Next Generation Science Standards (NGSS) for Student Diversity and Equity

1. Next Generation Science Standards (NGSS) for Student Diversity and Equity Council of State Science Supervisors San Antonio, TX April 8, 2013 Okhee Lee New York University

2. Topics • Context • Increasing diversity in demographics • Persistent achievement gaps • Emerging educational policies • National Initiatives • NGSS Diversity and Equity Team • Understanding Language Initiative 3. Next Steps: NGSS State Implementation Plans

3. Changing Demographics Four Accountability Groups according to NCLB and ESEA(US Census) Economically disadvantaged students (Poverty) Students from major racial and ethnic groups (Race) Students with disabilities Limited English proficient students

4. Poverty • Poverty gaps by race narrowed from 1970 to 2000 • Poverty gaps by race have persisted since 2000 U.S. Census Bureau, Income, Poverty, and Health Insurance Coverage in the United States: 2009, Current Population Reports, series P60-238, and Historical Tables -- Tables 2 and 6, September 2010. Accessed online at http://www.census.gov/hhes/www/poverty/poverty.html

6. Poverty • 22% of children live in poverty, the highest rate since the American Community Survey began in 2001 (U.S. CensusBureau, 2011) • 48% of students were eligible for free or reduced price lunch in 2010-11 (National Center for Education Statistics, 2012)

7. Race According to the 2010 U.S. Census: • 36% of the U.S. population are minorities • 45% of the U.S. population under 19 years old are minorities U.S. Census Bureau. (2012). Statistical abstract of the United States, 2012. Washington, DC: Government Printing Office. Accessed online at http://www.census.gov/compendia/statab/cats/education.html

8. 2042

9. 2022

10. Disabilities • The number of children and youth ages 3-21 receiving special education services under Individuals with Disabilities Education Act (IDEA) was 6.5 million or 13% of student enrollment in 2009 (National Center for Education Statistics, 2011)

11. Language • Today, over 1 in 5 students (21%) speak a language other than English at home • Limited English Proficient (LEP) students (the federal term) have more than doubled from 5% in 1993 to 11% in 2007 National Center for Education Statistics. (2011). The condition of education 2011 (NCES 2011-033). Washington, DC: U.S. Department of Education.

14. Science Achievement Gaps National Assessment of Educational Progress (NAEP) in Science 4th grade 8th grade 12th grade National Center for Education Statistics. (2011). The nation’s report card: Science 2009. Washington, DC: U.S. Department of Education.

20. Educational Policies Standards Assessments

21. Educational Policies • Common Core State Standards (CCSS) for English Language Arts and Math – 45 states and 3 territories including D.C. choosing common standards • Comprehensive Assessment Consortia (PARCC and Smarter Balanced) to measure CCSS • Next Generation Science Standards (NGSS)

22. Take Home Message • School-aged students from racial or ethnic minority backgrounds will soon become the majority in terms of number, although they are likely to remain minorities in terms of status. • Achievement gaps persist. • Education policy initiatives for academically rigorous standards and assessments are emerging across the nation.

25. Next Generation Science Standards (NGSS):Diversity and Equity

26. NGSS Diversity and Equity Team • Okhee Lee, team leader • Emily Miller, ESOL • Rita Januszyk, gifted and talented education • Bernadine Okoro, alternative education • Betsy O’Day, special education • Netosh Jones, African American students • Jennifer Gutierrez, district supervisor

27. Our Charge for “All Standards, All Students” Task 1. Bias Reviews of Standards Task 2. Chapter Task 3. 7 Case Studies Task 4. Diversity and Equity Theme in Appendices

28. Task 1: Bias Reviews of NGSS • Diversity and equity - To avoid bias and stereotypes - To represent diverse groups of students - To use inclusive language • Consistency of language - To enhance clear and common understanding, especially scientific terms • Clarity of language - To avoid unnecessarily difficult language - To remove unnecessary and redundant words and phrases

29. Task 2: Chapter Four Accountability Groups • Economically disadvantaged students • Students from major racial and ethnic groups • Students with disabilities • Students with limited English proficiency Three Additional Groups • Gender • Students in alternative education programs • Gifted and talented students

