Next Generation Science Standards Setting a New Course

1. CISC SymposiumFebruary 20, 2014Phil Lafontaine, DirectorProfessional Learning Support DivisionBryan D. Boyd, Ed.D.  Education Programs ConsultantInstructional Resources UnitDiane Hernandez, DirectorAssessment Development and Administration Division

2. Next Generation Science StandardsSetting a New Course

3. California to Revise Science Standards SB 300 SB 1200 Revise CA Science Standards based on NGSS Submit to SBE July 2013 SBE to act by November 2013

4. State Board of EducationSeptember 2013 Decision • In September 2013, the State Board of Education (SBE) unanimously adopted NGSS as California's Science Standards for Grades Kindergarten through Grade Twelve. • This decision included; • Grade specific standards in grades K-5 • Grade span standards in grades 6-8 • Grade span standards in grades 9-12. • And the NGSS Appendices A-M • The decision allowed the SBE to meet the timeline for adoption of new standards.

5. To complete the SBE process • At the July and September 2013 Board meeting, the SBE reviewed the Science Expert Panel’s recommendation of an Integrated Model for grades 6-8. • At the September 2013 meeting, the SBE agreed to defer this decision to November and asked the Department to gather more input on the proposed integrated learning progression model for grades 6-8.

6. SBENovember 2013 Decision The SBE unanimously adopted; • The proposed integrated learning progression model as the preferred model of instruction for grades 6-8. and • authorized an alternative model that is discipline specific for grades 6-8.

7. Next Generation Science Standards Core ideas in the discipline Science and Engineering Concepts across disciplines

8. 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. • NGSS focuses on enduring Disciplinary Ideas, rather than isolated science facts. • The science concepts build coherently from K-12.

9. Conceptual Shifts in the NGSS (cont.) • 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. • The NGSS are designed to prepare every student for college, career, and citizenship. • The NGSS and Common Core State Standards (English language arts and Mathematics) are aligned.

10. Preferred Integrated Model • Contains Standards for Life Earth and Space, and Physical sciences in each grade 6th ,7th ,and 8th. • Is aligned with the cognitive demands of the California Common Core State Standards. • Builds within and across the grade levels • Provides for the integration of the engineering processes.

11. Articulation One Example Life Science • 8th Natural Selection • 7th Ecosystems • 6th Cells/Organisms • 5th Food Chains/Webs • 4th Internal and External Structures/Functions

12. Alternative Discipline Specific Model • Will be developed by the Science Expert Panel • Must align with the cognitive demands of the Common Core • based upon the adopted NGSS Appendix K. • All content from each of the domains in intact • (Earth and Space, Life and Physical Sciences) • However, some content in one domain was considered to be necessary for complete understanding.

13. Developemnt of the Stragic State Plan for Implementation • 5 year plan for implementation • Development of • 25 member team • Preliminary plan completion July 2014

14. Transitioning to the Common Core System 14 California Department of Education

15. Seven components of State Plan • High quality professional learning opportunities for educators to ensure that every student has access to teachers who are prepared to teach to the levels of rigor and depth required by the NGSS. • NGSS-aligned instructional resources designed to meet the diverse needs of all students. • NGSS-aligned assessment systems to inform instruction, establish priorities for professional learning, and provide tools for accountability. • Communication with parents, guardians, and the early childhood and expanded learning communities to integrate the CCSS into programs and activities beyond the K–12 school setting. • Collaboration with the postsecondary and business communities and additional stakeholders to ensure that all students are prepared for success in career and college. • Resource development and dissemination to support stakeholders as CCSS systems implementation moves forward. • Communication system among stakeholders to continuously identify areas of need and disseminate information.

16. Lots of work completed, underway, and left to do CA Framework Assessment Instruction Teacher Development

17. 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 new Engineering Performance Expectations (PE). • Provide guidance for a Local Education Agency (LEA)on selecting a middle grades learning progression. • Provide evaluation criteria for instructional materials in science.

18. CALIFORNIA DEPARTMENT OF EDUCATION The 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. 3. IQC Reviews Focus Group Report. IQC Recommends CFCC Members and Guidelines for Revision of the Framework to the SBE. 4. SBE Appoints Curriculum Framework and Evaluation Criteria Committee (CFCC) July 2014 7. IQC Conducts 60-Day Field Review; Draft Framework Posted on Internet June-July 2015 8. IQC's Science Subject Matter Committee Meets; Suggests Edits to Draft Framework August 2015 5. CFCC Meets 6 Times to Draft Framework September-February 2014/2015 6. Draft Framework Presented to IQC May 2015 12. Framework Posted on Internet; Print Edition Published 2016 10. Recommended Framework Posted on Internet for 60-Day Public Review October-November 2015 9. IQC Meets; Recommends Draft Framework to SBE September 2015 11. SBE Meets; Acts on IQC's Recommendation to Adopt Framework January 2016

19. CA NGSS ImplementationTimeline

20. Focus Groups Pursuant to the California Code of Regulations, Title 5, Education, Section 9511(c), the CDE convenes four focus groups across California. The focus groups are held to solicit input on the new framework. Members of the focus group must be educators at the time of appointment. California Education Code Section 44013(a) defines an educator: "Educator" means a certificated person holding a valid California teaching credential or a valid California services credential issued by the California Commission on Teacher Credentialing who is employed by a local education agency or by a special education local planning area and who is not employed as an independent contractor or consultant.

