Cc: Buttner, Elizabeth
Subject: UPDATE: Next Generation Natl Sci Stds-PLEASE CIRCULATE
Dear Science Education Colleagues –
You are probably aware that Next Generation National Science Education Standards are currently being developed by the National Academies of Science and Achieve. The vision and guidelines for the new standards were published in July 2011 by the National Research Council: “A Framework for K-12 Science Education” (free download available at
http://www7.nationalacademies.org/bose/Standards_Framework_Homepage.html). The standards based on these guidelines are currently in development and slated for completion in late 2012, after two windows for public feedback in winter and spring 2012 (see Achieve Inc.’s website detailing the standards development at
http://www.nextgenscience.org/development-process).
The Framework recommends that science education be built around three unified dimensions: scientific and engineering practices; crosscutting concepts; and core ideas in physical, life earth/space and engineering sciences. “To support students’ meaningful learning…all three dimensions need to be integrated into standards, curriculum, instruction, and assessment”. ALL students, over multiple years of school, should actively engage in using scientific and engineering practices to deepen their understanding of core ideas and crosscutting concepts described in the Framework. Greater emphasis will be given to cognitively “important” scientific practices, such as modeling, developing explanations, and engaging in critique and evaluation, that have “too often been underemphasized in science classrooms”…where “experimental investigation has been overemphasized as the aim of instruction rather than as a means to understand science content”.
Although the new standards are not expected to be completed until at least late 2012, you may be wondering how they could impact Connecticut state standards and assessments, as well as your district’s science curriculum and instruction. There are still many unknowns, but the following “Frequently Asked Questions” may be helpful for a productive district curriculum review and for long-term planning:
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When will Connecticut’s science standards be revised? The 2004 Core Science Curriculum Framework will remain stable at least until late 2012, when the new national science standards are projected to be published. At that time, decisions will be made concerning state adoption of the new standards in early 2013.
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When will Connecticut’s state science assessments change? It is likely that CMT and CAPT science assessments will remain stable until at least 2015. Decisions still need to be made about how to allow adequate time for districts to transition their curriculum and instruction to the new science standards in preparation for new assessments. Much is still unknown about when new science assessments might be developed and introduced. Among the possibilities are: (1) CT might join a multi-state consortium to develop common assessments based on the Next Gen Science Standards; (2) CT might develop its own science assessments based on Next Gen Science Stds. It is unclear at this time whether new state science assessments will be grade- or course-specific; or whether they will be comprehensive similar to current CMT and CAPT science assessments.
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How might new state science assessments change after 2015? Policy decisions (for instance, the need for high school end-of-course tests, the expansion of science testing to more grade levels or whether science assessments will be included in federal or state accountability) will be informed by the reauthorization of the federal ESEA law and by state-level leadership. Decisions about the components and structure of the science assessments will be based upon experiences with the current science assessments, current research, national and international trends, stakeholder input and available resources.
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My district’s science curriculum is scheduled for revision this year. Should we go forward with it or postpone? Given the possibility of new science standards within the next few years, a district science curriculum review at this time would do well to fine-tune what is currently taught and how it is taught.
Listed below are focus questions that might be useful for guiding upcoming curriculum review work:
o Alignment with current state standards and assessments: Survey teachers to find out who teaches each content standard and at what grade. Use the Grade-Level Concepts, Grade-Level Expectations and CMT/CAPT Expected Performances to streamline the curriculum, eliminating redundancies, gaps and inconsistencies among schools and classrooms. Does the sequence of learning units (within a grade and across the grades) foster understanding and retention by offering opportunities for students to continually make conceptual connections and relate the science to local or global problems and settings?
oOpportunity to learn: Do PK-12 students have frequent opportunities to learn and apply scientific concepts and problem-solving practices in state standards? Is time allocated for science learning sufficient to allow for hands-on investigations, both indoors and outdoors? Do teachers have opportunities to deepen their knowledge of science content and teaching strategies? Are instructional materials aligned with content and practices in state standards?
oTeaching practices: Observe classrooms and survey teachers to get a “snapshot” of how science is taught. Are students mainly reading about science, or do they have frequent opportunities to use scientific inquiry, reasoning and logic to build understanding of concepts and practices? Are Common Core State Standards in ELA and mathematics deliberately integrated within science lessons?
oPerformance Trends. Review Science CMT/CAPT data from 2008 through 2010 to look for performance patterns in life, physical and earth science as well as scientific inquiry. Can these performance trends be correlated to what science is currently taught and how it is taught? What other data does the district have that provides evidence of student success and interest in science (e.g., common formative assessments, enrollment in elective STEM courses, participation in science fairs, clubs and community STEM projects, etc.)?
There certainly are many unknowns about the future of standards and assessments. Hopefully, the suggestions above provide at least a starting point for a meaningful and productive curriculum review.
Liz Buttner
K-8 Science Consultant
MSP Science State Coordinator
PAEMST Science State Coordinator
Connecticut State Department of Education
165 Capitol Avenue
Hartford, CT 06106
Phone: 860-713-6849
Fax: 860-713-7018
elizabeth.buttner@ct.gov
