The New Hampshire Science Teachers Association strongly supports the New Hampshire Board of Education’s decision in 2016 to adopt the Next Generation Science Standards as the New Hampshire College and Career Ready Science Standards and urges our policy makers to stay the course.
NHSTA teachers worked for years learning about, reviewing, suggesting changes and advancing instruction with the NGSS. After an exhaustive review process, most districts in our state were already witnessing how the NGSS minimum standards raise the bar for science education across the grade levels.
The newly adopted standards do not define curriculum, but aim toward rigorous science learning for all students. The NGSS science practices define explicit skills that are important to all scientific methods and disciplines. “The science practices encompass the habits and skills that scientists and engineers use (every day) . . . content and practices are intertwined in the standards… just as they are in today’s workplace” (NGSS Lead States, 2013). The NGSS were meticulously developed involving multiple stakeholders in science education across the United States. They included Nobel laureates, university scientists, teachers across grade levels, community members and policy makers. The adoption of NGSS as New Hampshire’s science standards strengthens our public education system.
The newly adopted New Hampshire science standards are broad but rigorous, internationally benchmarked and encourage local schools to further develop and strengthen their K-12 curricula. NHSTA, along with teachers across New Hampshire, believe these science standards will serve and challenge our students well into the future. They will also prepare our students to be scientifically informed citizens and tomorrow’s STEM professionals.
Click here to read the full story in the Concord Monitor (April 27, 2017)
Start with a small cohort of teachers; provide professional learning opportunities to all teachers; include school leaders in the training. Those are some of the more obvious best practices tied to professional development for teachers learning how to teach to the Next Generation Science Standards, shared in a new guide published by NGSS.
But what about these practices? Running a “teaching learning collaborative” or lesson study, in which a group of teachers create a learning sequence, study an extant lesson and modify the lesson. Or the development of conceptual flows to lay out coverage of broad science concepts all the way down to creation of detailed storylines for units and lessons. These are two of the more popular best practices identified in the same guide.
Click here to read the full story in T.H.E. Journal (April 18, 2017)
Kindergarten teacher Micaela Morse shows her students parts of a goldfish as part of the new science standards. Morse teaches at International Community School in Oakland.
As California rolls out new K-12 science standards, some educators believe the new curriculum will spark a love of science and boost test scores among African Americans and Latinos, and ultimately lead to a more diverse STEM workforce.
“I think there’s a great deal of optimism that the new standards will make a dent” in the achievement gap, said Kathy DiRanna, K-12 Alliance statewide director for WestEd, which is overseeing the early implementation of the new standards in eight California school districts and two charter organizations. “That’s because it’s hands-on, helps build language skills, includes reading and writing. This is really a way to get science to all kids.”
The new standards, called the Next Generation Science Standards, include a 21-page appendix that offers guidelines for teachers on how to reach students who are English learners, economically disadvantaged, racial or ethnic minorities, who have disabilities or are otherwise in demographic groups that are underrepresented in the science fields.
Click here to read the full story in Ed Source (April 13, 2017)
Six proposed education rules are up for debate, but one is causing the biggest stir: what student will learn about science.
On April 11 in Twin Falls, the Idaho Department of Education held the first in a series of six public meetings across the Gem State to gather feedback from educators, parents and community members.
Proposed changes to science standards drew controversy and debate during the legislative session — particularly, about climate change.
The Idaho legislature approved a concurrent resolution this spring to adopt new temporary science standards for kindergarten through 12th grades. But it decided to remove five paragraphs, which include references to climate change caused by human behavior.
Public comments will be accepted through April 26. Formal recommendations will come before the Idaho Board of Education in August.
Revised standards will become a pending rule in the fall. A second public comment period will be held and state legislators will review permanent science standards in 2018.
Click here to read the full story in the Atchison Globe Now (April 12, 2-17)
When New Hampshire Education Commissioner Frank Edelblut was appointed to his post in January, the Republican politician assured critics that whatever his personal beliefs, he would consider himself “the implementation guy” for an agenda largely dictated by others.
At a recent State Board of Education meeting, the new commissioner was sharply reminded of his circumscribed role when the State Board of Education unanimously rejected his proposal to reconsider the state’s science standards.
Just last year, the board adopted the Next Generation Science Standards as the state’s model curriculum after a two-year review process. Many local districts – which aren’t bound by the state’s standards – had already adopted the NGSS, as have nearly 20 other states.
Citing a rating by the Fordham Institute, Edelblut wanted the standards reviewed again.
But board members forcefully pushed back, saying that the state had spent two years painstakingly reviewing standards they had only just adopted, and that initiating a new review would confuse teachers and administrators on the ground.
Bill Duncan, another board member, said the board had looked at Fordham’s critique when mulling the standards but they weren’t convinced.
“Fordham’s view of the standards is from 1950 science teaching. This is not the criterion for New Hampshire,” he said.
The board ultimately voted unanimously not to review science standards until 2022.
Click here to read the full story in the Concord Monitor (April 8, 2017)
The Idaho House of Representatives voted 56-9 to adopt Senate Concurrent Resolution 121 on March 24, 2017, thus finalizing the legislature’s decision to delete five standards — those discussing climate change and human impact on the environment — from a proposed new set of state science standards for Idaho.
As NCSE previously reported, the House Education Committee originally voted in February 2017 to remove the five standards, on the grounds that they failed to present “both sides of the debate.” Despite overwhelming testimony from the public in favor of retaining the standards, the Senate Education Committee followed suit later in the same month.
Click here to read the full story on the National Center for Science Education website (March 27, 2017)
To successfully implement the Next Generation Science Standards, districts should establish a science leadership team, ensure that teachers and school leaders get high-quality professional learning, and collaborate with other districts, according to new guidelines from Achieve.
The group, which led the development of the standards, recently released a document outlining 13 “implementation indicators” districts can aim for as they bring the new standards to classrooms. The guide is based on feedback from educators in 10 California districts that served as early implementers.
The new guide acknowledges this and some of the other challenges educators are facing, and offers concrete actions districts can take to make implementation go more smoothly.
Click here to read the full story in Education Week (April 6, 2017)
To the surprise of no one who’s been following the long, winding road to updating the science taught in New Mexico’s schools, Gov. Susana Martinez vetoed a measure designed to force the adoption of new standards.
House Bill 211 would have required the state to adopt the Next Generation Science Standards, nationally vetted benchmarks for teaching public school children science from K-12. A group of educators and experts, all appointed by education secretary Hanna Skandera, unanimously recommended the NGSS for adoption four years ago. Two years ago, a focus group of teachers, professors and school administrators—again picked by the Public Education Department—reached the same conclusion.
Click here to read the full story in the Sante Fe Reporter (April 7, 2017)
Engineering is getting more attention in classrooms, especially in those states that have adopted the Next Generation Science Standards, according to an analysis of national test data.
The NGSS, which were finalized in April 2013, emphasize engineering and design in ways that many previous state standards did not.
Change the Equation, a nonprofit group that mobilizes the business community to improve STEM learning, looked at data from surveys administered to 4th and 8th grade teachers and students as part of the 2015 National Assessment of Educational Progress. The group wrote about the results in two blog posts.
“For 8th grade, pretty much across the board, the early adopters in NGSS saw swift increases in the amount of time teachers were reporting spending on engineering on a couple different measures,” Claus Von Zastrow, the chief operating officer and director of research for Change the Equation, said in an interview.
Click here to read the full story in Education Week (March 28, 2017)