This presentation outline covers competency-based education and the Next Generation Science Standards. It includes: - A definition of competency as having the necessary behaviors, knowledge, skills and abilities to demonstrate understanding. - Details on New Hampshire's minimum standards for school approval regarding competency-based credits and graduation requirements. - An overview of the conceptual shifts, structure, and components of the Next Generation Science Standards, including science practices, crosscutting concepts, and disciplinary core ideas. - Examples of performance expectations combining the three dimensions and connections to common core standards. - Discussion of effective science teaching practices aligned with common core and how the standards emphasize reasoning with evidence.

1. W O R K S H O P P R E S E N T A T I O N O U T L I N E 1
Stan Freeda

2. AGENDA
2W O R K S H O P P R E S E N T A T I O N O U T L I N E
• Competency
• Next Generation
Science Standards
• Common Core
Connections
• Teaching Practices

3. SCIENCE COMPETENCY
3W O R K S H O P P R E S E N T A T I O N O U T L I N E
com·pe·ten·cy [kom-pi-tuhn-see]
having the behaviors, knowledge, skills
and abilities that are necessary for
successful demonstration of knowledge
and understanding.

4. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
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(b) The required curriculum content shall comply with the following:
(4) If a district chooses to offer extended learning opportunities, the
extended learning opportunities shall:
b. Be governed by a policy adopted by the local school board that:
5. Requires that granting of credits shall be based on a student’s
demonstration of competencies, as approved by certified
educators;
Ed 306.27 High School Curriculum, Credits, Graduation
Requirements, and Cocurricular Program.

5. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
5W O R K S H O P P R E S E N T A T I O N O U T L I N E
Ed 306.27 High School Curriculum, Credits, Graduation
Requirements, and Cocurricular Program.
(d) The local school board shall require that a high school credit can be earned by
demonstrating mastery of required competencies for the course, as approved by
certified school personnel. Each high school shall determine the number of credits
to be awarded for successful demonstration of competencies following completion
of a classroom course, independent study, distance learning course, or extended
learning opportunity. One credit shall equate to the level of rigor and achievement
necessary to master competencies that have been designed to demonstrate the
knowledge and skills necessary to progress toward college level and career work.
Determination of the weight of each course competency on which credit is based,
as well as the degree of mastery on which credit will be granted, shall be a local
decision.

6. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
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TA #12 Competency Assessment of Student Mastery (2006)
State Standards indicate that local districts must have a competency
assessment process and defined competencies in place by the 2008-2009
school year. The school approval standards state that local school boards
may implement competency assessment of student mastery at the high
school level at any time, but it is not required by the state standards until the
2008-2009 school year.
http://www.education.nh.gov/standards/documents/advisory12.pdf

7. LEARN MORE ABOUT COMPETENCY ONLINE
7
www.CompetencyWorks.org
www.education.nh.gov/innovati
ons/hs_redesign/competencies.
htm
www.inacol.org/research/comp
etency/
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8. COMMENTS OR QUESTIONS
8W O R K S H O P P R E S E N T A T I O N O U T L I N E
com·pe·ten·cy [kom-pi-tuhn-see]
having the behaviors, knowledge, skills and
abilities that are necessary for successful
demonstration of knowledge and
understanding.
Where are we on course
competencies?

9. NEW HAMPSHIRE COLLEGE AND CAREER READY STANDARDS
9W O R K S H O P P R E S E N T A T I O N O U T L I N E
something set up and
established by authority
as a rule for the
measure of quantity,
weight, extent, value,
or quality.
stan·dard [stan-derd] • National Core Arts Standards
• English Language Arts
• Mathematics
• Science Frameworks
• Social Studies Frameworks
• Information and Communication
Technology Literacy Standards
• Family & Consumer Science
• Health Education
• Technology Education

