In a partial victory for California, the U.S. Department of Education has granted the state a retroactive waiver from administering outdated science tests, instead allowing it to give students pilot tests based on new science standards.
But the department granted the waiver only for the just completed school year. It made it clear that the waiver doesn’t apply to the current school year, and that if California did the same thing it did last year it could run afoul of the law and risk penalties that could include losing federal funds.
For over a year, the state has been locked in a conflict with the U.S. Department of Education over the way California is developing and implementing assessments to measure progress on the Next Generation Science Standards. These are standards the state adopted in 2013, replacing the old standards in place since 1998.
California is not planning to administer the old California Science Test this spring. Instead, it will administer a longer field test of the new version, with full implementation planned for the 2018-19 school year.
The California Science Teachers Association said it fully supports California’s approach to phasing in the new tests, and leaving the old tests behind. “We continue to support the science assessment implementation plan that was thoughtfully outlined by the California Department of Education last year,” said Jill Grace, the association’s president.
“Taking the time to allow students and teachers to experience both a pilot and field test without the pressure of accountability is essential and supportive of the measured approach to implementation of the Next Generation Science Standards that we support,” Grace said.
Click here to read the full story in Ed Source (September 13, 2017)
Deep in the woods at the rustic U.C. Berkeley Forestry Camp in Meadow Valley, Calif., Rob Wade was hosting a series of all-day, comprehensive science education seminars for dozens of K-6 teachers with the Plumas Unified School District.
School would begin in a few days and the teachers were gladly giving up some of their summer vacation Aug. 14 through 18 to be part of this in-depth training with Wade, PUSD’s outdoor education coordinator. They were preparing for the Next Generation Science Standards that are fast becoming required learning nationwide.
The afternoon’s guest speaker was Sara Church of Lake Almanor, an environmental education expert who taught elementary school in San Diego for 37 years. Church shared tips on using the state-approved Education and the Environment Initiative Curriculum to teach environment-based lessons in science, history-social studies and English language arts.
“I loved opening my classroom every day,” Church told her fellow teachers. “And what you will love about working with the Next Generation Science standards and EEI Curriculum is how well they foster the process of discovery in your students.”
Click here to read the full story in the Plumas County News (September 7, 2017)
On September 8, the Nebraska State Board of Education approved new science standards. The board voted 6-1 to approve the standards, which will introduce climate change in Nebraska high school science classes for the first time.
Others said they liked the way the standards will emphasize hands-on learning over memorization.
Chad Brassil, associate professor of biological sciences at the University of Nebraska-Lincoln, said the standards represent “good solid science, good solid science education.”
“The methods in these standards are fantastic in that they engage students in the process of science: looking at data, analyzing data, generating hypotheses, thinking about models. They ask the students to act like scientists.”\
Click here to read the full story in the Omaha World-Herald (September 9, 2017)
Click here to read a story on the National Center for Science Education website.
With the adoption of Next Generation Science Standards (NGSS) by nearly 20 states, teachers are being asked to rethink the science content they teach and how they teach it. What can curriculum materials, which are used in nearly every classroom, do to help teachers meet the challenges posed by NGSS?
One answer comes from a team of scientists and education researchers at Project 2061, who have demonstrated that it is possible to design curriculum materials specifically to help teachers understand NGSS and support them in making its vision of three-dimensional learning a reality in their classrooms. Findings from the team’s study were published in a special January 2017 issue of the Journal of Science Teacher Education (JSTE) that focuses on the role of curriculum materials as tools for teacher learning.
The study draws on examples from Toward High School Biology (THSB), an innovative middle school curriculum unit developed by Project 2061 and its partners at BSCS. In a prior study, the Project 2061 team showed that students using the THSB unit had a better understanding of chemistry concepts central to biology than students using a traditional curriculum.
Click here to read the full story on the AAAS News Site (August 30, 2017)
As schools across the state implement the Next Generation Science Standards, this new EdSource primer provides an easy-to-read guide for parents and other community members to understand the rationale for the standards and their potential to affect science instruction in California schools.
California adopted the Next Generation Science Standards, or NGSS, in 2013, representing the first update to the state’s science standards in nearly two decades. The new standards will significantly shape how science will be taught and tested as well as what students are expected to know and be able to do at each grade level.
Click here to read an extensive question and answer document by Ed Source (August 30, 2017)
Next Generation Science Standards has a three-dimensional approach to science education: crosscutting concepts, science and engineering practices, and disciplinary core ideas.
Locally, Philip Lala, the science-curriculum coordinator for the Iowa City School District, said the district is transitioning to the new standards and has implemented new curriculum at the elementary level over the last three years. Changes will also appear at the secondary level, he said.
“I think the new standards are positive because they take what we have had in the past a step further,” Lala wrote in an email to The Daily Iowan. “Past standards have focused on simple scientific facts and knowledge, while these standards stress what students should be able to do with that knowledge.”
Click here to read the full story in The Daily Iowan (August 30, 2017)
The organization representing more than 600 public school boards across the state says how science is taught in the classroom will influence how a generation of students think about climate change.
Starting this fall, new standards for teaching science go into effect in New York. They put a much more specific emphasis on the role of human activity in global warming.
Click here to listen to the story on WXXI radio (September 1, 2017)
As school begins, Vincent Matthews, superintendent of the San Francisco Unified School District, writes in the San Francisco Examiner how teachers used the solar eclipse to teach science and how they are embracing a new teaching approach based on the Next Generation Science Standards.
“I gotta tell you: this is way more fun than reading some dry paragraphs from a textbook. And, as studies show, our students holding the “moon” and “sun” will begin to understand this complicated process in a way that will stick with them for years.”
“I’ve been an educator for over 30 years. I’ve seen lots of different kinds of teaching and learning during that time. I’m thrilled to see SFUSD embarking on a research-based approach to teaching science across all schools. It starts today.”
Click here to read the full story in the San Francisco Examiner (August 21, 2017)