1. Necessary District Instructional Shifts
K-5 science inclusion
6th grade science core subject
MS pathway
HS pathways/alignment
School Resources
Appendix D
K-5 inclusion: NGSS is built on continuity of learning progressions across grade levels.
School resources (materials, human, social) are likely to have a greater impact on the learning opportunities of non-dominant students who have traditionally been underserved in science education. NGSS present both opportunities and challenges to reconceptualize the allocation and utilization of school resources.

2. Fresno Unified NGSS Timeline
2014/2015: Awareness Phase (communication plan)
Attended State NGSS Roll-out Symposiums
MS iPL training on SEP and Scope and Sequence
HS 9th grade iPL& Secondary Cycle 1 training on SEP
Design Scope and Sequences for 6th-8th
Create 6th grade science units for end of year and PL
May 2015: 5th, 8th, 10th taking Science CST
2015/2016: Transition Phase (communication plan)
Begin using NGSS standards in 6th, 7th , 8th
Building foundational resources, implementation needs assessments, PD opportunities
Scope and SequencesK-5 and HS once State framework is approved
2016/2017: Implementation Phase (communication plan)
Fully aligned curriculum, instruction and assessments
Awareness Phase actually began in Represents initial planning of systems implementation.
State Roll-out symposiums: tentatively scheduled 3 roll-out symposiums, held in Fresno, designed for District leaders to work on implementation
Foundational Resources: state is developing a toolbox/dashboard for teachers and districts to support implementation
New ESEA assessments: no final deadline at this time. Still in production, differing bodies of information on what grade levels will be assessed. Common theme, assessment will not be summative/end-of-year assessment. Instead assessing multiple times during the year. Expect assessment to be computer-based.
Assessment: First-ever NAEP Technology and Engineering Literacy Assessment (TELA) is under development. Initial assessment planned for 2014, smaller probe

3. Transition to Next Generation Science Standards
Add the “tag line” that we decided on in San Diego
NGSS offer a vision of science teaching and learning that presents both learning opportunities and demands for all students, particularly student groups that have traditionally been underrepresented in the science classroom. Effective implementation of NGSS for all students, will require shifts in the education support systems. Key components of the support system include teacher preparation and professional development, principal support and leadership, public-private-community partnerships, formal and informal classroom experiences that require considerable coordination among community stakeholders, technological capabilities, network infrastructure, cyber-learning opportunities, access to digital resources, online learning communities, and virtual laboratories.
Transition from “knowing” science to “doing” science. Designed to develop a scientifically literate citizens.

4. Current Science Instruction (1998 Standards) Kinder
Life Sciences
Different types of plants and animals inhabit the earth. As a basis for understanding this concept:
a. Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects).
b. Students know stories sometimes give plants and animals attributes they do not really have.
c. Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).

5. NGSS Kinder

6. Current Science Instruction (1998 Standards) 5th
Life Sciences
Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept: a. Students know many multicellular organisms have specialized structures to support the transport of materials.
b. Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.
c. Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system.
d. Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder.
e. Students know how sugar, water, and minerals are transported in a vascular plant.
f. Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen.
g. Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO ) and water (respiration)

7. NGSS 5th

8. Current Science Instruction (1998 Standards) HS
Cell Biology The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. As a basis for understanding this concept: a. Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. b. Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings. c. Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. d. Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm. e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins. f. Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide. g. Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide. h. Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. i.* Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production. j* Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both.

