1. 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.

2. 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.

3. 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.

4. 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?

5. 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?

6. What Is the Timeline?
The state’s timeline allows for a gradual transition, with schools expected to fully transition for the 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.

7. 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 and 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.

8. 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?

9. Resources California Alliance for NGSS: CA4NGSS.org
California Department of Education’s webpage:
California Science Teachers Association (CSTA)’s webpage: and monthly newsletter, “California Classroom Science“:
Achieve’s Next Generation Science Standards website: and monthly newsletter, “NGSS Now”:
National Science Teachers Association (NSTA)’s website:
STEM Teaching Tools:

10. Questions?