March/April 2017 – Vol. 29 No. 6

California Has Adopted a New Science Curriculum Framework – Now What …?

Posted: Wednesday, December 14th, 2016

by Lisa Hegdahl

On November 3, 2016, the California State Board of Education (SBE) accepted the recommendation of the California Department of Education (CDE) and the Instructional Quality Commission (IQC) to adopt the draft Science Framework for California Public Schools, Kindergarten Through Grade Twelve (CA Science Framework) with the IQC recommended edits from the second 60-day public review period (a pre-publication version of the Framework with the edits incorporated is expected to be released in the early part of 2017). California science educators have waited for this document since 2013 when the SBE adopted the California Next Generation Science Standards. However, now that the Framework is here, many are not sure how to use it effectively.

While members of the IQC, Science Curriculum Frameworks and Evaluation Criteria Committee (Science CFCC), and many members of the CDE and SBE have read the entire CA Science Framework, few others will read it cover to cover. Understanding the structure of the Framework and its intent will help readers get the most out of the document.

The CA Science Framework provides guidance on the implementation of the California Next Generation Science Standards (CA-NGSS) to teachers, administrators, parents, and other educational stakeholders. It also provides guidance for the integration of the CA-NGSS with other state adopted standards. It is important to note, however, that the CA Science Framework is not the last word on CA-NGSS implementation. The Framework does not replace high-quality professional development, such as the California NGSS Rollout Symposia, that provide in-depth understanding of the CA-NGSS and the shifts that are necessary for teachers and students in the classroom.  

Whether your role in CA Science education is as a teacher, coach, or administrator; whether you consider yourself a novice or expert in CA-NGSS, you should read Chapter One: Overview of the California Next Generation Science Standards. This chapter provides context for all the other Framework chapters by explaining not only the architecture of CA-NGSS, but the key instructional shifts. The Overview Chapter is essential for setting the stage for the those that follow.

The grade-level and grade-span chapters emphasize the key instructional shifts as well as the three-dimensional learning that is emphasized in the CA-NGSS. New features of the CA Science Framework include the use of snapshots and vignettes in all chapters to demonstrate the implementation of standards in the classroom. When reading grade-level and grade-span chapters, readers will notice that Performance Expectations (PEs) are bundled into coherent instructional segments. These bundles are not the same as those found on the Nextgenscience.org website and many do not match those that are being used by the CA-NGSS Early Implementer districts. The message is this: as professionals, teachers will decide how to bundle PEs, Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), or Crosscutting Concepts (CCCs) in any way that makes sense to them and to their unique student populations. The bundles shown in CA Science Framework are simply meant to be examples.  

Once the grade level or grade span chapter is read, two other chapters will be immediately useful when implementing CA-NGSS – Chapter 7: Assessment of Student Learning and Chapter 9: Instructional Strategies for the Next Generation Science Standards for California Public Schools Kindergarten through Grade Twelve Teaching and Learning in the Twenty-First Century. The assessment chapter provides ideas for assessing students three-dimensionally while the strategies chapter provides information on sequencing lessons, engaging student thinking, teaching the nature of science, incorporating engineering and more.  

Other Framework Chapters explore Equity and Access, Instructional Resources, and Implementing High-Quality Science Instruction. There are also five supporting appendices, two glossaries, and a Science Resources section. This link will take you to all the CA Science Framework Chapters and Appendices.

Resources:

SBE November 2016 Meeting Agenda – Item 9

CDE Framework Presentation

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Written by Lisa Hegdahl

Lisa Hegdahl

Lisa Hegdahl is an 8th grade science teacher at McCaffrey Middle School in Galt, CA and is President for CSTA.

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California Science Curriculum Framework Now Available

Posted: Tuesday, March 14th, 2017

The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.

For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.

The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.

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.

Call for CSTA Awards Nominations

Posted: Monday, March 13th, 2017

The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. 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.

Call for Volunteers – CSTA Committees

Posted: Monday, March 13th, 2017

Volunteer

CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: 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.

A Friend in CA Science Education Now at CSTA Region 1 Science Center

Posted: Monday, March 13th, 2017

by Marian Murphy-Shaw

If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. Learn More…

Written by Marian Murphy-Shaw

Marian Murphy-Shaw

Marian Murphy-Shaw is the student services director at Siskiyou County Office of Education and is CSTA’s Region 1 Director and chair of CSTA’s Policy Committee.

Learning to Teach in 3D

Posted: Monday, March 13th, 2017

by Joseph Calmer

Probably like you, NGSS has been at the forefront of many department meetings, lunch conversations, and solitary lesson planning sessions. Despite reading the original NRC Framework, the Ca Draft Frameworks, and many CSTA writings, I am still left with the question: “what does it actually mean for my classroom?”

I had an eye-opening experience that helped me with that question. It came out of a conversation that I had with a student teacher. It turns out that I’ve found the secret to learning how to teach with NGSS: I need to engage in dialogue about teaching with novice teachers. I’ve had the pleasure of teaching science in some capacity for 12 years. During that time pedagogy and student learning become sort of a “hidden curriculum.” It is difficult to plan a lesson for the hidden curriculum; the best way is to just have two or more professionals talk and see what emerges. I was surprised it took me so long to realize this epiphany. 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.