9. NGSS HS

10. NGSS Conceptual Shifts
K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.
The NGSS are student performance expectations – NOT Curriculum.
The Science Concepts in the NGSS Build Coherently from K-12.
The NGSS Focus on Deeper Understanding of Content as well as application of Contents.
Science and Engineering are Integrated in the NGSS, from K-12.
The NGSS are designed to prepare students for college, career, and citizenship.
The NGSS and Common Core State Standards (ELA and Math) are Aligned.
Appendix A:
K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.
Students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. Currently, state and district standards express these dimensions as separate entities, leading to their separation in both instruction and assessment. Student performance expectations have to include a student’s ability to apply a practice to content knowledge. Focus on understanding and application as opposed to memorization of facts devoid of context.
The NGSS are student performance expectations – NOT Curriculum.
The intersection of the SEP, DCI, and CC in a performance expectation does not predetermine how the 3 are linked in curriculum, units or lessons. Performance expectations simply clarify the expectations of what students will know and be able to do by the end of the grade or grade band
The Science Concepts in the NGSS Build Coherently from K-12.
Focus and coherence must be a priority. What this means to teachers and curriculum developers is that the same ideas or details are not covered each year. Rather a progression of knowledge occurs from grade band to grade band that gives students the opportunity to learn more complex material. Historically, science education was taught as a set of disjointed and isolated facts.
The progressions in NGSS automatically assume that previous material has been learned by the students. Choosing to omit content at any grade level or band will impact the success of the student in understanding the core ides and put additional responsibilities on teachers later in the process.
The NGSS Focus on Deeper Understanding of Content as well as application of Contents.
Teachers and curriculum/assessment developers understand that the focus is on the core ideas-not necessarily the facts that are associated with them. One rationale for organizing content around core ideas comes from studies comparing experts and novices in any field. Experts understand the core principles and theoretical constructs of their field, and they use them to make sense of new information or tackle novel problems. Novices, in contrast, tend to hold disconnected and even contradictory bits of knowledge as isolated facts and struggle to find a way to organize and integrate them. The assumption, then, is that helping students learn the core ideas through engaging in scientific and engineering practices will enable them to become less like novices and more like experts. The content in NGSS represents the big ideas that form the foundation for understanding science. As a result most courses will need to be revised to shrink the number of topics that are coverd each year. It is important that we unburden our curriculum so that we can realize the vision of NGSS.
Science and Engineering are Integrated in the NGSS, from K-12.
Science and engineering are needed to address major world challenges. These important challenges will motivate many students to continue or initiate their study of science and engineering.
Engineering and technology provide opportunities for students to deepen their understanding of science by applying their developing scientific knowledge to the solution of practical problems.
The NGSS are designed to prepare students for college, career, and citizenship.
Never before has our world been so complex and science knowledge so critical to making sense of it all. When comprehending current events, choosing and using technology, or informed decisions about one’s healthcare, understanding science is key. Science is also at the heart of the United States’ ability to continue to innovate, lead, and create the jobs of the future. All students no matter what their future education and career path must have a solid K-12 science education in order to be prepared for college, careers, and citizenship.
The NGSS and Common Core State Standards (ELA and Math) are Aligned.
Students have an opportunity for science to be part of a child’s comprehensive education. The NGSS are not part of theCCSS initiative. CCSS should only be used to refer to the CCSS, in ELA and Math. The CCSS ELA does include an appendix of literacy standards for science and technical fields. These standards guide disciplinary literacy stadards for science teachers in grades 6-12 but do not include science content standards. NGSS are aligned with the CCSS to ensure a symbiotic pace of learning in all content areas. The 3 sets of standards overlap in meaningful and substantive ways and offer an opportunity to give all students equitable access to learning standards. It is essential that the NGSS always be interpreted, and implemented, in such a way that the math does not outpace or misalign to the grade-by-grade standards in the CCSSM. -Appendix L

11. Instructional Shifts ALL standards, ALL students
3 dimensions: Science and Engineering Practices, Cross-Cutting Concepts, Disciplinary Core Idea
Linking of CCSS, math, literacy
3 grade bands
K-5
MS (6-8) HS
Appendix D
ALL standards, ALL students: student demographics across the nation are changing rapidly, yet achievement gaps in science and other key academic indicators among demographic subgroups have persisted. NGSS is intended to provide a foundation for all students, including those who can and should surpass the NGSS performance expectations. NGSS uses the designations dominant and non-dominant for groups with reference to student diversity. Dominant groups do not refer to numerical majority, but rather to social prestige and institutionalized privilege. Non-dominant groups have traditionally been underserved by the education system. Non-dominate groups: economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, students with limited English proficiency, girls, students in alternative education programs and GATE students. ALL standards, ALL students is a baseline/foundation for more advanced science work. This approach is more than just a way to refute the common notion that learning physics is only for students in advanced math, or that taking Earth and Space science is only for students who are not on the college track.
Dimensions
Instructional shifts reflect how science and engineering are done I the real world by integrating content, practices and crosscutting concepts while raising the profile of engineering in science education.
Linking CCSS, math & literacy
Scientific and engineering practices in the NGSS share commonalities with those of the CCSS for ELA and for Math. The CCSS for literacy require strong content knowledge, informational texts, and text complexity across subject areas, including science. In a similar manner, NGSS make connections to the CCSS. Such synergy will help effective use of instructional time among ELA, Math, and Science
Grade Bands
Because the standards at the MS and HS levels are not delineated into specific courses, schools and districts will need to complete a course mapping process.

