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Next Generation Science Standards and Market Implications

This program explores the potential market implications of the Next Generation Science Standards. Learn about the development of the standards, the three dimensions included, and the role of Achieve in implementation.

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Next Generation Science Standards and Market Implications

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  1. Next Generation Science Standards—Understanding Potential Market Implications December 17, 2012, 2:00 p.m. Eastern time Check your speaker volume While you’re waiting for the program to begin… Check your speaker volume with the Audio Setup Wizard

  2. Title slide—Formal warm up, 6:15 p.m. LIVE INTERACTIVE LEARNING @ YOUR DESKTOP Next Generation Science Standards—Understanding Potential Market Implications Presented by: Ted Willard December 17, 2012 2:00 p.m. – 3:00 p.m. Eastern time

  3. Check your speaker volume—3 of 14 Check your speaker volume 1 2

  4. Screen layout—5 of 14 Audio Adjust your speaker volume Participants window Names of moderators and participants Chat window Send messages to the group or to a specific person

  5. Technical support—4 of 14 Tech Support Jeff LaymanNSTA Technical Coordinatorjlayman@nsta.org703-312-9384private chat message For additional tech help call: Blackboard Collaborate Support 1-877-382-2293

  6. Introducing today’s presenters Introducing today’s presenters… Ed Rock Associate Executive Director, Sales & Marketing National Science Teachers Association Ted Willard Director of NSTA’s efforts around NGSS National Science Teachers Association

  7. Developing the Standards

  8. Developing the Standards Assessments Curricula Instruction Teacher Development July 2011 2011-2013

  9. Developing the Standards July 2011

  10. About the National Academies • Chartered by Congress • Separate Academies dealing with Science, Engineering, and Medicine • Honorary membership organization with over 6000 members • Do not conduct independent research • Serves as advisors producing independent recommendations and policy reports • The National Research Council carries out most studies done by the Academies

  11. A Framework for K-12 Science Education View free PDF form The National Academies Press at www.nap.edu Secure your own copy from www.nsta.org/store

  12. Resources for the Framework • Benchmarks for Scientific Literacy and Atlas of Science Literacy • National Science Education Standards • 2009 NAEP Science Framework(National Assessment of Educational Progress) • College Board Standards for College in Science • NSTA’s Science Anchors project

  13. A Framework for K-12 Science Education Three-Dimensions: • Scientific and Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas

  14. Scientific and Engineering Practices • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

  15. Crosscutting Concepts • Patterns • Cause and effect: Mechanism and explanation • Scale, proportion, and quantity • Systems and system models • Energy and matter: Flows, cycles, and conservation • Structure and function • Stability and change

  16. Disciplinary Core Ideas • Life Science • Earth and Space Science • Physical Science • Engineering, Technology, and the Application of Science

  17. Disciplinary Core Ideas

  18. Developing the Standards Assessments Curricula Instruction Teacher Development July 2011 2011-2013

  19. Developing the Standards 2011-2013

  20. About Achieve Created in 1996 by the nation's governors and corporate leaders, Achieve is an independent, bipartisan, non-profit education reform organization that helps states raise academic standards and graduation requirements, improve assessments and strengthen accountability.  Achieve is involved in implementation of the Common Core State Standards (CCSS) effort and the Partnership for Assessment of Readiness for College and Careers (PARCC) Consortium.

  21. NGSS Lead State Partners

  22. Development Process State Draft Fall 2011 Writing Team Begins Work Summer 2011 Lead states and writers identified Summer 2011 Writing Team Reacts to Review Winter 2011 State and Critical Stakeholder Draft Winter 2012 Writing Team Reacts to Review Winter 2012 Public Draft May 2012 We are here! Writing Team Reacts to Review Spring-Summer 2012 State and Critical Stakeholder Draft Fall 2012 Writing Team Reacts to Review Fall 2012 Public Draft Fall 2012 Writing Team Reacts to Review Winter 2012-2013 Final State Draft Winter 2013 NGSS Released for Adoption Early 2013 Achieve Edits Final Document Late Fall 2012

  23. Development Process State Draft Fall 2011 Writing Team Begins Work Summer 2011 Lead states and writers identified Summer 2011 Writing Team Reacts to Review Winter 2011 State and Critical Stakeholder Draft Winter 2012 Writing Team Reacts to Review Winter 2012 Public Draft May 2012 Writing Team Reacts to Review Spring-Summer 2012 State and Critical Stakeholder Draft Fall 2012 We are getting ready for this! Writing Team Reacts to Review Fall 2012 Public Draft January 2013 Writing Team Reacts to Review Winter 2013 Final State Draft Winter 2013 NGSS Released for Adoption Spring 2013 Achieve Edits Final Document Winter 2013

  24. May Draft

  25. Inside the NGSS Box Title and CodeTwo sets of performance expectations at different grade levels may use the same name if they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard. • Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. • Lowercase LettersLowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them. Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations • Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem • Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard • Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.

  26. Major Elements

  27. Inside the NGSS Box

  28. Inside the NGSS Box Title and CodeTwo sets of performance expectations at different grade levels may use the same name if they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard.

  29. Inside the NGSS Box What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard

  30. Inside the NGSS Box Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations

  31. Inside the NGSS Box Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard

  32. Inside the NGSS Box Title and CodeTwo sets of performance expectations at different grade levels may use the same name if they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard

  33. Foundation Box

  34. Inside the NGSS Box Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations

  35. Inside the NGSS Box Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations • Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem

  36. Inside the NGSS Box Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations • Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.

  37. Inside the NGSS Box Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations • Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.

  38. Inside the NGSS Box Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations • Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem • Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. • Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.

  39. Inside the NGSS Box

  40. Inside the NGSS Box What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard

  41. Inside the NGSS Box • Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard

  42. Inside the NGSS Box Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard

  43. Inside the NGSS Box What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level.

  44. Inside the NGSS Box What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard • Lowercase LettersLowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them.

  45. Inside the NGSS Box What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard • Lowercase LettersLowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them.

  46. Inside the NGSS Box • Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. • Lowercase LettersLowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them.

  47. Inside the NGSS Box Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard

  48. Inside the NGSS Box Title and CodeTwo sets of performance expectations at different grade levels may use the same name if they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard. • Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. • Lowercase LettersLowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them. Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations • Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem • Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard • Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.

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