10. NEXT GENERATION SCIENCE STANDARDS
10
July 2011 – March 2013
1/2010 - 7/2011
1990s
1990s-2009
Phase IIPhase I
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11. TIMELINE OF DEVELOPMENT
11
• National Research Council develops Framework for Science Literacy – released
July 2011
• Achieve develops Next Generation Standards based on the Framework
• First public draft of Next Generation Science Standards - May 2012
• NH Science Teachers Association develops review team – December 2012
• Second and final public draft of NGSS– January 8, 2013
• Recommendations for adoption provided to Commissioner – March/April, 2013
• FINAL NGSS release – April 2013
• New Hampshire Science Teachers Association reviews standards March – May
• NHSTA makes recommendations to the Board of Education May/June
• Next Steps?
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12. CONCEPTUAL SHIFTS
12
• K-12 science education should reflect the interconnected nature of
science as it is practiced and experienced in the real world.
• The Next Generation Science Standards are student performance
expectations – not curriculum.
• The science concepts build coherently from K-12.
• The NGSS focus on deeper understanding of content as well as
application of content.
• All the Sciences are integrated in the NGSS from K–12.
• The NGSS and Common Core State Standards ( English Language Arts
and Mathematics) are aligned.
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13. THE DNA OF NEXT GENERATION SCIENCE
13
• The NGSS are written as
Performance Expectations
• Each Standard represents a
combination of three dimensions:
• Science Practices
• Science Core Content
• Cross Cutting Concepts
• NGSS will require contextual
application of the three
dimensions by students.
• NGSS promotes Competency in
Science.
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14. SCIENCE PRACTICES
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PRACTICES
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Science Curriculum Framework
Science Process Skills

15. CROSS CUTTING CONCEPTS OF SCIENCE
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CROSSCUTTING
1. Patterns
2. Cause and effect
3. Scale, proportion and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change
NECAP Unifying Themes
Scientific Inquiry
Nature of Science
Systems and Energy
Models and Scale
Patterns of Change
Form and Function

16. DISCIPLINARY CORE IDEAS OF SCIENCE
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CONTENT
NH Science Curriculum
Framework Content
Domains
Physical Sciences
Life Sciences
Earth Space Science
1. Physical Science
2. Life Science
3. Earth and Space Science
4. Engineering Design

17. PHYSICAL SCIENCES
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CONTENT
PS1 Matter and its interactions
How can one explain the structure, properties, and interactions of
matter?
PS2 Motion and stability: Forces and interactions
How can one explain and predict interactions between objects and
within systems?
PS3 Energy
How is energy transferred and conserved?
PS4 Waves Properties
How are waves used to transfer energy and information?
DISCIPLINARY CORE IDEAS

18. LIFE SCIENCES
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CONTENT
LS1 From Molecules to Organisms: Structures and
Processes
How do organisms live, grow, respond to their environment, and
reproduce?
LS2 Ecosystems: Interactions, Energy, and Dynamics
How and why do organisms interact with their environment, and what
are the effects of these interactions?
DISCIPLINARY CORE IDEAS

19. LIFE SCIENCES
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CONTENTLS3 Heredity: Inheritance and Variation of Traits
How are characteristics of one generation passed to the next? How
can individuals of the same species and even siblings have different
characteristics?
LS4 Biological Evolution: Unity and Diversity
How can there by so many similarities among organisms yet so
many different kinds of plants, animals, and microorganisms? How
does Biodiversity affect humans?
DISCIPLINARY CORE IDEAS

20. EARTH AND SPACE SCIENCES
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CONTENT
ESS1 Earth’s Place in the Universe
What is the universe and what is Earth’s place in it?
ESS2 Earth’s Systems
How and why is Earth constantly changing?
ESS3 Earth and Human Activity
How do Earth’s surface processes and human activities affect each
other?
DISCIPLINARY CORE IDEAS

21. DISCIPLINARY CORE IDEAS
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CONTENT

22. ENGINEERING
DESIGN
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CONTENT
Engineering Design
Standards are for
Grade Ranges