12. Science and Engineering Practices
Practices represent what students are expected to do, and are not teaching methods or curriculum.
Practices are not separate; they intentionally overlap and interconnect.
Performance expectations focus on some but not all capabilities associated with a practice.
Engagement in practices is language intensive and require students to participate in classroom science discourse.
Practices build developmentally from Kinder - High School.
Appendix D
Although exposure to engineering at the pre-collegiate level is currently rare, NGSS make exposure to engineering at the pre-collegiate level no longer a rarity, but a necessity.
Appendix F
The inclusion of the SEP is perhaps the most significant way in which the NGSS differs from prior standards documents. In the future, science assessments will not assess students’ understanding of core ideas separately from their abilities to use the practices of science and engineering. They will be assessed together, showing students not only “know” science concepts; but also, students can use their understanding to investigate the natural world through the practices of science inquiry, or solve meaningful problems through the practices of engineering design.
Appendix K
NGSS represents a commitment to integrate engineering design into the structure of science education by raising engineering design to the same level as scientific inquiry when teacher science disciplines at all levels.
Safety Concerns:
As teachers and students make the instructional shifts towards the SEP, we need to ensure proper precautions are taken for sites, staff and students. This will include safety equipment, training and instruction, chemical storage, meeting all OSHA/State requirements.

13. Science and Engineering Practices
Asking questions (science) and defining problems (engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (science) and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Appendix D
Although exposure to engineering at the pre-collegiate level is currently rare, NGSS make exposure to engineering at the pre-collegiate level no longer a rarity, but a necessity.
Appendix F
The inclusion of the SEP is perhaps the most significant way in which the NGSS differs from prior standards documents. In the future, science assessments will not assess students’ understanding of core ideas separately from their abilities to use the practices of science and engineering. They will be assessed together, showing students not only “know” science concepts; but also, students can use their understanding to investigate the natural world through the practices of science inquiry, or solve meaningful problems through the practices of engineering design.

14. Crosscutting Concepts
Help students better understand core ideas in science and engineering
Help students better understand science and engineering practices
Repetition in different contexts will be necessary to build familiarity
Grow in complexity and sophistication across the grades
Provide a common vocabulary for science and engineering
Should not be assessed separately from practices or core ideas
Performance expectations focus on some buy not all capabilities associated with a crosscutting concept
Are for all students
Inclusion of Nature of Science and Engineering Concepts
Appendix G
Ideas have been consistently included in previous standards documents, NGSS recognizes that students have often been expected to build such knowledge without any explicit instructional support.

15. Cross-Cutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change

16. Disciplinary Core Ideas
Four domains
Physical sciences (chemistry and physics)
Life science
Earth science and space science
Engineering, technology and applications of science
Each domain is broken into 3 or 4 component ideas
The goal of the Framework was to identify a few ideas that are central to science and build on them throughout a student’s K-12 education.

17. Performance Expectation
What students must be able to do
They are student outcomes, explicitly NOT curriculum
Appendix F
Each performance expectation must combine a relevant practice of science or engineering, with a core disciplinary idea and crosscutting concept, appropriate for students of the designated grade level.
Appendix K
PE intersections do not predetermine how the three sections are linked in the curriculum, units, lesson or instruction; they simply clarify the expectations of what students will know and be able to do by the end of the grade or grade band. PE serve as guidelines for assessment, not instructional tasks or curriculum mandates. Additional work will be needed to create coherent instructional programs that help students achieve the standards. It is the expectation of all the model course maps that all SEP and CC will be blended into instruction with aspects of the DCI in every course in the sequence and not just the ones that are outline in the PE. The goal is not to “teach” the PE’s but rather to prepare students to be able to perform them by the end of the grade band course sequence. There are 4 engineering design PE’s in the 6-8 band and 4 in the 9-12 band. These PE’s focus explicitly o engineering design without a science domain context.

18. Development Timeline

19. K-5 Organized by grade level Progressions increase in sophistication
Defines what students are able to do at the end of each grade
Foundational knowledge for each Crosscutting Concept, Science & Engineering Principle, and Disciplinary Core Idea
CCSS and Math linked/aligned
Organized by grade level: Each grade level has specific PE’s expected. (K-13, 1st-12, 2nd-14, 3rd-18, 4th-17, 5th-16)
Progression increases in sophistication: baseline skills increase year to year, if content is missed, students may have difficulty progressing due to skill gaps
Foundational knowledge for each Crosscutting Concept, Science & Engineering Principle, and Disciplinary Core Idea: these standards set the foundation for all future bands
CCSS and Math linked/aligned: CCSS, Math and Literacy connections are listed at the of each PE pages. PE’s align with CCSS and Math standards as learning progresses so Science expectations do not outpace math or ELA skill development.
Appendix K
Students need sustained opportunities to work with and develop the underlying ideas and to appreciate those ideas’ interconnections over a period of years rather than weeks or months. Progressions describe both how students’ understanding of the idea matures over time and the instructional supports and experiences that are needed for them to make progress. Because learning progressions extend over multiple years, they can prompt educators to consider how topics are presented at each grade level so that they build on prior understanding and can support increasingly sophisticated learning.

