1. Seeing the Destination So We Can Direct Others to It
Navigating the NGSS
Seeing the Destination So We Can Direct Others to It

2. What Is NGSS Really All About?
“NGSS is a foundational system lever for bringing about the change we want to see.” –Caroline King from Washington STEMx Network

3. Some History
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These documents guided science teaching from the mid-90’s until recently.

4. Why Science Ed Needs an Update
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5. A Strong Start but …
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6. The Old …
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And the New …

7. Some [More Recent] History
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NGSS is linked to
“core science standards” is linked to
A Framework for K-12 Science Education provided the foundation; KY has adopted NGSS as its core science standards.

8. NGSS Partner & Adoption States
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1st 11 to adopt  California, Delaware, Illinois, Kansas, Kentucky, Maryland, Rhode Island, Vermont, Oregon, Nevada, and Washington, along with the District of Columbia

9. What Is Different about NGSS?
“It [three-dimensional learning] is the major shift in NGSS …Every lesson should have all three aspects of the NGSS in them.” –Joe Kracjik speaking at a KSTA Session
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10. Let’s Use an Example to Provide a Storyline
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11. Crosscutting Concepts
1. Patterns 2. Cause and effect: Mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and conservation 6. Structure and function 7. Stability and change
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Properly-designed curriculum around the Carbon Cycle could emphasize 4. and 5. and address all 7 of theses.

12. Disciplinary Core Ideas
Taught in an integrated form, curriculum around the Carbon Cycle could connect LS1, PS1, and ESS2 (and others)
Image is from slide 9 of the Teaching NGSS in Elementary School PP presentation.
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13. Science & Engineering Practices
1.Asking questions (for science) and defining problems (for engineering) 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 (for science) and designing solutions (for engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information
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14. FCPS Work on SEP Rubrics
Grade
Level
Proficiency by Grade Level For
Evaluate the limitation of the model(s)
Kindergarten
Independently distinguishes between a model and the actual object, process, and/or events the model represents.
1st
Independently distinguishes between a model and the actual object, process, and/or events the model represents. Independently compares a model and the actual object, process, and/or events the model represents.
2nd
Independently compares models to identify common features and differences.
3rd
 Independently chooses a preferred model based on comparison of common features and differences.
4th
 Independently identifies some limitations of a particular model.
5th
 Collaboratively identifies some limitations of multiple models.
6th
 Identifies limitations of a model for a proposed object, tool, or process.
7th
 Identifies and specifically describes limitations of a model for a proposed object, tool, or process.
8th
 Evaluate limitations of a model for a proposed object, tool, or process.

15. Finding the Points of Intersection
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16. A Performance Expectation
The four images are from slides 17 – 20 of the Teaching NGSS in Elementary School PP presentation.
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17. What Performance Expectation Applies to the Carbon Cycle?
MS-ESS2  Earth’s Systems
MS-ESS3  Earth and Human Activity
MS-PS1  Matter and Its Interactions
MS-LS1  Structures and Processes
How do we help teachers to …
… think of curriculum as connected like this?
… see PEs as broader ideas the understanding of which must develop over time?
… treat the Crosscutting Concepts and Practices embedded in the PEs as important as the content?
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18. The Big History Project
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19. Connecting Across the National Standards
“Professional development should incorporate discussion of the relationships between changes in science teaching expectations and changes in other subject areas, especially for the elementary grades, where most teachers teach multiple subjects. Understanding these relationships will allow teachers to take advantage of the synergies between science, mathematics, and English language arts by supporting development of students’ skills across the curriculum in the context of science learning activities.” –A Guide, p. 4-2
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Link is to Understanding Language 

20. Image of Johnson’s book is linked to http://www. npr
“There was a system lurking in the glass that was a microcosm of a vast system that had been evolving on Earth for two billions years.” –p. 87

21. Conceptual Shifts in the NGSS
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 in the NGSS Build Coherently from K–12.
The NGSS Focus on Deeper Understanding of Content as well as Application of Content.

22. Conceptual Shifts in the NGSS
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 (English Language Arts and Mathematics) are Aligned.
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23. Conceptual Shifts Demand Assessment Shifts
Characteristics of NGSS-aligned assessment tasks 
include multiple components that reflect the connected use of different scientific practices in the context of interconnected disciplinary ideas and crosscutting concepts;
address the progressive nature of learning by providing information about where students fall on a continuum between expected beginning and ending points in a given unit or grade; and
include an interpretive system for evaluating a range of student products that are specific enough to be useful for helping teachers understand the range of student responses and provide tools for helping teachers decide on next steps in instruction.
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Bullet points are from p. 3 of the document.

24. KY Leadership Networks
Build Capacity of District Teams throughout KY
District Leadership Teams
Teacher Leaders
School & District Administrators
Content Specialists
Instructional Specialists
Higher Education
Educational Cooperatives

26. NGSS Evidence Statements
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27. And the Resources Keep Coming
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28. A Resource for 3-D Learning
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