23. THE ARCHITECTURE OF NGSS
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This is the
Performance
Expectation
Foundation
Boxes
Practice Disciplinary Core Idea Crosscutting Concept
Illustrate and describe the location of Earth and the Solar System with respect to the sizes and structures of the
Milky Way galaxy and Universe.
Assessment Boundary: Mathematical models are not expected; use AU for Solar System scale; use light years for universal scale
Developing and Using
Models: Create and interpret
scale drawings, scale
models, or other depictions
of differences in scale.
ESS1.A: The Universe and Its Stars: Earth
and its solar system are part of the Milky Way
galaxy, which is one of many galaxies in the
universe.
Scale, Proportion and
Quantity: Different scientific
phenomena correspond to
different powers-of-ten scales.
CROSSCUTTINGPRACTICES CONTENT
Levels
Gr 1
Gr 2
Gr 3
Gr 4
Gr 5
MS
HS

24. THE ARCHITECTURE OF NGSS
24
PRACTICES
CONTENT
CROSSCUTTING
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25. ENGINEERING CONNECTIONS IN NGSS
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Example of
Engineering Design
Standard.
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26. COMMON CORE CONNECTIONS IN NGSS
26
Connections to Common Core are given.
Connection to other Disciplinary Core Ideas in
same and other grade levels.
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27. NEW WAYS OF TEACHING AND LEARNING
27
EFFECTIVE SCIENCE TEACHING CAN BE USED AS
A FOCAL POINT THAT EXEMPLIFIES TEACHING
PRACTICES FOR ALL COMMON CORE AREAS.
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28. CONVERGENCE AT THE CORE
28
• Knowledge through content-rich
text.
• Read. Write. Speak. Use evidence
• Reason abstractly and
quantitatively.
• Construct viable arguments.
• Critique the reasoning of others.
• Argue with evidence.
• Explanations and solutions
• Obtain. Evaluate. Communicate.
• Synthesize and report in response
to task.
• Use appropriate tools and media.
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29. COMMONALITIES AT THE CORE
29
AT THE CORE OF ALL THESE STANDARDS IS:
• REASONING WITH EVIDENCE.
• BUILDING ARGUMENTS AND CRITIQUING THE ARGUMENTS
OF OTHERS.
• DEVELOPING RIGOROUS, CONCEPTUALLY STRONG,
EVIDENCE-BASED THINKING PRACTICES.
• PARTICIPATING IN REASONING-ORIENTED PRACTICES,
WITH OTHERS.
A FEW MORE OF THESE PRACTICES SEEM TO RELATE
EXPLICITLY TO SENSE-MAKING AND DISCUSSION:
REASONING, IN THE SERVICE OF MAKING ARGUMENTS.
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30. COMMONALITIES AT THE CORE
30
• REQUIRE THAT TEACHERS FOCUS MORE ATTENTION ON
REASONING AND “THINKING PRACTICES.”
• REQUIRE STUDENTS TO PARTICIPATE IN MAKING THEIR
THINKING PUBLIC AND COGENT.
• STUDENTS WILL NEED GUIDANCE TO MAKING THEIR
THINKING…
• Visible
• Public
• Available to others
…IN SPEAKING AND WRITING!
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31. COMMONALITIES AT THE CORE
31
TEACHERS WILL HAVE TO HELP ALL STUDENTS:
• EXTERNALIZE THEIR THINKING;
• LISTEN CAREFULLY TO ONE ANOTHER
AND TAKE ONE ANOTHER SERIOUSLY;
• DIG DEEPER INTO THE DATA AND EVIDENCE FOR THEIR
POSITIONS;
• WORK WITH THE REASONING OF OTHERS.
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32. COMMON PRACTICES
32
Science and Engineering Practices
1. Asking questions and defining problems.
2. Developing and using models.
3. Planning and carrying out investigations.
4. Analyzing and interpreting data.
5. Using mathematics, information and computer technology,
and computational thinking.
6. Constructing explanations and designing solutions .
7. Engaging in argument from evidence.
8. Obtaining, evaluating, and communicating information.
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33. COMMON PRACTICES
33
English Language Arts Capacities
1. Demonstrate independence.
2. Build strong content knowledge.
3. Respond to the varying demands of
audience, task, purpose, and discipline.
4. Comprehend as well as critique.
5. Value evidence.
6. Use technology and digital media
strategically and capably.
7. Come to understand other perspectives and
cultures.
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34. COMMON PRACTICES
34
ELA Capacities manifest as:
“construct effective arguments,” “request clarification,” “ask relevant questions,”
“build on others’ ideas,” “articulate their own ideas,” “question assumptions and
premises,” “assess the veracity of claims,” “assess the soundness of reasoning,”
“cite specific evidence,” “make their reasoning clear,” “constructively
evaluate others’ use of evidence,” “evaluate other points of view critically and
constructively,” “express and listen carefully to ideas,” “cite specific textual
evidence to support conclusions,” “delineate and evaluate the argument and
specific claims in a text including the validity of the reasoning as well as the
relevance and sufficiency of the evidence,” “participate effectively in a range of
conversations and collaborations with diverse partners, building on others’
ideas and expressing their own clearly and persuasively.”
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35. COMMON PRACTICES
35
Points to Consider:
• “Reasoning practices” in all content areas have to be enacted,
and for learners, most are enacted socially, through talk and
writing.
• “Social” does not just mean student-led group work. Well-
structured social interaction builds in time to think as an
individual – making thinking available - metacognition.
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36. THE GOOD NEWS
36
“Reasoning” practices are common to all “modern” standards, so you
get a big bang for the buck.
The practices of discussion transfer from one content domain to another.
We now know a great deal about how to induct students, from all
backgrounds, into these reasoning practices, through rigorous, content-
rich, teacher-guided discussions.
Good teaching has always supported these practices. Project Based
Learning supports these practices: Science, the Arts, Family &
Consumer Science, CTE, etc…
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37. THE BAD NEWS
37
The dominant forms of talk in classrooms — recitation and direct
instruction — do NOT support reasoning, building arguments with
evidence, explaining, critiquing, and building common ground.
Teachers are often not well-prepared to lead academically productive,
reasoning-oriented discussions.
Teachers often rely on group work, hoping that the hands-on activities, in
small groups, will teach the students what they need to learn.
Even science teachers have a hard time running the discussions.
Discussions are often skipped. “…We just didn’t have time.”
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38. LEARN MORE ABOUT STANDARDS ONLINE
38
www.NextGenScience.org
English Language Arts; Mathematics
www.CoreStandards.org
Information and Communication Technologies
www.iste.org/standards
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39. COMMENTS OR QUESTIONS
39W O R K S H O P P R E S E N T A T I O N O U T L I N E
Where are we on
standards?
something set up and established by
authority as a rule for the measure of
quantity, weight, extent, value, or quality.
stan·dard [stan-derd]

