12 c K ian l Al e 1

12 c K- ian l Al e 1 #CANGSSRollout #CANGSS #NGSS Implementation of NGSS in High Schools What is your plan? Sit at a table with chart paper. Maximum of 4 per table Please do not sit with people from your district. 17. 0 NGSS III - High School Course Sequence

2 Acknowledgements This session was developed by: Laura Henriques, California State University, Long Beach & CSTA Maria Chiara Simani, California Science Project Dean Gilbert, Orange County Department of Education (retired) Henry Ortiz, Los Angeles Unified School District This session is an updated version of the NGSS Rollout II High School Sequence session developed by Henriques, Gilbert and Ortiz 17. 0 NGSS III - High School Course Sequence 12 K- lian Al ce

3 Goals of This Session Review policy issues that relate to H. S. NGSS implementation. Investigate sample sequences and discuss them. Develop strategies for engaging in conversations with teachers, administrators and others. 12 K- lian Al ce 17. 0 NGSS III - High School Course Sequence 3

4 All standards, all students What does this mean for your school? 12 K- lian Al ce 17. 0 NGSS III - High School Course Sequence 4

5 Q and A Individual write: (5 min) 3 Concerns regarding high school implementation 3 Opportunities which NGSS brings At your Table (10 minutes) With regard to NGSS implementation in H. S. Share at your table and post on poster paper your group concerns Whole Group (25 minutes) Choose a reporter and share out with group. Q&A 17. 0 NGSS III - High School Course Sequence 12 K- lian Al ce 5

6 NGSS Appendix K Read page 1 and 2 of Appendix K. Read Introduction from the DRAFT CA Science Framework. 12 K- lian Al ce 17. 0 NGSS III - High School Course Sequence Handout 1 A & 1 B 6

7 NGSS: Tenets of Appendix K 1. Model Course Maps are starting points, not finished products. 2. Model course map organization is built on the structure of the Framework. 3. All Standards, All Students. 4. Model course maps are not curriculum. 5. All Scientific and Engineering Practices and all Crosscutting Concepts in all courses. 6. Engineering for all. 17. 0 NGSS III - High School Course Sequence 12 K- lian Al ce 7

8 NGSS Appendix K Read page 3 -5 Jigsaw the sections at your table Share out your section and state how it will inform your planning 12 K- lian Al ce 17. 0 NGSS III - High School Course Sequence Handout 2 8

9 Other resources to consider: All Standards, All Students? The Misalignment of NGSS with California’s Science Course Graduation Policy (Porter, 2015) Journal of Transformative Leadership and Policy Studies - Vol. 5 No. 1, September 2015 Physics for Future Physicians and Life Scientists: a moment of opportunity (Crouch, Hilborn, Kane, Mc. Kay, & Reeves, 2010) http: //www. aps. org/publications/apsnews/201003/backpage. cfm The Two High-School Pillars Supporting College Science (Sadler & Tai, 2007) http: //www. sciencemag. org/content/317/5837/457. summary Success in Introductory Physics: The Role of High School Physics (Sadler & Tai, 2001) http: //users. nber. org/~sewp/events/2004. 05. 28/Sadler. And. Tai_Role. Of High. School. Physics. pdf 12 K- lian Al ce 17. 0 NGSS III - High School Course Sequence 9

10 California’s NGSS Assessment Plan March 2016 the State Board of Education approved an assessment plan that includes a high school assessment which will assess PEs from across life, earth/space and physical sciences. The test may be taken in 10 th, 11 th or 12 th grade. How does that play into your decision making? 12 K- lian Al ce 17. 0 NGSS III - High School Course Sequence 10

11 Looking at Sample HS Sequences Look at the sequence provided at your table Develop an argument that includes the following: 5 reasons to support your sequence 2 reasons to reject your sequence that others may present How would you present a counter-argument for the reasons to reject your sequence? Chart your arguments and be ready to share out with the larger group in 45 minutes. Use evidence from the resources in NGSS and other resources to support your reasons. The major factor to consider is what is good for students. 12 K- lian Al ce 17. 0 NGSS III - High School Course Sequence Handout 3 (a-e) 11

12 Facilitating Conversations at your site Districts will either: be handed a sequence and be expected to implement it, be asked to develop a sequence by their administration, or be proactive and create a sequence that will serve their students. Regardless of the decisions that are made, instructional practices will need to change as NGSS is implemented. 17. 0 NGSS III - High School Course Sequence Handout 4 & 5 12 K- lian Al ce 12

