Science

1. Science Juan-Carlos Aguilar Science Program Manager Georgia Department of Education

2. Agenda • Science and AYP • HB 186 • Next Generation Science Standards (NGSS) • Survey of Enacted Curriculum

3. Graduation Requirements

4. HB 186 • Establish college and career readiness standards in Reading, Writing, and Mathematics that align with common core curriculum & meet college readiness standards in colleges and universities. • Academic Unit Limit of three (3) for CTAE Courses with Embedded Academic & CTAE Credit. • Embedded course units accepted for admission into a Technical College System of Georgia (TCSG) institution. The unit would count once toward high school diploma requirements, unless the course is expanded to cover both the academic and CTAE standards.

5. HB 186 • Units of high school credit could be awarded based on demonstration of subject area competency instead of or in combination with completion of curses of classroom instruction. • High school students may earn units of high school credit by either: • The completion of courses; or • The testing out of otherwise course content.

6. HB 186 The State Board of Education may identify, but not be limited to: • Advanced Placement exams; • ACT course assessment; • Industry-specific certificates and credential for CTAE courses; • College Level Examination Program (CLEP) exams; and • Nationally recognized foreign language performance assessments.

7. Next Generation Science Standards (NGSS) Achieve will take the lead in developing aligned Science standards in partnership with states and key stakeholders by late 2011 or early 2012. These new National Science Standards will: • Focuses on a limited number of core ideas in Science and Engineering both within and across disciplines • Based on the notion of learning progressions • Involves the integration of both knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering design • Take into consideration the knowledge and skills required for science literacy, college readiness, and for pursing further study in STEM fields • Provide a platform for the development of aligned, high quality assessments, curricula and instructional materials.

8. Lead States and NGSS Writing Team Writing Team Only Lead State Partner Only Writing Team and Lead State Partner

9. Next Generation Science Standards (NGSS) TENTATIVE TIMELINE!

10. Next Generation Science Standards (NGSS) GEORGIA TENTATIVE TIMELINE! • The National Science Framework was release on July 17, 2011. • Expected completion of the New Generation of National Science Standards by Achieve is December, 2012 . • Precision review of the Science GPS will be conducted in the Spring-Summer of 2013. • Tentative date to submit revised Science GPS for adoption by the Georgia Board of Education in the Summer of 2013. • Professional Development for teachers on the revised Science GPS in the 2013-2014 school year. • First year of implementation of the revised Science GPS in the 2014-2015 school year . • Assessments will be aligned accordingly at this time. New assessments on 2015-2016 school year.

11. K-12 Science Framework Goals • The Framework is motivated in part by a growing national consensus around the need for greater coherence—that is, a sense of unity—in K-12 science education. • Develop students’ understanding of the practices of science and engineering, which is as important to understanding science as is knowledge of its content. • The Framework endeavors to move science education toward a more coherent vision in three ways: First – It is built on the notion of learning as a developmental progression. Second – The expectation is that students engage in scientific investigations and argumentation to achieve deeper understanding of core science ideas. Third – The Framework emphasizes that learning science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. Thus, the Framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 science education. Framework 1-3

12. The New NRC Framework for K-12 Science Education • Dimension 1: Scientific and Engineering Practices • Dimension 2: Crosscutting Concepts • Dimension 3: Disciplinary Core Ideas

13. Dimension 1: Scientific & Engineering Practices Why Practices? The idea of science as a set of practices has emerged from the work of historians, philosophers, psychologists, and sociologists over the past 60 years. This perspective is an improvement over previous approaches, in several ways. First - It minimizes the tendency to reduce scientific practices to a single set of procedures, such as identifying and controlling variables, classifying entities, and identifying sources of error. This tendency overemphasizes experimental investigation at the expense of other practices, such as modeling, critique, and communication.

14. Dimension 1: Scientific & Engineering Practices Why Practices? Second - A focus on practices (in the plural) avoids the mistaken impression that there is one distinctive approach common to all science—a single “scientific method”—or that uncertainty is a universal attribute of science. Third - Attempts to develop the idea that science should be taught through a process of inquiry have been hampered by the lack of a commonly accepted definition of its constituent elements. The focus in the Framework is on important practices, such as modeling, developing explanations, and engaging in critique and evaluation (argumentation), that have too often been underemphasized in the context of science education. Students engage in argumentation from evidence to understand the science reasoning and empirical evidence to support explanations.

15. Dimension 1: Scientific & Engineering Practices Practices – Knowledge and Skills • The importance of developing students’ knowledge of how science and engineering achieve their ends while also strengthening their competency with related practices. • The term “practices,” instead of a term such as “skills,” to stress that engaging in scientific inquiry requires coordination both of knowledge and skills simultaneously. Framework page 3-1

16. Dimension 1: Scientific & Engineering Practices Practices – Knowledge and Skills • This implies that Science Practices differs from science inquiry. • Stressing the use of evidence is one of the significant differences. • The essential role of science content knowledge is another significant difference. • What are some of the potential implications for the changes in focus?

