May/June 2017 – Vol. 29 No. 7

Advocating for Access to Financial Support of Science in Your School and District

Posted: Friday, January 15th, 2016

revised 9/1/2016

by Jill Grace

Teachers, the moment is NOW for you to take action to influence how your district supports science education.

I often get inquiries by teachers as to how they can gain access to financial support as they transition to instruction in the California Next Generation Science Standards (CA NGSS). This includes funding to attend professional learning opportunities (like the state-wide CA NGSS Roll Outs or CSTA’s California Science Education Conference which has a heavy CA NGSS emphasis) or sub-release time for teacher collaborative planning. The lack support in some districts and schools for these activities appears to be a “lost in translation” issue; many principals and district leaders are financially supporting these activities as they relate to English language arts and math, but not science. One of the reasons why we have a lengthy period of time leading to full implementation of the CA NGSS is to give teachers time to prepare: time to refresh on science concepts that are new at your grade-level and time to wrap your head around the shifts in instruction that the CA NGSS call for. The need for this time to prepare for the implementation of the CA NGSS is recognized at the state-level.

Dr. Michael Kirst, President, California State Board of Education

Dr. Michael Kirst, President, California State Board of Education

“We encourage local districts to begin implementation of the science standards now. The recently released draft of the new California NGSS curriculum framework can serve as an invaluable resource at all grade levels. We recognize the time required to build capacity among teachers and students for these new science standards,” said Mike Kirst, president of the California State Board of Education.

Trish Williams, member and NGSS Liaison on the California State Board of Education (SBE) added: “the State Board of Education knows that the NGSS represent a very different way of teaching from the 1998 California science standards, and knows that change takes time; teachers of science will need professional learning support from their district to explore and become comfortable teaching science with an NGSS three-dimensional approach.” Furthermore, “the SBE is eager to replace the outdated federally required science CST as soon as is feasible. We are closely examining the newly adopted federal Every Student Succeeds Act (ESSA) to determine our various options for moving forward more quickly on the development of NGSS aligned assessments.”

Having that translate down at the local level is often where the challenge lies. If your district isn’t a part of a grant initiative (like an MSP or K-8 CA NGSS Early Implementers), how can you get what you need? Here are some things that can help with understanding the process.

First, the school funding and accountability landscape in California has changed from what it was just a couple years ago. California’s Local Control Funding Formula (LCFF), adopted by the State in 2013, represented a radical shift in how districts get funded. Instead of funding in dozens of separate categorical programs coming from the state, school funding goes directly to school districts.

Second, LCFF now gives a great deal of flexibility to district leadership (Superintendents and Boards) on how they may choose to spend their district funding to meet local capacity and needs while also addressing the new CA Eight State Priorities for education. In making those decisions, district leadership are expected to solicit input from all stakeholders (teachers, parents, community, etc.) to inform their plans and decisions about district programs, activities, and funding allocations.

In other words, teachers are a stakeholder group, having a say in how a district chooses to spend state-allocated funding for education.

Each district’s process for and input from stakeholder engagement, and the decisions made by the Superintendent and Board, have been documented in the district’s required Local Control Accountability Plan (LCAP) document for 2015-18. These can typically be found on the district’s website.

Trish Williams, Member and NGSS Liaison, California State Board of Education

Trish Williams, Member and NGSS Liaison, California State Board of Education

Third, one of the new CA eight state education priorities relates to implementation of CA academic standards. According to Trish Williams, member and NGSS Liaison on the California State Board of Education (SBE), “Priority 2 of the LCAP must address implementation of ALL academic standards adopted by the State Board (http://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp#LCAP), not just Common Core ELA and Math. This expectation for State Priority 2 includes the CA NGSS, which was adopted by the SBE in 2013. Although districts will certainly vary in their approach to implementation planning for NGSS, one example of how such planning might show up in a district’s LCAP is a roll out plan for district wide teacher learning around NGSS, with activities and a timeline, along with an indication of the sources of district funding allocations to support this work.” Since as early as 2014, Trish Williams has been reminding us that science is a part of implementation of new state adopted standards and therefore state funding can be applied to science (see her March, 2014 EdSource article here).

So how can a teacher gain access to financial support for science professional learning?

Be a voice in your district.

Teachers are a critical voice in the LCAP planning process, make your voice heard in your district about your need for professional learning support for NGSS to be a critical component of your district’s LCAP. CSTA has worked at the state level to improve the communication about the scope of State Priority #2 – now the work falls to the local level and in your community where the decisions about what is included in your district’s LCAP is made.

For help in strengthening science education in a district LCAP, the Lawrence Hall of Science created this useful resource: the LCAP Toolkit for STEM Advocates. It is clear that teacher professional development including time for collaborative planning is necessary. In advocating for science teachers in California (and that includes elementary teachers), it is CSTA’s position that California LEAs should fund professional learning for science teachers, as they do for every subject identified in within the LCFF and LCAP. Professional learning should be offered by individuals qualified to provide professional learning in California Next Generation Science Standards (CA NGSS) and must be focused on the CA NGSS, not driven solely by instructional materials.

To see what other districts are up to, you can follow LCAP Watch and search for “Science,” “NGSS,” or “Next Generation Science Standards.” ABC, Torrance, Elk Grove, and Oakland are examples of informative plans to search for that represent varied district demographics.

LEAs are required to review and update their LCAPs in the spring of each year to be submitted to their County Office of Education by July 1. January would be the right timing for teachers of science in any district at any grade level to express their NGSS professional learning interests and needs to the LEA science supervisor and Superintendent to help ensure that sufficient funding is allocated for that purpose. Many times, your Principal can help you take the first steps, and if they don’t know, inquire about who the person is at the district-level can help you. It’s time to speak up in your school and district!

Nasco Science - Click for your FREE catalog!

-Advertisement-

Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is the President of CSTA.

One Response

  1. Just published on 1/20/16 – this report will also provide “fodder” to your position that sustained professional learning is what is needed to help you, your school, your district, and your students succeed: http://edsource.org/2016/report-urges-sustained-teacher-training-to-improve-science-education/.

Leave a Reply

LATEST POST

CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

Powered By DT Author Box

Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

Powered By DT Author Box

Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.