overview of ca’s science framework: the next generation science standards california style hilary...

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.


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


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 .


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


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)


Characteristics of Grade-level Sections

Grade level chapters organization:

•TK and K-2

•3-5

•6-8

•9-12


At each grade

• Example of unit sequence

• Review of core ideas (teacher background)

• Addressing students’ pre-conceptions

• Suggestions for integrating all three NGSS dimensions


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


Grade-Span At-A-GlanceExample Grade K


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.]


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


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


Discipline Specific Model

• Under Construction.– Grade 6: all ESS PEs– Grade 7: all LS PEs– Grade 8: all PS PEs


High School Models

• 4-courses – discipline specific

• 3-courses – discipline specific with integrated Earth and Space Science

• 3-courses – coordinated integration


High School – 4 course model

Biology

Chemistry

Physics

ESS

ETS


High School – 3 course model

Biology

Chemistry

Physics

ESS

ETS


High School – 3 course modelConceptual integration

Biology

Chemistry

Physics

ESS

ETS


25

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:

[email protected]

•Science Framework Website

www.cde.ca.gov/ci/sc/cf/

•NGSS Resources

www.nextgenscience.org/resources 29

mailto:[email protected]

mailto:[email protected]

http://www.cde.ca.gov/ci/sc/cf/

http://www.nextgenscience.org/resources

overview of ca’s science framework: the next generation science standards california style hilary...

Documents

recommended framework

california science project

new framework januaryfebruary

lead science consultant

cde slide

disabilities slide

day public review

sbe approval