No child left behind esea flexibility waiver wisconsin s waiver was approved
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NO CHILD LEFT BEHIND (ESEA) FLEXIBILITY WAIVER Wisconsin’s waiver was approved Increases math & science, technology, or engineering graduation requirement to 3 years each (2 years of “traditional” science)

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NO CHILD LEFT BEHIND (ESEA) FLEXIBILITY WAIVER Wisconsin’s waiver was approved

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No child left behind esea flexibility waiver wisconsin s waiver was approved

  • NO CHILD LEFT BEHIND (ESEA) FLEXIBILITY WAIVER

  • Wisconsin’s waiver was approved

  • Increases math & science, technology, or engineering graduation requirement to 3 years each (2 years of “traditional” science)

  • Smarter Balance Assessment (SBA)replaces WKCE for math and ELA in the 2014-2015 school year – pilot testing in 2013-14

  • Right now it looks like the WKCE for science will continue for the next few school years. We don’t have exact answers right now.

  • ACT suite of tests (Explore-Plan-Act) is being proposed to supplement achievement data

  • Waiver Summary

  • ACT testing suite


No child left behind esea flexibility waiver wisconsin s waiver was approved

Disciplinary Core Ideas

Science and Engineering Practices

Crosscutting Concepts

Introductory Video


Basis for ngss

Basis for NGSS

  • Next Generation Science Standard are based on A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas


Principles of the framework

Principles of the Framework

  • Children are born investigators

  • Understanding builds over time

  • Science and Engineering require both knowledge and practice

  • Connecting to students’ interests and experiences is essential

  • Focusing on core ideas and practices

  • Promoting equity


Science and engineering practices

Science and Engineering Practices

  • Asking questions and defining problems

  • Developing and using models

  • Planning and carrying out investigations

  • Analyzing and interpreting data

  • Using mathematics and computational thinking

  • Constructing explanations and designing solutions

  • Engaging in argument from evidence

  • Obtaining, evaluating, and communicating information

    Framework p.41


Crosscutting concepts

Crosscutting Concepts

  • Patterns

  • Cause and effect

  • Scale, proportion, and quantity

  • Systems and system models

  • Energy and matter

  • Structure and function

  • Stability and change

    Framework 4-1


Disciplinary core ideas

Disciplinary Core Ideas

A core idea for K-12 science instruction is a scientific idea that:

  • Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline

  • Provides a key tool for understanding or investigating more complex ideas and solving problems

  • Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge

  • Is teachable and learnable over multiple grades at increasing levels of depth and sophistication


Disciplinary core ideas physical sciences

Disciplinary Core Ideas: Physical Sciences

  • PS1 Matter and its interactions

  • PS2 Motion and stability: Forces and interactions

  • PS3 Energy

  • PS4 Waves and their applications in technologies for information transfer


Disciplinary core ideas life sciences

Disciplinary Core Ideas: Life Sciences

  • LS1 From molecules to organisms: Structures and processes

  • LS2 Ecosystems: Interactions, energy, and dynamics

  • LS3 Heredity: Inheritance and variation of traits

  • LS4 Biological evolution: Unity and diversity


Disciplinary core ideas earth and space sciences

Disciplinary Core Ideas: Earth and Space Sciences

  • ESS1Earth’s place in the universe

  • ESS2Earth’s systems

  • ESS3Earth and human activity


Disciplinary core ideas engineering technology and applications of science

Disciplinary Core Ideas: Engineering, Technology and Applications of Science

  • ETS1Engineering design

  • ETS2Links among engineering, technology, science and society


What are the ngss

What are the NGSS?

NGSS Are:

NGSS Are NOT:

  • Performance Expectations focused on theconnection between the three dimensions of science learning

  • Performance Expectations that require students demonstrate proficiency

  • Designed to lead to a coherent understanding of the Practices, CCC, and DCIs

  • Separate sets of isolated inquiry and content standards

  • Curriculum or instructional tasks, experiences or materials.

  • Meant to limit the use of Practices or Crosscutting Concepts in instruction

  • Designed to be separate or isolated experiences


Organization of the ngss

Organization of the NGSS

K-5

  • Grade By Grade

  • Engineering are integrated into performance expectations

    6-8

  • Grade Banded

  • Model Pathways will be provided

    9-12

  • Grade Banded

  • Model Pathways will be provided


Web delivery of the ngss

Web Delivery of the NGSS

All Standards are sortable by

  • Topic

  • Discipline

  • Disciplinary Core Idea

  • Science and Engineering Practice

  • Crosscutting Concept

  • Grade Level/Band


Shifts in the ngss

Shifts in the NGSS

1. Standards as Performance Expectations reflecting the connections between Science and Engineering Practice, Crosscutting Concepts, and Disciplinary Core Ideas

2. Science and Engineering Practices and Crosscutting Concepts are continuums

3. Particular practices and/or crosscutting concepts emphasized for clarity and assessment purposes

4. Science concepts build coherently across K-12

5. Greater focus on deeper understanding and application of less content as opposed to memorization of scientific facts and details

6. Integration of science and engineering

7. Coordination with Common Core State Standards


No child left behind esea flexibility waiver wisconsin s waiver was approved

See handout “How to Read the Next Generation Science Standards (NGSS)” Show video


No child left behind esea flexibility waiver wisconsin s waiver was approved

Achieve website on Next Generation Science Standards


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