NGSS: What’s Next?
Posted: Friday, February 1st, 2013
by Rick Pomeroy and Laura Henriques
What happens next? The second and final public review of the draft Next Generation Science Standards (NGSS) is now closed but we don’t yet have a new set of science standards for California. Although we have ELA Common Core Standards with specific expectations for reading and writing in science and we have Common Core Standards for Mathematics that call for modeling and the application of math practices to real world problems, we are still waiting for standards that are science-specific. In this article, we will attempt to outline the next steps in the development process for California science standards.
The feedback period for the second public draft ended on January 29 and the results are being reviewed by the writing team at Achieve, Inc. for further revisions and refinements. Once those are made, Achieve, Inc. is scheduled to release the final version of the NGSS in March 2013. It’s important to realize that the NGSS are the result of a large collaboration between states and once finalized, individual states are encouraged to adopt them in whole. We hope that you had an opportunity to review the draft and provide your feedback to Achieve. CSTA would like to hear directly from you regarding your thoughts on the standards. Please take a moment to complete a short, 13 question survey to help guide CSTA in representing your voice at the state level in response to the second draft.
Based on legislation passed in 2011 (Senate Bill 300) and revised in October 2012 (Senate Bill 1200), State Superintendent of Public Instruction, (SSPI) Tom Torlakson, must propose new science standards to the State Board of Education (SBE) by July 2013. Although the bill stipulates that these new standards must be based on the NGSS there is no language requiring that the proposed standards be the NGSS. Prior to making his proposal, the SSPI must hold at least two public hearings for input. Once proposed, the State Board of Education (SBE) has until November 2013 to accept the SSPI’s recommendation, accept it with revisions, or deny it. The SBE’s November 2013 decision is just the “next” beginning of this long and winding road. (Click for a complete timeline of the California science standards development and adoption timeline.)
Once California adopts new science standards, the real work of setting the stage for implementation begins. Standards by themselves are not sufficient for defining science instruction in California. As you are reading this article, CSTA is working in conjunction with the California Department of Education to enact legislation that will restart the curriculum framework (framework) development process*. It is the framework that will serve as the guide to the development of instructional materials, assessments, and ultimately site-based curriculum. It would be great if that process were already in place but realistically, it takes about 18 months to complete a new framework meaning that the earliest it would be available is sometime in 2015. As you can imagine, that means the development of instructional materials (currently a 30 month process from start to finish) and assessments will be later than this.
In the meantime, there will be plenty of opportunities to participate and CSTA is busy trying to determine how best to support the science education community throughout this process. There will be public review meetings throughout the state, the State Board of Education is required to have public hearings related to the adoption of new standards (these will be sometime between the March and July), and there will be all sorts of review hearings associated with the new framework. While not all of you will be involved in advocating in Sacramento or working on writing teams for the new framework, all of us should be actively involved in learning what the new standards mean for us as practitioners. CSTA will be there through the entire process as long as we have the support of our members. Please be sure to maintain your CSTA membership or join. Membership will insure that you have access to the latest information and ways to be involved in the upcoming conversations around assessment, curriculum, and final standards development.
Whether you teach in a preK-12 classroom, an informal institution, or teach prospective teachers, you will be impacted by the new standards California adopts. Availing ourselves of good professional development related to the standards is going to be critical. We will need to work with our on-site and regional colleagues to have a better sense of how to effectively teach to meet our new California standards. Having participated in several group review sessions related to NGSS, we know that it is much easier to make sense of the standards and think about instruction when you do it with peers. With this in mind, please plan to attend the October 2013 CSTA California Science Education Conference in Palm Springs. By then we should have a pretty good sense of what direction the state will be moving. During the months and year following the conference, CSTA will be working with others around the state to provide you with the professional development you need.
We encourage you to be informed and involved. We thank all of you who participated in reviewing the first or second drafts of NGSS and we thank you in advance for the work you have not yet done – commenting on the standards and framework, attending SBE hearings and voicing your opinions, participating on framework writing teams, and attending conferences and workshops to improve your practice. These are exciting times to be a science teacher in California and we thank you for your efforts to move us in a new direction.
*The curriculum framework development process is currently under legislative suspension until the 2015-2016 school year. Steps are being taken in an effort to lift this suspension prior to 2015-2016. CSTA will keep readers and members posted as progress on this front develops.
Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California, Davis and is CSTA’s president.
Laura Henriques is a professor of science education at CSU Long Beach and president-elect of CSTA.
Posted: Tuesday, November 25th, 2014
by Robert Victor
These monthly charts plot positions of the stars of first magnitude or brighter and the five naked-eye planets at evening or morning mid-twilight. The charts can be used to follow the comings and goings of planets and stars. This selection includes dates of peak interest, when planets appear strikingly close to each other. We hope you and your students enjoy following the planets from one night to the next surrounding these occasions!
