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All Standards, All Students: Making NGSS Accessible to All Students Building Capacity for State Science Education June 8, 2013 Okhee Lee New York University

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All Standards, All Students: Making NGSS Accessible to All Students. Building Capacity for State Science Education June 8, 2013 Okhee Lee New York University. Topics. Context Increasing diversity in demographics Persistent science achievement gaps NGSS Diversity and Equity - PowerPoint PPT Presentation

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Page 1: All Standards, All Students: Making NGSS Accessible to All Students

All Standards, All Students:Making NGSS Accessible to All

StudentsBuilding Capacity for State Science

EducationJune 8, 2013Okhee Lee

New York University

Page 2: All Standards, All Students: Making NGSS Accessible to All Students

Topics

1. Context• Increasing diversity in demographics

• Persistent science achievement gaps

2. NGSS Diversity and Equity• NGSS learning opportunities and demands for

all students

• NGSS Diversity and Equity charges

Page 3: All Standards, All Students: Making NGSS Accessible to All Students

Guiding Thoughts

As you plan NGSS implementation for all students in your state, you may:

• Start from the knowledge base of:- student diversity- science achievement gaps

• Utilize the NGSS Diversity and Equity team’s work to guide your state’s implementation plans

Page 4: All Standards, All Students: Making NGSS Accessible to All Students

Student Demographics andScience Achievement

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

Page 5: All Standards, All Students: Making NGSS Accessible to All Students

Student Demographics

Poverty• 22% of children live in poverty, the highest

rate since the American Community Survey began in 2001 (2010 U.S. Census)

• About 1 in 5 public schools is considered high poverty in 2011, compared to about 1 in 8 schools in 2000

• 48% of students are eligible for free or reduced price lunch in 2010

(National Center for Education Statistics)

Page 6: All Standards, All Students: Making NGSS Accessible to All Students

Student Demographics

Race• 36% of the U.S. population are racial

minorities

• 45% of the U.S. population under 19 years old are racial minorities

(2010 U.S. Census)

Page 7: All Standards, All Students: Making NGSS Accessible to All Students

61%

56%

51%

47% 42%

38%

39%

45%

49%

53% 58%

62%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2000 2010 2020 2030 2040 2050

US Population Projections, 2000-2050 (under 19 years old)

% Majority

% Minority

2022

Page 8: All Standards, All Students: Making NGSS Accessible to All Students

Student Demographics

Students with Disabilities• 13% of children and youth ages 3-21 receive

special education services under Individuals with Disabilities Education Act (IDEA) in 2009

English Language Learners• 21% of school age children speak a language

other than English as their primary language at home in 2007

• 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)

Page 9: All Standards, All Students: Making NGSS Accessible to All Students

156 159 159 161

129 127130

133

110115120125130135140145150155160165

1996 2000 2005 2009

8th Grade - FRL

Not Eligible

Eligible

Page 10: All Standards, All Students: Making NGSS Accessible to All Students

159 161 160 162

151153 156

160

128 127 129132

121 121124 126

110115120125130135140145150155160165

1996 2000 2005 2009

8th Grade - Race

White

Asian or PacificIslander

Hispanic

Black

Page 11: All Standards, All Students: Making NGSS Accessible to All Students

150 151 151 153

91

102107

103

90

100

110

120

130

140

150

160

1996 2000 2005 2009

8th Grade - ELL

Not ELL

ELL

Page 12: All Standards, All Students: Making NGSS Accessible to All Students

Take Home Message• School-aged students are increasingly more

diverse, while science achievement gaps persist

• Academically rigorous standards and assessments are expected of all students in English language arts, math, and science

Page 13: All Standards, All Students: Making NGSS Accessible to All Students
Page 14: All Standards, All Students: Making NGSS Accessible to All Students
Page 15: All Standards, All Students: Making NGSS Accessible to All Students

NGSS Diversity and Equity:All Standards, All Students

Page 16: All Standards, All Students: Making NGSS Accessible to All Students

NGSS Learning Opportunities and Demands for All Students

Theme 1. NGSS Connections to CCSS for English Language Arts and Math

Theme 2. Practices

Theme 3. Engineering

Theme 4. Crosscutting Concepts

Page 17: All Standards, All Students: Making NGSS Accessible to All Students

Theme 1: NGSS Connections to CCSSfrom a Content Perspective

• Raise the bar for content(see graphic on disciplinary practices)

• Call for a high level of classroom discourse across all content areas for all students

Understanding Language Initiative <http://ell.stanford.edu>

Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher, 42(4), 223-233.