30. Task 2: Chapter Section 1: NGSS Learning Opportunities & Demands for Non-Dominant Student Groups Section 2: Implementation of Effective Strategies in - Science classroom - Home and community - School resources Section 3: Context - Demographics - Science achievement - Educational policy

31. Task 3: 7 Case Studies • Vignette Highlighting: - NGSS connections - CCSS ELA and math connections - Effective classroom strategies • Research-Based Classroom Strategies • Context - Demographics - Science achievement - Educational policy

32. Task 3: 7 Case Studies • Economically disadvantaged – 9th grade chemistry • Racial and ethnic groups – 8th grade life science • Disabilities – 6th grade space science • English language learners – 2nd grade earth science • Gender – 3rd grade engineering • Alternative education – 10th and 11th grade chemistry • Gifted and talented students – 4th grade life science

33. Task 4: Diversity and Equity Theme in Appendices • Appendix C: College and Career Readiness • Appendix D: All Standards, All Students (of course) • Appendix F: Science and Engineering Practices • Appendix G: Crosscutting Concepts • Appendix I: Engineering Design, Technology, and the Applications of Science

34. Understanding Language Initiative • Engage in a healthy public dialogue around what the CCSS and NGSS imply for English language learners (ELLs) • Develop exemplars of what CCSS and NGSS-aligned instruction looks like • Develop a vibrant, inquisitive, engaging online community http://ell.stanford.edu 19

35. The New Standards . . .from Content Perspective • raise the bar for content • raise the bar for language • call for a high level of classroom discourse across all content areas for all students, including English language learners 19

36. ELA and Literacy Standards

37. Math Standards

38. Science Standards

39. SCIENCE MATH M1.Make sense of S1. Ask questions & S2. Develop and use models problems & persevere in solving them define problems S3. Plan & carry out S5. Use mathematics & computational thinking investigations M6.Attend to precision M4. Model with mathematics S4. Analyze & interpret M7.Look for & make use of structure data E2. Build strong content knowledge E4. Comprehend as well as critique E5. Value evidence M2. Reason abstractly & quantitatively M3. Construct viable argument & critique reasoning of others S7. Engage in argument from evidence S6. Construct explanations & design solutions S8. Obtain, evaluate & communicate information E6. Use technology & digital media M5. Use appropriate tools strategically M8.Look for & express regularity in repeated reasoning E1.Demonstrate independence E3. Respond to the varying demands of audience, talk, purpose, & discipline E7. Come to understand other perspectives & cultures ELA Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu

40. The New Standards . . .from Language Perspective • raise the bar for language • raise the bar for content • call for a high level of classroom discourse across all content areas for all students, including English language learners 19

41. Old Paradigm Content Language Vocabulary Grammar Native-like fluency

42. New Paradigm Discourse Text (complex text) Explanation Argumentation Purpose Text structures Sentence structures Vocabulary Content Language

43. New Paradigm Science Math Discourse Text (complex text) Explanation Argumentation Purpose Text structure s Sentence structures Vocabulary Discourse Text (complex text) Explanation Argumentation Purpose Text structures Sentence structures Vocabulary Discourse Text (complex text) Explanation Argumentation Purpose Text structures Sentence structures Vocabulary Content Language Arts

44. How Language Develops • Rich contexts – desire and opportunity to engage and contribute • Multiple opportunities to hear and use (language) • Appropriate supports • Acceptance of “flawed” language 19

45. How Science Understanding Develops • Rich contexts – desire and opportunity to engage and contribute • Multiple opportunities to hear and use (science ideas) • Appropriate supports • Acceptance of “flawed” language; for example non-scientific language 19

46. Promoting Both Science and Language Learning for ELLs • ELs can participate in classroom discourse focused on rich and exciting academic content • ELs learn language best when they engage with academic content • Focusing on both text and discourse gives ELs opportunities for extended engagement with complex ideas 19

47. Unpacking Language Demands in NGSS Unpacking Language Demands in NGSS

48. Snapshot of Science Classroom Snapshot of Science Classroom

49. Related Initiative through CCSSO Related Initiative

50. Take Home Message • High academic rigor through the NGSS for all students, including ELLs • Both language demands and learning opportunities through the NGSS for all students, including ELLs • A new set of teachers’ knowledge and practices to enable all students, particularly ELLs, learn science according to the NGSS 19