overview of ca’s science framework: the next generation science standards california style hilary...
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Overview of CA’s Science Framework:
The Next Generation Science Standards California Style
Hilary Dito
STEAM Coordinator
Contra Costa County Office of Education
Overview
• Framework Update
• Assessment Update
• NGSS Resources
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction
Science Framework - updateat CSTA / NSTA Long BeachNational Science Teachers Association (NSTA)
Conference
December 4, 2014
Maria C. Simani, Ph.D., Executive Director, California Science Project
J. Kirk Brown, Director, Delta Sierra Science Project Director of Science and STEM Integration/InnovationSan Joaquin County Office of Education
Bryan Boyd Ed.D., Lead Science Consultant, Instructional Resources Unit, CDE
TOM TORLAKSONState Superintendent of Public Instruction
Science Framework Revision
• Guide the field in implementing the CA NGSS• Provide guidance in implementing the Common
Core State Standards for Literacy in Science• Provide guidance on how to implement the three
dimensions of NGSS: Science and Engineering Practices, Crosscutting Concepts, Disciplinary Core Ideas
• Provide guidance on the middle school and high school course models
• Provide evaluation criteria for instructional materials in science.
CALIFORNIA DEPARTMENT OF EDUCATIONThe Science Framework Development Process
(Per SBE Approval January 2014)
This chart shows the major steps of the curriculum framework development process.All meetings are open to the public.
12. Framework Posted on Internet; Print Edition Published 2016
11. SBE Meets; Acts on IQC's Recommendation to Adopt FrameworkJanuary 2016
10. Recommended Framework Posted on Internet for 60-Day Public ReviewOctober-November 2015
9. IQC Meets; Recommends Draft Framework to SBESeptember 2015
8. IQC's Science Subject Matter Committee Meets; Suggests Edits to Draft FrameworkAugust 2015
7. IQC Conducts 60-Day Field Review; Draft Framework Posted on Internet June-July 2015
6. Draft Framework Presented to IQCMay 2015
5. CFCC Meets 6 Times to Draft FrameworkSeptember-February 2014/2015
4. SBE Appoints Curriculum Framework and Evaluation Criteria Committee (CFCC)July 2014
3. IQC Reviews Focus Group Report. IQC Recommends CFCC Members and Guidelines for Revision of the Framework to the SBE.
TOM TORLAKSONState Superintendent of Public Instruction
The Curriculum Framework and Evaluation Criteria Committee
(CFCC)
• Members are recruited and recommended by the Instructional Quality Commission, and appointed by the SBE
• CFCCs have 9-20 members– A majority are credentialed K-12 teachers– At least 1 Content Review Expert– At least 1 experienced with English learners – At least 1 experienced with students with
disabilities
TOM TORLAKSONState Superintendent of Public Instruction
Science CFCC Members
Name Employer Position
Maria Blue Saugus Union School District Teacher
Juanita Chan Rialto Unified School District CaMSP Science Lead
Tina Cheuk Stanford University Project Manager
Caleb Cheung Oakland Unified School District Science Manager
Teresa De Diego Forbis Los Angeles Unified School District Teacher
Anna Gaiter Plainview Academic Charter Academy Teacher
John Galisky Lompoc Unified School District Teacher
Susan Gomez Zwiep CSU Long Beach Associate Professor
Nicole Hawke Coachella Valley Unified School District Teacher
Lisa Hegdahl Galt Elementary School District Teacher
Tatiana Lim-Breitbart Aspire Public Schools Teacher
Shawna Metcalf Glendale Unified School District Teacher
Laura O'Dell El Rancho Unified School District Teacher
Stefanie Pechan Pacific Grove Unified School District Teacher
Anthony Quan Los Angeles County Office of Education Consultant II, STEM
Helen Quinn Retired, Stanford University Professor Emerita
Robert Sherriff San Juan Unified School District Teacher
Jo Topps WestEd/K-12 Alliance Regional Director
David Tupper Lakeside Union School District Teacher
Jeanine Wulfenstein Temecula Valley Unified School District Teacher
1The SBE officially appointed the CFCC members at its July 9-10, 2014, meeting .
TOM TORLAKSONState Superintendent of Public Instruction
Curriculum Framework and Evaluation Criteria Committee
Meeting Dates in 2014-2015•September 9–10, 2014 •October 9–10,2014 •November 5–6, 2014 •December 11–12,2014 (Canceled)•January 22–23,2015 •February 26–27, 2015
All meetings held at the CDE Office in Sacramento
TOM TORLAKSONState Superintendent of Public Instruction
What is in the Science Framework?