Page 18: All Standards, All Students: Making NGSS Accessible to All Students

S5. Use mathematics & computational thinkingM6. Attend to precision

M7. Look for & make use of structure

E3. Respond to the varying demands of audience, talk, purpose, & discipline

E1.Demonstrate independence

E7. Come to understand other perspectives & cultures

S2. Develop and use models

M4. Model with mathematics

M1. Make sense ofproblems & persevere in solving them

M8. Look for & expressregularity in repeated reasoning

S1. Ask questions &define problems

S3. Plan & carry outinvestigations

S4. Analyze & interpretdata

E2. Build strong content knowledgeE4. Comprehend as well as critique

E5. Value evidenceM2. Reason abstractly & quantitatively

M3. Construct viable argument & critique reasoning of others

S7. Engage in argument from evidenceS6. Construct explanations & design solutions

S8. Obtain, evaluate & communicate informationE6. Use technology & digital media

M5. Use appropriate tools strategically

MATH SCIENCE

ELA Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu

Page 19: All Standards, All Students: Making NGSS Accessible to All Students

Theme 2: Science and Engineering Practicesfrom a Language Perspective

• Raise the bar for language(see graphic on language practices)

• Call for a high level of classroom discourse across all content areas for all students

http://ell.stanford.edu

Page 20: All Standards, All Students: Making NGSS Accessible to All Students

Language

Content

Discourse

Text (complex text)

Explanation

ArgumentationPurpose

Text structures

Sentence structures

Vocabulary

Discou

rse

Text (c

omple

x

text)

Expla

natio

n

Argumen

tation

Purpo

se

Text s

tructu

re s

Sente

nce

struct

ures

Vocab

ulary

DiscourseText (complex

text)Explanation

ArgumentationPurpose

Text structuresSentence structuresVocabulary

Math

Language Arts

Science

Page 21: All Standards, All Students: Making NGSS Accessible to All Students

Theme 3: Engineering

• From an epistemological and historical perspective:Recognize contributions of other cultures historically

• From a pedagogical perspective:By solving problems in local contexts, students gain knowledge of science content and engage in science in socially relevant and transformative ways

• From a global perspective:Innovation and creativity through engineering is particularly important for students who traditionally have not recognized science as relevant to their lives or future

Page 22: All Standards, All Students: Making NGSS Accessible to All Students

Theme 4: Crosscutting Concepts

• Explicit teaching of crosscutting concepts enables less privileged students to make connections among big ideas that cut across science disciplines

• This could offer opportunities for students who otherwise might not have exposure

Page 23: All Standards, All Students: Making NGSS Accessible to All Students

NGSS Diversity and Equity Charges

Task 1. Bias Reviews of Standards

Task 2. Appendix D

Task 3. Seven Case Studies

Task 4. Diversity and Equity Theme in Appendices

Page 24: All Standards, All Students: Making NGSS Accessible to All Students

Bias Reviews

Appendix D

Seven Case Studies

Diversity and Equity Theme in Appendices

Page 25: All Standards, All Students: Making NGSS Accessible to All Students

NGSS Diversity and Equity Team

• Okhee Lee, team leader

• Emily Miller, ESL education

• Rita Januszyk, gifted and talented education

• Bernadine Okoro, alternative education

• Betsy O’Day, special education

• Netosh Jones, race

• Jennifer Gutierrez, poverty

Page 26: All Standards, All Students: Making NGSS Accessible to All Students

Task 1: Bias Reviews (2 Rounds)“Guidelines for Bias Reviews of NGSS Standards”

• 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

Page 27: All Standards, All Students: Making NGSS Accessible to All Students

Task 2: Appendix D

(1) NGSS Learning Opportunities and Demands for Non-Dominant Student Groups

(2) Effective Strategies in- Science classroom- Home and community- School resources

(3) Context- Demographics- Science achievement- Educational policy

Page 28: All Standards, All Students: Making NGSS Accessible to All Students

Task 2: Appendix D

Four Accountability Groups1. Economically disadvantaged students2. Students from major racial and ethnic

groups3. Students with disabilities4. Students with limited English proficiency

Three Additional Groups5. Girls6. Students in alternative education programs7. Gifted and talented students

Page 29: All Standards, All Students: Making NGSS Accessible to All Students

Task 3: Seven Case Studies

Each Case Study Includes:

(1) Vignette Highlighting: - NGSS connections - CCSS connections for ELA and math - Classroom strategies

(2) Research-Based Classroom Strategies

(3) Context - Demographics - Science achievement - Educational policy

Page 30: All Standards, All Students: Making NGSS Accessible to All Students

Task 3: Seven Case Studies(1) Vignette in Each Case Study

Caveats for Vignettes:• Each vignette focuses on a limited number of

performance expectations• Student understanding builds over time, and some

topics or ideas require extended revisiting• Each vignette is intended to illustrate a specific

context, but not to prescribe science instruction• Students do not solely fit into one demographic group,

but belong to multiple groups• There is variability among students within each group