20. 6th Grade 6th grade is starting line for MS pathway
Need to make instructional shifts:
part of MS curriculum
Science as a core subject
The MS band incorporate 6-8th grades. Establishes Science as a core subject in 6th grade. All necessary skills for MS pathway will begin in 6th grade. On Average, number of PE’s increases from 15 to 20 for Middle School. Also includes 4 separate Engineering Design. There is a significant jump in the PE complexity (SEP, CC & DCI progressions). Although located on elementary campuses, 6th grade needs to be considered a part of MS curriculum. This will impact planning, vertical articulation, equipment and materials (purchase and storage), safety instruction for staff and students

21. Middle School Pathway Preferred Pathway or Optional Pathway
Organized by grade band 6-8
All MS standards must be completed by the end of the grade band, regardless of model
Preferred Pathway- integrated
6th -8th- all domains & engineering design
Optional Pathway- curriculum discreet
6th- Earth
7th- Life
8th- Physical
6th -8th- engineering design
Preferred vs Optional: thoughtfully consider how to organize these grade banded standards into courses that best prepare students for post-secondary success in college and career.
Sample models are provided in Appendix K, states and districts/LEA’s are not expected to adopt these models; rather, they are encouraged to use them as a starting point for developing their own course descriptions and sequence. For the 6-8 grade band, all of the grade banded standards should be addressed within the 3-year span. It is important to not sequence courses based only on what your current courses are, but to look in detail at the performance expectations mapped to each course sequence courses to best benefit student learning.

22. MS Pathway Implications
Preferred Model- only officially adopted pathway
Integrated model: 6th grade- 19 PE, 30 DCI; 7th grade- 22 PE, 37 DCI; 8th grade- 26 PE, 38 DCI
Optional model: 6th grade- 19 PE, 52 DCI; 7th grade- 24 PE, 52 DCI; 8th grade- 23 PE, 43 DCI
Preferred Model more directly aligns with CCSS
Preferred Model implementation supported by the state
Preferred vs Optional: thoughtfully consider how to organize these grade banded standards into courses that best prepare students for post-secondary success in college and career.
Cross-disciplinary organization that eliminates the unnecessary repetition of topics- the same ideas in the same contexts, often with the same activities and the same questions. One major finding was that integrated learning experiences increase student understanding and transfer of that understanding to different situation.

23. HS Pathway All standards must be completed by 12th grade
At district discretion to choose pathways to meet educational needs
Need thoughtful organization of standards into courses for post- secondary success, including A-G and NCAA compliance
All PE’s are baseline. They are meant to prepare students for college/career, not meant to replace or constrain advanced electives.

24. State NGSS Timeline 2014/2015: Awareness Phase
State NGSS Roll-out Symposiums
May 2015: 5th, 8th, 10th taking Science CST
2015/2016: Transition Phase
Begin using NGSS standards
Building foundational resources, implementation needs assessments, PD opportunities
Transitional sequencing to prevent gaps
January 2016: deadline SBE to approve State Science Curriculum Framework
April/May 2016: possible new science assessments to meet ESEA requirements
2016/2017: Implementation Phase
Fully aligned curriculum, instruction and assessments
Awareness Phase actually began in Represents initial planning of systems implementation.
State Roll-out symposiums: tentatively scheduled 3 roll-out symposiums, held in Fresno, designed for District leaders to work on implementation
Foundational Resources: state is developing a toolbox/dashboard for teachers and districts to support implementation
New ESEA assessments: no final deadline at this time. Still in production, differing bodies of information on what grade levels will be assessed. Common theme, assessment will not be summative/end-of-year assessment. Instead assessing multiple times during the year. Expect assessment to be computer-based.
Assessment: First-ever NAEP Technology and Engineering Literacy Assessment (TELA) is under development. Initial assessment planned for 2014, smaller probe

25. District Science Buckets
Safety
Teacher, student and sites district wide
Materials ordering and storage
OSHA compliance
Testing, contracts and documentation retention
Curriculum
Pathway designation- MS & HS
Course design and alignment- MS & HS
NCAA and A-G compliance- HS
Teacher Development
K-5
6th
7-8
9-12

26. District Key Points Internal transition timeline MS pathway decision
Scope and sequence- transitional to eliminate gaps
Scope and sequence- full implementation
HS pathway decision
PD for science teachers
NGSS, SEP, CCC, DCI
Specialty work for 6th grade
PD for K-5
Aligning scope and sequence
Science content knowledge
Safety
A-G and NCAA compliance
Assessment dates
Full implementation