21. Focus Group Report and Guidelines • Curriculum Frameworks and Instructional Resources Division (CFIRD) compiles input from focus groups into a report. • Guidelines for the revision of the framework are created • Instructional Quality Commission recommends guidelines to the SBE.

22. Focus Group Locations

23. Emerging Themes from Focus Groups • Explanation of the Standards • Support for Elementary • Modeling • Middle/High School Progressions • Resources and Support for Implementation • Support for CA NGSS and Common Core Literacy

24. The CFCC • Advises the Instructional Quality Commission and the SBE • Develops a draft framework based on guidance from the IQC and the SBE • Provides multiple opportunities for interested and concerned members of the public to provide written and oral comments throughout the framework development process

25. 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

26. How to get involved • The Science CFCC application is available from January–April 2014 • All meetings are open to the public • All frameworks are released for two 60-day public reviews • Science Framework Email Address Scienceframework@cde.ca.gov

27. Keep Informed NGSS Listserv: join-ngss@mlist.cde.ca.gov Science Framework Website http://www.cde.ca.gov/ci/sc/cf/

28. Assembly Bill 484 • Assembly Bill (AB) 484, chaptered into law October 2, 2013, established the Measurement of Academic Performance and Progress (MAPP). Through regulation, the name has been changed to the California Assessment of Student Performance and Progress (CAASPP). • CAASPP replaces the Standardized Testing and Reporting (STAR) Program. • Among the requirements set forth in AB 484 are requirements for science assessment

29. AB 484: Science Assessments for the 2013–14 School Year Grade-level tests in grades 5, 8, and 10: • California Standards Tests (CSTs) • California Modified Assessment (CMA) • California Alternate Performance Assessment (CAPA) • These are required tests; paper-pencil tests only. • End-of-course (EOC) CSTs in Biology, Chemistry, Physics, and Integrated Science 1-4, are not required, are available for purchase through ETS • Tests administered until there are successor science tests

30. AB 484: Science Assessment Development ESEA Assessments Aligned to the NGSS: • The SSPI is required to: • As soon as is feasible after the adoption of the Next Generation Science Standards (NGSS), make recommendations regarding the assessment of the newly adopted science standards • When developing the recommendations, consult with stakeholders regarding the content, type of assessment, and grade level

31. AB 484: Science Assessment Development (cont.) • The SSPI is required to: • Include in the recommendations, an implementation plan of at least one assessment in each grade span: Grades 3 to 5, inclusive Grades 6 to 9, inclusive Grades 10 to 12, inclusive

32. AB 484: Science Assessment Development (cont.) Additional (non-ESEA) Assessments Aligned to the NGSS: • The SSPI is required to: • No later than March 1, 2016, make recommendations to the SBE on expanding the CAASPP program to include additional assessments that would augment assessments in science and other subject areas • When developing the recommendations, consult with stakeholders regarding the content, type of assessment, and grade level

33. AB 484: Science Assessment Development (cont.) • Recommendations shall include: • Assessments by grade level, content, and type of assessment • A timeline for test development and implementation and an assessment calendar or multi-year schedule for each assessment or test • Recommendations may also address the use of various assessment options such as computer-based testing, performance tasks, and portfolios

34. AB 484: Science Assessment Development (cont.) • Science assessment stakeholder groups will include: • California science teachers • Individuals with expertise in assessing English learners and students with disabilities • Measurement experts • Parents • Other groups or individuals

35. 2014 Science Stakeholder Meetings • Process leading to science assessment recommendations • CDE and ETS drafting a plan that includes: • Goals • Participants and nature of meetings • Meeting schedules and timeline of activities • Recommendations

36. Science Computer-Based Test (CBT) Tryout • Main purpose was to: • Collect data about the readiness of California schools and districts to administer computer-based science assessments • Try out items that would assess science inquiry standards that could not be assessed using the paper-pencil format • Administered in October 2012 to a statewide representative sample of 21,473 students from 193 schools and 133 LEAs

37. Science CBT Tryout–Data Collection • Science Tests: • Grades 5 and 8 Science • High School Biology • Item Types Per Test: • 40 single select multiple-choice (MC) items • 20 technology-enhanced (TE) items • Drag-and-drop & hotspot functionality • Simulations • Artificial intelligence scoring

38. Science CBT Tryout–Data Collection (cont.) • Data also collected through: • Surveys • Site visits: Test administration observations • Interviews: Student, teacher, and administrator

39. Science CBT Tryout–Key Findings • Over 85 percent of sample schools indicated being either “somewhat” or “very” prepared for Science CBT • Positive experience for students and educators • MC items performed similarly in the CBT compared to paper/pencil administration • TE items relatively more difficult than traditional MC items

40. Science CBT Tryout– Key Findings • Performance most likely impacted by: • Zero-stakes nature of the test • Student demographics • Student exposure to computer technology • Student and educator attitude towards CBT • Educator experience with CBT • Most schools preferred a hybrid test of CBT and paper-pencil • Note: Full CBT Tryout report located at: http://www.cde.ca.gov/ta/tg/sr/technicalrpts.asp

41. For Further Information CDE Assessment Development and Administration (ADAD) Division 916-319-0803 CDE California Assessment of Student Performance and Progress (CAASPP) Office caaspp@cde.ca.gov 916-445-8765 CDE Support and Outreach Office 916-445-8517 ETS California Technical Assistance Center (CalTAC) caltac@ets.org 800-955-2954 http://californiatac.org