40. 40
THE TAKE AWAY
The Bottom Line
We cannot effectively teach and assess kids
on the Next Generation Science Standards or
the Common Core Math or Common Core
ELA using technology and online assessments
unless we use the teaching and learning
models suggested by these modern,
reasoning-based standards.
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41. THE TAKE AWAY
41
What do we do now?
• We need to take seriously our role as educators in New Hampshire.
• We have to model these core ideas in our actions and teaching.
• We have to insist that our professional development programs fits this
active teaching model. We need to engage in professional development
that:
• Engages socially through peer interactions
• Stresses metacognitive processes
• Extends learning beyond the “workshop” or “webinar” or “seminar”
• Requires a project based / demonstration product to assess learning
• Incorporates technology to engage and enhance the experience
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42. 42
THE END
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43. RESOURCES FOR TEACHERS
43
New Hampshire Educators Online www.nheon.org
OPEN NH Professional Development www.opennh.org
NH Digital Resources Consortium www.nhdrc.org
NH Educational GIS Partnership www.nhedgis.org
Science www.education.nh.gov/instruction/curriculum/science
Open Education Resources www.oercommons.org
Thinkfinity www.thinkfinity.org
NSTA Learning Center www.learningcenter.nsta.org
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44. 44
OFFICE OF EDUCATIONAL TECHNOLOGY
Contact Information
Stan Freeda
Office of Educational Technology
New Hampshire Department of Education
Stanley.Freeda@doe.nh.gov 603.271.5132
www.education.nh.gov www.nheon.org www.opennh.org
@
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