INSTRUCTIONAL SHIFTS 12 K- lian Al ce 17. 0 NGSS III - High School Course Sequence 13

14 Facilitating Conversations at your site What factors need to be considered? Goals Context Level of influence & decision makers (if not you, how do you influence? ) What will be needed in order for successfully implementing the decision? If you are the person facilitating the conversation…. Anticipate concerns and questions – bring resources with you (see materials associated with this workshop) Try to keep the conversation on topic – have a parking lot for comments/concerns that are off-topic Try to engage all participants and don’t let a vocal minority take over the conversation. Reiterate what you hear – use active listening strategies 12 K- lian Al ce Remember that change is hard. 17. 0 NGSS III - High School Course Sequence 14

15 Considerations and questions to guide district discussions The following points will help guide your department and district conversation regarding transition to and implementation of Next Generation Science Standards. Questions related to each are included on handout 6. NGSS at the high school level requires at least 3 years of science (Achieve, 2014). Data from an informal survey of districts in California found that 72% of districts responding require 2 years of high school science and 18% require 3 years. THE STATE ONLY REQUIRES TWO YEARS (68 districts responded to the survey) NGSS requires a revision of instructional practices. Students pursuing STEM careers will require a pipeline of enrichment courses to support their interest and curiosity in the sciences and engineering. Earth Science is an essential disciplinary strand of NGSS design. UC/CSU BOARS stated that by school year 2016 -17 all approved courses must align to NGSS, CCSS, and CTE standards. Classroom assessment must include multiple measures that support demonstration of Performance Expectation. Departments, schools, teachers need long term plans for professional 17. 0 NGSS III - High School Course Sequence development, implementation, expertise assessment, and vertical articulation with middle schools. 12 K- lian Al ce 15

Possible High School Models 16 Integrated Science NGSS 1 Traditional Layer-cake Discipline Specific Model Earth/Space Science NGSS 2 NGSS 3 Physics Earth/Space Science Chemistry Earth/Space Science Biology Earth/Space Science Chemistry Biology Physics Earth/Space Science 2 -Yr Accelerated Course Sequences Course 1 (in a semester) Course 2 Course 3 Course 4 ELECTIVES & APs AND MANY OTHER MODELS TO CONSIDER! 17. 0 NGSS III - High School Course Sequence Physics Biology ELECTIVES & APs 3 -Yr Discipline Specific with ESS Integrated into each year Inverted layer-cake Instructional Model NGSS 2 & NGSS 3 NGSS 1 & NGSS 4 ELECTIVES & APs 12 K- lian Al ce 16

www. stom. org/docs/NSTA __FRAMEWORK_Readers _guide[1][1]. pdf Suggested Resources Appendix K: Model Course Maps for Middle and High School www. nextgenscience. org/sites/ngss/files/ Appendix%20 K_Revised%208. 30. 13. pdf NGSS Evidence Statements www. nextgenscience. org/ngsshigh-school-evidencestatements Achieve’s Adoption & Implementation Workbook www. achieve. org/publications/ngss-adoption-andimplementation-workbook CSTA’s Website – NGSS timeline, upcoming PD, articles about NGSS, FAQs, legislative updates and more cascience. org California Science Curriculum Framework– coming soon! A draft was shared with the public in Dec/Jan. A second draft will be out for public review summer 2016. 17. 0 NGSS III - High School Course Sequence 12 K- lian Al ce 17

18 With regard to NGSS implementation in your situation, identify the following for when you get back to your site. List as SMART goals. § Goals § Context § Level of influence & decision makers (if not you, how do you influence? ) § What will be needed in order for successfully implementing the decision? 12 K- lian Al ce 17. 0 NGSS III - High School Course Sequence 18

19 12 K- lian Al ce 17. 0 NGSS III - High School Course Sequence 19 Handout 6

20 EXIT TICKET: Share One Goal Be ready to share one goal you plan to execute back at your site. 12 K- lian Al ce 17. 0 NGSS III - High School Course Sequence 20

21 Thank you! Please provide us with feedback about this session and the last two days by filling out Gots & Needs. Please go back to the main room following this session for closing comments, evaluation, and district planning time. 12 K- lian Al ce 17. 0 NGSS III - High School Course Sequence 21