January/February 2018 – Vol. 31 No. 2

Highlights from NGSS Science Curriculum Framework Focus Group #3

Posted: Monday, February 3rd, 2014

by Jill Grace

I had the pleasure of attending the Science Curriculum Framework Focus group in Orange County on January 31, 2014.  The focus group was hosted by the Orange County Department of Education with 3 other counties, Ventura, Los Angeles, and Riverside, participating via teleconference.  A huge shout out to the 80 dedicated individuals who attended and had to brave rush-hour traffic on a Friday evening!  It was also nice to see several dedicated members of the Instructional Quality Commission present among the four counties listening in on the conversation.  

Since Heather did such a great job explaining the process, I thought I’d highlight a few of the suggestions put forth by both members of the focus group and members of the public.  There was a tremendous amount of information given, so keep in mind that these are just highlights.

One common theme that emerged from the meeting was the need to help teachers with the shift from what students KNOW to what they can DO.  Grade level examples with pedagogy and content, as well as rubrics for measuring success were requested.  It was emphasized that teachers will need help in understanding how engineering, literacy skills, nature of science, and crosscutting concepts can be embedded in the content, not taught as separate “units”.  It was also expressed that there was a need to help teachers identify what specific content and specific skills students would have acquired before “getting to my class” (like an atlas or learning map).  Models for different ways of bundling the standards were requested.  There were numerous suggestions for vignettes, videos of what NGSS looks like in a classroom, as well as an expanded resource website.

NGSS is designed to embed Common Core, so naturally conversation on this topic emerged.   It was requested that the framework help show the integration of math and language arts in an interdisciplinary way, and provide support ideas for cross-curricular training.  Incorporating some common language arts strategies that aren’t as familiar to science teachers, as well as known science education strategies that support literacy and metacognition would be helpful.  The frameworks should emphasize that reading and writing about science is not the same as doing and that hands on experiences can improve the literacy development in students – literacy and writing support science (not vice versa).  It was also stressed that because science is taught conceptually, this should inform collaborations between science teachers and other content teachers.  Further, distinguishing between evidence in science and evidence in ELA will be necessary.  Oh yes, and PLEASE help with finding quality, relevant, and grade-level appropriate readings for use with students in a science class.

Suggestions were made to help inform local education agencies about NGSS and including:

  • providing rationale by the Science Expert Panel for the middle grades learning progressions;
  • help with transitioning and “rolling out” NGSS;
  • help with professional development, information on credentialing, emphasizing equity across the State, and that science should be a full-year program for all students in all schools;
  • clearly defining and providing course protocol for what “life science”, “physical science”, and even “integrated science” should be at the high school levels are necessary as the existing courses do not necessarily hold up the vision or goals of NGSS. In addition, for students moving on beyond these courses, provide guidance for STEM bound students.  

Conversations arose about motivation for both teachers and students.  Suggestions were made to

  • emphasize that science should be hands-on;
  • connect students and teachers with scientists;
  • offer strategies on how to foster collaboration between higher education, informal/outdoor education groups, and non-profits and what this looks like in the classroom.

Other suggestions included requests to leave some flexibility for the creativity of teachers.  This flexibility could allow for differentiation of NGSS to meet the needs of a particular school population, allowing it to be relevant for those students and their community.  Framework writers were encouraged keep suggestions practical as many classrooms in California have large numbers of students, few supplies and resources, and only 45-55 minute periods.

Finally, another important theme emerged with respect to helping teachers understand the generality of the Performance Expectations (PEs).  There seems to be some confusion that because content isn’t explicitly stated in the PE, it won’t be taught.  Teachers will need guidance on how to build content to meet the goal of the PE. For example, although “acid base chemistry” isn’t explicitly stated, students would need to have an understanding of it to meet the high school standard HS-ESS3-6, which involves understanding the impact of human activity on Earth systems such as the ocean, atmosphere, biosphere, and others.  Although DNA isn’t explicitly stated, students would need to have some understanding of it to meet the expectations of the middle school standard MS-LS3, which involves understanding inheritance and variation of traits.  Teachers will need to know what prior knowledge students will have on the topic, as well as what new knowledge students will need to acquire to meet the PEs.

As mentioned previously, much more was shared beyond this, but these were some big themes that stood out to me.  Two more focus groups are being held in February: Sacramento with video conference locations from Humboldt, Shasta, and Siskiyou on February 4, 2014, and Fresno on February 11, 2014.  More info can be found at: http://www.cde.ca.gov/ci/sc/cf/sciencefocgroup2014.asp.  Public comments are also encouraged by February 18, 2014.  You can submit your own comments to scienceframework@cde.ca.gov.

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Written by Jill Grace

Jill Grace

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

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California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

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.

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

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.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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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.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal 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.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. 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.