17. Framework for K-12 Science Education Dimensions of the Framework • Dimension 1: Scientific and Engineering Practices • “Inquiry” and “Science Processes” are re-defined as Scientific and Engineering Practices • These Practices represent strategic, synergistic integration with ELA CCSS

18. ENTRY POINT Question phenomenon Identify a need or problem Draw a conclusion Research the problem Collect data & analyze Construct an investigation Brainstorm solutions Collect data & analyze Decide on best solution Draw a conclusion Construct an investigation Redesign Construct a prototype Scientific Process Present the solution Test & evaluate prototype Dimension 1: Scientific & Engineering Practices

19. Dimension 1: Scientific & Engineering Practices • Asking Questions and defining problems • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using math, information/computer technology, computational thinking • Constructing explanations, designing solutions • Engaging in argument from evidence • Obtaining, evaluating, communicating information • Framework 3-28 to 31

20. Dimension 2: Crosscutting Concepts What are Crosscutting Concepts? • Crosscutting concepts are concepts that cross disciplinary boundaries and contribute to the sense making that leads to students valuing and using science and engineering practices. • The Framework describes seven crosscutting concepts that appear to have value in supporting understanding of the natural sciences and engineering. • The crosscutting concepts, when made explicit for students, contribute to their understanding of a coherent and scientifically-based view of the world. • Crosscutting concepts have utility for instruction. Framework page 4-1

21. Dimension 2: Crosscutting Concepts How Do Students Learn These Concepts? • Crosscutting concepts (CCC) are fundamental to an understanding of science, yet students are often expected to develop this knowledge without any explicit instructional support. • The vision of the framework is for “The Standards” to be written as an intersection of the three dimensions, with crosscutting concepts being an integral component to the other dimensions. • Students should have the crosscutting concepts as common and familiar touchstones across the disciplines and grade-levels.

22. Dimension 2: Crosscutting Concepts How Do Students Learn These Concepts? • Explicit development of the crosscutting concepts in multiple disciplinary contexts can help students develop an understanding of science and engineering as coherent, cumulative, and versatile. • The utility of students’ science knowledge depends upon their ability to use science to explain novel phenomena.

23. Dimension 2: Crosscutting Concepts • Patterns • Cause and Effect • Scale, Proportion and Quantity • Systems and System Models • Energy & Matter: Flows, Cycles, Conservation • Structure and Function • Stability and Change

24. Dimension 3: Disciplinary Core Ideas • Organized into Four Domains • Physical Science • Life Sciences • Earth & Space Sciences • Engineering, Technology and the Applications of Science

25. Dimension 3: Disciplinary Core Ideas • Broad Explanatory Power • Each Core Idea is introduced with a question and has description of what students should understand by end Grade 12 • Followed by “Grade Band End Points” (suggestive of Learning Progressions) • Engineering has new emphasis • More Ocean, Climate and Earth Systems Science

26. From Framework to Standards Cross-cutting Concepts Core Ideas Practices Standards

27. Surveys of Enacted Curriculum (SEC) • Support education research • Evaluate effects of initiatives and programs • Examine instructional practices • Improve Instructional Alignment • Examine curriculum articulation across grades • Examine curriculum consistency within grades

28. Surveys of Enacted Curriculum (SEC) • What are the Surveys of Enacted Curriculum (SEC)? • It is a practical, reliable set of data collection tools being used with teachers to collect and report consistent data on current instructional practices and content being taught in classrooms. • How are the Survey of Enacted Curriculum administrated? • Teachers complete the survey questions through an online, web-base system. Upon completion, the group data are reported in user-friendly charts and graphs to facilitate analysis of differences across classrooms, schools, or districts. • What are the educational applications of SEC data? • Alignment of instruction, standards, and assessments • To what degree are the content topics and expectation on the state standards being taught in the classroom? • Is the content being taught with sufficient rigor or depth? • Are the expectations for students, as reported by their teachers, consistent with the defined expectations on the state assessment? • To what degree might the misalignment of instruction be related to lower student achievement?

29. Surveys of Enacted Curriculum (SEC)

30. Surveys of Enacted Curriculum (SEC)

31. Next Generation Science Standards (NGSS) Achieve will take the lead in developing aligned Science standards in partnership with states and key stakeholders by late 2011 or early 2012. These new National Science Standards will: • Focuses on a limited number of core ideas in Science and Engineering both within and across disciplines • Based on the notion of learning progressions • Involves the integration of both knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering design • Take into consideration the knowledge and skills required for science literacy, college readiness, and for pursing further study in STEM fields • Provide a platform for the development of aligned, high quality assessments, curricula and instructional materials.

32. Next Generation Science Standards (NGSS) TENTATIVE TIMELINE! • The National Science Framework was release on July 17, 2011. • Expected completion of the New Generation of National Science Standards by Achieve is December, 2012 . • Precision review of the Science GPS will be conducted in the Spring-Summer of 2013. • Tentative date to submit revised Science GPS for adoption by the Georgia Board of Education in the Summer of 2013. • Professional Development for teachers on the revised Science GPS in the 2013-2014 school year. • First year of implementation of the revised Science GPS in the 2014-2015 school year . • Assessments will be aligned accordingly at this time. New assessments on 2015-2016 school year.