Page 31: All Standards, All Students: Making NGSS Accessible to All Students

• Developing Conceptual Models to Explain Chemical Processes

Economically Disadvantaged: Grade 9 Physical Science

•Constructing Explanations to Compare the Cycle of Matter and the Flow of Energy through Local Ecosystems

Racial and Ethnic Groups:Grade 8 Life Science

• Using Models of Space Systems to Describe Patterns

Disabilities:Grade 6 Space Science

• Developing and Using Models to Represent Earth’s Surface Systems

English Language Learners:Grade 2 Earth Science

• Defining Problems with Multiple Solutions within an Ecosystem

Girls:Grade 3 Engineering

• Constructing Explanations about Energy in Chemical Processes

Alternative Education: Grade 10 & 11 Physical Science

• Constructing Arguments about the Interaction of Structure and Function in Plants and Animals

Gifted and Talented:Grade 4 Life Science

NGS

S an

d CC

SS C

onne

ction

s

Page 32: All Standards, All Students: Making NGSS Accessible to All Students

Task 3: Seven Case Studies(2) Effective Strategies for Student Diversity

Equitable Learning Opportunities for All Students:• value and respect the experiences that all students

bring from their backgrounds (e.g., homes or communities)

• articulate students’ background knowledge (e.g., cultural or linguistic knowledge) with disciplinary knowledge, and

• offer sufficient school resources to support student learning

Page 33: All Standards, All Students: Making NGSS Accessible to All Students

Classroom Strategies

School Resources

Home Connections

Community Connections

Equitable Learning

Opportunities

Page 34: All Standards, All Students: Making NGSS Accessible to All Students

DemographicGroups

Student Engagement

Classroom Support Strategies

School Support Systems

Home and CommunityConnections

Economically Disadvantaged Students

students’ sense of place project-based learning school resources and funding

students’ funds of knowledge

Racial and Ethnic Groups

multimodal experiences multiple representations; culturally relevant pedagogy

role models and mentors

community involvement; culturally relevant pedagogy

Students withDisabilities

accommodations and modifications

differentiated instruction;Universal Design for Learning;Response to Intervention

accommodations and modifications

English Language Learners

discourse practices language and literacy support

home language support home culture connections

Girls relevance;real-world application

curricular focus

school structure relevance;real-world application

Students in Alternative Education

safe learning environment

individualized academic support

after-school opportunities;career & technology opportunities

family outreach

Gifted and Talented Students

strategic grouping; self–direction opportunities

fast pacing;challenge level

Page 35: All Standards, All Students: Making NGSS Accessible to All Students

English Language Learners and the Next Generation Science Standards

Vignette: Developing and Using Models to Represent Earth’s Surface Systems

After sharing the parent interviews and hearing Mrs. Xiong’s presentation, the class was convinced that soil was different in different places, but they wanted to be sure that this was true for soil from different places in their neighborhood, too. Ms. H. tried to center all her science investigations in culturally relevant contexts, in this case their neighborhood. (This “place-based” strategy established connections between school science and the students’ community and lives.) Classroom Strategy

Ms. H. encouraged students to gather physical evidence for their claim that “soil was different in different places.” They decided that the best way to support their claim was to observe soil taken from different places near the school. (Practice: Planning and Carrying Out Investigations.) They used a topographical map and an aerial photo map of the neighborhood to determine soil sites that seemed different: a hill, the marsh, and the school yard. They noticed that the sites had different trees—deciduous trees, no trees and coniferous trees—and they also had different elevations. (DCI: K-2-ESS2.B: Earth’s Systems.) It was at these sites that the students collected and investigated the soil, forming the basis for comparisons based on evidence and the soil profile diagrams each group constructed.

The following week, Ms. H. helped her students think in terms of patterns when exploring similarities and differences in the soil in the neighborhood. (CCC: Patterns.) The students observed the soil colors, texture, smell and infiltration, and collected data about the organisms in the soil. They learned a lot about patterns in soil composition. (DCI:PS1.A: Structure and Properties of Matter.) Blending of Three Dimensions

Performance Expectations Bundling of PEs

2. Earth’s Surface Systems: Processes that Shape the Earth2-ESS2-1Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.2-ESS2-2Develop a model to represent the shapes and kinds of land and bodies of water in an area.

Page 36: All Standards, All Students: Making NGSS Accessible to All Students

Task 3: Seven Case Studies(3) Context in Each Case Study

Context in Each Case Study Includes:

• Student Demographics

• Science Achievement Based on NAEP- Achievement gaps- Trends over time

• Educational Policy

Page 37: All Standards, All Students: Making NGSS Accessible to All Students

Task 4: Diversity and Equity Theme in Appendices

• Front Matter• 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

Page 38: All Standards, All Students: Making NGSS Accessible to All Students

Career and College Ready