
MS-LS2-1
MS-PS1--6
MS-PS1-4
MS-ETS1-3
MS-LS2-3
MS-ETS1-4
MS-LS2-4 G R A D E 6
CROSS CUTTING THEMES
Earth and Space Sciences
Life Sciences
Physical Sciences
Engineering, Technology, and Applications of Science
Systems and System Models
Patterns
Structure and Function
Earth’s Systems
Weather and Climate
Human Impacts
Structure, Function and Information Processing
Growth Development, and Reproduction of Organisms
Energy
MS-ESS2-4
MS-ESS2-5
MS-ESS3-3
MS-LS1-1
MS-LS1-4
MS-PS3-3
MS-ETS1-1
MS-ESS2-6
MS-LS1-2
MS-LS1-5
MS-PS3-4
MS-ETS1-2
MS-ESS3-5
MS-LS1-3
MS-LS3-2
MS-PS3-5
MS-ETS1-3
MS-LS1-8
MS-ETS1-4

8. NGSS Conceptual Shifts
Interconnected Nature of Science as it is Practiced and Experienced in the Real World
Student Performance Expectations – NOT Curriculum.
Science Concepts Build Coherently from K–12
Focus on Deeper Understanding of Content as well as Application of Content
Science and Engineering are Integrated in the NGSS
Prepare students for College, Career, and Citizenship
The NGSS and CCSS are Aligned
They have this handout

9. NGSS, CCSS, Equity, STEM NGSS Alignment with CCSS is Critical
nstahosted.org/pdfs/ngss/PracticesVennDiagram.pdf
Focus on Equity
NGSS Appendix D and Case Studies
STEM Education
STEM is Interconnected
Incorporates Standards
Prepares Students for College, Careers, and Citizenship
Other science education initiatives that have similar focus as NGSS:
•NAEP Frameworks for Science, and Technology and Engineering (NAGBE)
•New Advanced Placement Coursework and Assessments (College Board)
•PISA 2015 (OECD)
•Vision and Change in Undergraduate Biology (NSF)
•A New Biology for the 21st Century (NAS)
•Scientific Foundations for Future Physicians (AAMC and HHMI)

10. Connections

11. *Oregon Science Teachers Association NGSS Position Statement
NGSS Background
Achieve NGSS Website
Development Process and Timeline
Standards in Multiple Formats for Download and Online Searching
Support Documents
ODE NGSS Website
Feedback Survey
Announcements of Upcoming Work on Adoption, Transition, and Implementation
Resources
*Oregon Science Teachers Association NGSS Position Statement

12. K-12 Science Education Goal for All Students
appreciation of the beauty and wonder of science;
possess sufficient knowledge of science and engineering to engage in public discussions on related issues;
careful consumers of scientific and technological information related to their everyday lives;
able to continue to learn about science outside school;
have the skills to enter careers of their choice
A Framework for K-12 Science Education p. ES 2
This vision is very much in alignment with the CCSS , CCR, STEM, and Oregon Diploma and ES, which support the vision for Oregon education.
The Committee on a Conceptual Framework for New Science Education Standards was charged with developing a framework that articulates a broad set of expectations for students in science. The overarching goal of our framework for K-12 science education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology (Framework, ES 1).
Released in July 2011; free PDF online
www7.nationalacademies.org/bose/Standards_Framework_Homepage.html

13. KNOWLEDGE AND PRACTICE MUST BE INTERTWINED IN LEARNING EXPERIENCES
NGSS Vision
Learning as a developmental progression
Engaging students in scientific investigations and argumentation to achieve deeper understanding of core science ideas
Integrating the knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering design
KNOWLEDGE AND PRACTICE MUST BE INTERTWINED IN LEARNING EXPERIENCES
This vision is very much in alignment with the CCSS and CCR which support the vision for Oregon education.
The Committee on a Conceptual Framework for New Science Education Standards was charged with developing a framework that articulates a broad set of expectations for students in science. The overarching goal of our framework for K-12 science education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology (Framework, ES 1).

14. Interconnected Dimensions
Scientific and Engineering Practices
Crosscutting Concepts
Core Ideas in Science

15. Scientific and Engineering Practices
Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Developing explanations and designing solutions
Engaging in argument
Obtaining, evaluating, and communicating information
The three in red are called out explicitly in NGSS, so maybe new and will need more intensive PD

16. Crosscutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change

17. Oregon Science Standards Framework
Science Content Knowledge
Science Process Skills*
Structure and Function
Interaction and Change
Scientific
Inquiry
Engineering
Design
Properties of Matter
Forms of Energy
Changes in Matter
Energy Transfer and Conservation
Forces and Motion
Organization of Living Systems
Matter and Energy Transformations
in Living Systems
Interdependence
Evolution and Diversity
Properties of Earth Materials
Objects in the Universe
in Earth Systems
History of Earth
Nature, History, and Interaction of Science and Technology
Abilities to do Scientific Inquiry
Nature, History, and Interaction of Technology and Science
Abilities to do Engineering Design
Physical
Life
Earth and Space
* The Science Process Skills align with the Oregon Essential Skills

18. NGSS Architecture The NGSS are written as Performance Expectations
NGSS require contextual application of the three dimensions by students.
Focus is on how and why as well as what
. . . science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design (Framework, p. ES 1).
Thus it [the Framework] describes the major practices, crosscutting concepts, and disciplinary core ideas that all students should be familiar with by the end of high school, and it provides an outline of how these practices, concepts, and ideas should be developed across the grade levels (Framework, p. 1-1) .
By the end of the 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education (Framework, p. 1-2).
Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas (Framework, p. 9-1).
In order to achieve the vision embodied in the framework and to best support students’ learning, all three dimensions need to be integrated into the system of standards, curriculum, instruction, and assessment (Framework, p. 9-1).
Furthermore, crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas (Framework, p. 9-1).
Thus standards and performance expectations must be designed to gather evidence of students’ ability to apply the practices and their understanding of the crosscutting concepts in the contexts of specific applications in multiple disciplinary areas (Framework, p. 9-1 & 2).
When standards are developed that are based on the framework, they will need to include performance expectations that cover all of the disciplinary core ideas, integrate practices, and link to crosscutting concepts when appropriate (Framework, p. 9-3).
In sum, teachers at all levels must understand the scientific and engineering practices crosscutting concepts, and disciplinary core ideas ; how students learn them; and the range of instructional strategies that can support their learning. Furthermore, teachers need to learn how to use student-developed models, classroom discourse, and other formative assessment approaches to gauge student thinking and design further instruction based on it (Framework, p ).

19. NGSS Architecture
Performance Expectations

20. NGSS Architecture Performance Expectations Foundation Boxes
Based on NRC Framework and expanded into Matrices
Based on NRC Framework and expanded into Matrices
NRC Framework language from Grade Band Endpoints

21. NGSS Architecture Performance Expectations Foundation Boxes
Connection Boxes