• Universal Access• Overview and Guiding Principles• Instructional Strategies• Supporting High-Quality• Grade Level Chapters TK-2, 3-5, 6-8, and 9-12 • Assessment• Instructional Materials to Support the CA NGSS
(including the evaluation criteria for the science adoption)
TOM TORLAKSONState Superintendent of Public Instruction
Characteristics of Grade-level Sections
Grade level chapters organization:
•TK and K-2
•3-5
•6-8
•9-12
TOM TORLAKSONState Superintendent of Public Instruction
At each grade
• Example of unit sequence
• Review of core ideas (teacher background)
• Addressing students’ pre-conceptions
• Suggestions for integrating all three NGSS dimensions
TOM TORLAKSONState Superintendent of Public Instruction
Additional Features
• Use of snapshots and vignettes to demonstrate integration of 3 dimensional learning in the classroom,
• Examples of different types of assessment • Links to resources and Web sites for
additional support
TOM TORLAKSONState Superintendent of Public Instruction
Grade-Span At-A-GlanceExample Grade K
TOM TORLAKSONState Superintendent of Public Instruction
Unit at-a-GlanceExample Grade 5
5 -Unit 3: Earth Systems and Processes
How much water can be found in different places on Earth?How does matter cycle through ecosystems?What can we do to protect earth’s resources?
Crosscutting concepts: Scale, Proportion & Quantity; Systems & System Models; Cause and Effect 5-ESS2-2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]5-ESS2-1 Develop a model using an example to describe ways in which the geosphere, biosphere, hydrosphere, and/ or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.] 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]
TOM TORLAKSONState Superintendent of Public Instruction
Middle School (Grades 6-8)
• Preferred Integrated Model
– Every discipline every year
• Discipline Specific Model
– One discipline every year
Documents explaining the rationale of both models can be
found at
http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp
TOM TORLAKSONState Superintendent of Public Instruction
Preferred Integrated MS Model
http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp
Grade Cross cutting
concepts
Life Earth and Space
Physical Human Impact
Engineering
Eighth Stability and change; scale, proportion and quantity
Natural Selection
History of the Earth Space systems
Waves and EM radiation Energy Forces and Interactions
Human Impact
ETS
Seventh Energy and Matter; cause and effect
Ecosystems
Natural resources
Structure and property of matter
Human Impact
ETS
Sixth Patterns; structure and function; systems and system models
Cells and Organisms
Weather and climate
Energy Human Impact
ETS
TOM TORLAKSONState Superintendent of Public Instruction
Discipline Specific Model
• Under Construction.– Grade 6: all ESS PEs– Grade 7: all LS PEs– Grade 8: all PS PEs
TOM TORLAKSONState Superintendent of Public Instruction
High School Models
• 4-courses – discipline specific
• 3-courses – discipline specific with integrated Earth and Space Science
• 3-courses – coordinated integration
TOM TORLAKSONState Superintendent of Public Instruction
High School – 4 course model
Biology
Chemistry
Physics
ESS
ETS
TOM TORLAKSONState Superintendent of Public Instruction
High School – 3 course model
Biology
Chemistry
Physics
ESS
ETS
TOM TORLAKSONState Superintendent of Public Instruction
High School – 3 course modelConceptual integration
Biology
Chemistry
Physics
ESS
ETS
TOM TORLAKSONState Superintendent of Public Instruction
TOM TORLAKSONState Superintendent of Public Instruction
TOM TORLAKSONState Superintendent of Public Instruction
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Current resources include:
•EQuIP Rubric for Science
•Classroom Sample Assessment Tasks
•NGSS Evidence Statements
www.nextgenscience.org/resources
NGSS Resources
• Tasks for MS & HS (elementary coming soon)• Developed by math & science teachers• Bundles CCSS-ELA, CCSS-Math and NGSS• Can be modified to meet local needs• Process outlined for local development of tasks
www.nextgenscience.org/classroom-sample-assessment-tasks
Sample NGSS Classroom Assessment Tasks
• Evidence statements for HS (K-8 coming soon)
• Developed by educators and scientists• Identify clear, measureable components of
Performance Expectations• Describe how students can use the
practices, crosscutting concepts, and disciplinary core ideas
www.nextgenscience.org/ngss-high-school-evidence-statements
NGSS Evidence Statements
Hilary [email protected]
•NGSS Listserv:
•Science Framework Website
www.cde.ca.gov/ci/sc/cf/
•NGSS Resources
www.nextgenscience.org/resources 29