January 2015 at dusk: Mercury approaches within 0.6 degree lower right of Venus on Jan. 10. Venus and Jupiter visible simultaneously above opposite horizons starting late in month. See also the January 2015 Sky Calendar. Follow these two brilliant planets for the next five months, until their very close pairing on the evening of June 30. Learn More…
NGSS Implementation Update: State Implementation Plan, New Assessments, LCAPs, and Curriculum Framework
Posted: Tuesday, November 4th, 2014
by Jessica L. Sawko
There are a lot of moving parts when it comes to implementing new state standards and the Next Generation Science Standards (NGSS) are no exception. Two weeks ago the California Department of Education (CDE) and State Board of Education (SBE) responded to CSTA’s call to provide clarification regarding the standards that are to be included in a district’s LCAP when addressing State Priority #2. Today and tomorrow the CFCC will convene again with the writers of the NGSS Curriculum Framework to provide feedback to the writers on draft framework chapters and CSTA will be at the meetings to provide input into process. Later this week the SBE will interview candidates for appointment to the Instructional Quality Commission (IQC) – the body that will pick up the work to finish the NGSS Curriculum Framework after the CFCC completes its work. Finally, next week the SBE will convene its November meeting on November 13 – 14, 2014. On the agenda for this meeting is a recommendation from CDE that the State Board approve the State Implementation Plan for NGSS – a plan which will lay the groundwork for implementation activities at the state and local level as well as for support providers like CSTA and others. Also on the agenda is a report from CDE’s assessment division with the results of the stakeholder group meetings that were held in July 2014 to inform the planning of the future statewide assessment system for science. Finally the SBE will appoint new members to the IQC. Learn More…
Posted: Tuesday, November 4th, 2014
The 2014 NSTA Long Beach Area Conference – in Collaboration with CSTA is just one month away! If you have not already registered for what promises to be the professional learning event of the year for California science educators – it is not too late! Make plans to join more than 2,200 science teachers in Long Beach this December 4 – 6. Discounted registration rates are available through November 14, 2014. Please register today. Remember – both CSTA and NSTA members have the benefit of being able to register at member rates (a $90 savings).
If you have already made your plans to attend the Long Beach conference – please mark your conference schedules with these two CSTA events:
CSTA Night at the Aquarium of the Pacific NGSS Science & Engineering Showcase – Thursday, December 4, 7:00 pm – 10:00 pm
Tickets are limited – purchase yours today (only $10 for CSTA members and $25 for nonmmebers – ticket price includes light food, admission into the Aquarium for the event, and one beverage). Learn More…
Posted: Tuesday, November 4th, 2014
by Laura Henriques
As a former physics/physical science teacher, the California Classroom Science (CCS) issue focusing on physical science is always one of my favorites. I enjoy reading about lessons, labs and teaching ideas that my colleagues share in each month’s CCS, but I really enjoy reading physics and physical science lesson ideas as those apply most directly to what I teach. As with past issues of CCS, we have some great articles written by a wide variety of members on a range of topics. Sadly (for me), only a couple of them focus on physical science.
One of the physical science highlights is Padma Haldar’s article that has students doing ‘mythbuster’ activities to help them better understand the Nature of Science. This project requires students to engage in many of the science and engineering practices (they ask questions, plan and carry out investigations, analyze and interpret data, and evaluate and communicate information) and Ms. Haldar seems to be explicit in helping students understand the nature of science throughout the process. Another article in this month’s issue is Valerie Joyner’s where she shares a primary activity which focuses on the crosscutting concept of patterns. Her lesson links patterns with properties of plastic lids. As is the case with crosscutting concepts, she shares how this activity about patterns could be linked to other patterns in nature and science. Learn More…
Posted: Tuesday, November 4th, 2014
by John Spiegel, Anthony Quan, and Yamileth Shimojyo
The Next Generation Science Standards (NGSS) have the ability to transform teaching and learning in the classroom. They will dramatically change how students experience science by shifting the focus from the memorization of facts to greater student engagement in the processes of science. The NGSS emphasize learning in three dimensions: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. In addition, there are seven Conceptual Shifts, or Innovations, that have strong implications for teaching and learning. These shifts include the interconnected nature of science as practiced in the real world, the integration of science and engineering, the use of performance expectations, a focus on deeper understanding of content as well as application of content, and alignment to the Common Core State Standards. Teachers will ultimately be tasked with implementing the NGSS, but cannot do so without extensive time to plan and engage in professional learning. Learn More…