The California Next Generation Science Standards An Overview for [School/District] Educators Please use a template that includes your district logo and include the date of the presentation. Prepared for CA4NGSS by CDE Foundation, CSTA, and Children Now. Content represents coalition member input but does not reflect each member organization's formal endorsement. Visit CA4NGSS.org for more information.

An Overview The California Next Generation Science Standards (CA-NGSS) Changes to classroom teaching and learning Next steps for [school district] leaders Timeline for implementation Supports for teachers Q & A The purposes of this presentation is to introduce educators and school leaders to California’s Next Generation Science Standards (CA-NGSS), as well as provide a general overview of the key instructional and conceptual shifts required by the CA-NGSS.

What Are the California Next Generation Science Standards? The CA-NGSS require science and engineering to be taught in every grade K-12 to build understanding and skills systematically year-on-year By introducing science to all students at an earlier age, the CA-NGSS embrace a young person’s innate curiosity The standards are a shift away from memorizing facts to doing science and engineering Students will ask more questions Emphasis will be placed on hands-on investigation and discovery Specific shifts can be added to this or additional slides, but be mindful to not overwhelm the audience and delve too heavily into the “weeds”. Encourage school and grade level conversations that look at specific shifts.

Three-Dimensional (3-D) Learning 3-D learning refers to the deliberate integration of scientific and engineering practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs) This way of learning enables students to see science as it relates to the real world, rather than as an isolated set of disciplines We know this is more engaging and in-line with how students learn best It’s important to “know your audience.” How familiar are educators with these terms?

Science Learning in [District] Will Involve LESS: Will Involve MORE: Thinking and modeling to explain phenomena Conducting investigations, solving problems, and engaging in discussions to support claims Reading and summarizing source materials Student work that offer explanations and arguments Student engagement in sophisticated science and engineering Learning ideas disconnected from phenomena Teachers providing information to the whole class Teachers posing questions with only one right answer Students reading and answering questions at the end of each chapter Worksheets Oversimplification of activities This slide is an opportunity to include examples of learning that is specific to the school or district. For example, if a school has a makerspace or garden, how could these spaces provide opportunities for learning that aligns with the CA-NGSS?

What Is the Timeline? The state’s timeline allows for a gradual transition, with schools expected to fully transition for the 2018-19 school year Year CA-NGSS Curriculum Framework and Instructional Materials CA-NGSS General Assessment Alternate Assessment 2017 Framework Adoption Pilot Test 2018 Field Test 2019 Instructional Materials Adoption Operational Test 2020 This is another opportunity to discuss details, if available, that are specific to a school site or grade level.

The Timeline California students in grades 5,8, and a sampling of high school students would participate in full-census pilot testing and field testing of the new assessments during the 2016-17 and 2017-18 school years The California Department of Education (CDE) submitted a waiver request to the U.S Department of Education (ED) to not report test scores on the science assessment for two years whole the state conducts pilot and field tests on the new assessments The CDE received a response from the U.S. Department of Education on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested, within 60 days of the receipt of the letter.

Next Steps for [School or District] Leaders Ongoing professional learning and supports, including those in administrative practices and polices, are critical to helping make changes to classroom learning Work with teachers and the community to build a long-term plan that focuses on a vision for science education Elevate teacher leaders Communicate with parents and the community about these changes and why they are good for students Answer the following questions to complete this portion of the slide: What kind of professional learning is available for teachers and administrators? What standards-aligned instructional materials is the district reviewing for implementation? What will be the process and how will district/school leaders and teachers be engaged? How will the CA-NGSS be connected with California’s other updated standards? What steps are being taken to include CA-NGSS implementation in the District’s LCAP? Reference State Implementation Plan?

Resources California Alliance for NGSS: CA4NGSS.org California Department of Education’s webpage: http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp California Science Teachers Association (CSTA)’s webpage: http://www.cascience.org/csta/ngss.asp; and monthly newsletter, “California Classroom Science“: http://www.classroomscience.org/ Achieve’s Next Generation Science Standards website: http://www.nextgenscience.org/; and monthly newsletter, “NGSS Now”: http://www.nextgenscience.org/content/newsletter-signup National Science Teachers Association (NSTA)’s NGSS@NSTA website: http://ngss.nsta.org/ STEM Teaching Tools: http://stemteachingtools.org/

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