1. All Standards All Students
K-12 Alliance
NGSS 102
All Standards All Students

2. Goals of This Session Review conceptual shifts
Check our understanding of the NGSS architecture
Examine a classroom example using selected NGSS Appendices

3. NGSS: The End of The Road As We Know It

4. Before We Begin…Quickwrite
List 2 things you know for sure about the NGSS
List 2 questions you have about the NGSS
Share and chart with table group

5. A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas
A New Vision for Teaching and Learning
Science for ALL Students
Coherent Learning
Three Dimensions
Scientific and Engineering Practices
Crosscutting Concepts
Core Ideas

6. Conceptual Shifts in NGSS Appendix A
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 build coherently from K-12.
The NGSS focus on deeper understanding of content as well as application of content.
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 (Mathematics and English Language Arts) are aligned.

7. Shift 1 NGSS Reflects “Real Science”
K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.
Three dimensions integrated:
Science and Engineering Practices (SEP)
Cross Cutting Concepts (CCC)
Disciplinary Core Ideas (DCI)

8. Performance Expectations
Foundation Boxes
SEP
DCI
CCC
Connection Boxes
Other DCIs
CCSS

9. 3 Dimensional Learning
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem

10. 3 Dimensional Learning Dissected
Analyze and interpret data to provide evidence
resource availability on organisms and populations of organisms in an ecosystem
the effects of resource availability on organisms and populations of organisms in an ecosystem

11. Shift 6 NGSS Reflects “Science for all”
The NGSS are designed to prepare students for college, career and citizenship
Science, engineering and technology are cultural achievements and a shared good of humankind
Science, engineering and technology permeate modern life and as such are essential at the individual level
Understanding of science and engineering is critical to participation in public policy and good decision-making

12. Appendix D ALL Standards, All Students
Take 2 minutes to think and write:
What does “all standards, all students” mean to you?
Is this an achievable goals in your schools/districts?
Share with a partner
What does it mean to you?
Let’s move now towards a second goal of this presentation and refocus on our overarching goal: all standards, all students.
In this respect, the NGSS present both a challenge in augmenting rigor of learning opportunities for all students, but also it allows us to address the needs of all students from the very beginning of instruction.
The NGSS have been developed at a historical time when major changes in education are occurring at the national level.

13. Appendix D Issues Need for equitable learning opportunities
Increased cognitive expectations of all student
Effective implementation strategies in school, home and community

14. Appendix D – 7 Case Studies
Four Accountability Groups
Economically disadvantaged students – 9th grade chemistry
Students from major racial and ethnic groups – 8th grade life science
Students with disabilities – 6th grade space science
Students with limited English proficiency – 2nd grade earth science
Three Additional Groups
5. Gender – 3rd grade engineering
6. Students in alternative education programs – 10th and 11th grade chemistry
7. Gifted and talented students – 4th grade life science

15. Case Study #1 Economically Disadvantaged Students
While national results (e.g., NAEP) for this demographic group show steady increase in science achievement, the achievement gap between poverty and non-poverty remains unchanged.
The vignette – 9th grade physical science classroom - focuses on a limited number of Performance Expectations to illustrate how project-based science learning centered on authentic questions facilitates understanding of science concepts, science and engineering practices and crosscutting concepts.

16. Case Study #1 – Part A Economically Disadvantaged Students
Form a triad at your table. Select one highlighter.
Blue- SEP; Orange-DCI; Green-CCC
Read the vignette
Identify instructional/learning opportunities that reflect the conceptual shifts in Appendix A.
Highlight the SEP Blue OR DCI Orange OR CCC Green as you find them referenced in the text. How do they relate to those stated in the PEs?
Discuss your findings with your group.
Be prepared to share with the whole group.

17. Using the Progression Appendices
Looking deeper at classroom instruction using progression tables for
Appendix E – Disciplinary Core Idea
Appendix F – Science and Engineering Practices
Appendix G – Crosscutting Concepts

18. Science & Engineering Practices Appendix F
Greater sophistication

19. Crosscutting Concepts Appendix G
Cause and Effect

20. Disciplinary Core Ideas Appendix E
Progression of PS1.A through K-12

21. Case Study #1 – Part B Economically Disadvantaged Students
Find the progression that corresponds to your highlighter color. (Blue- SEP; Orange-DCI; Green-CCC)
Locate the appropriate grade band for grade 9.
Discuss the following questions:
Where do you think the students in case study #1 are in the progression?
What did the teacher do to scaffold learning of SEP and CCC?
Share with your table group

22. Time to Reflect and Share How did the case study address:
Coherency across grade levels
Increasing complexity through the grade levels
Integration of engineering and science to understand phenomena and solve problems
Alignment with CCSS
Opportunities for science to be part of every students’ comprehensive education

23. Recommendations Plan for explicit inclusiveness of all students
NGSS were developed to achieve this goal!
Higher expectations for all students can be achieved by developing learning opportunities that utilize existing NGSS resources

24. NGSS Supporting Materials
Appendix A Conceptual Shifts
Appendix B Responses to Public Feedback
Appendix C College and Career Readiness
Appendix D All Standards, All Students
Appendix E Disciplinary Core Idea Progressions in the NGSS
Appendix F Science and Engineering Practices in the NGSS
Appendix G Crosscutting Concepts in the NGSS
Appendix H Nature of Science
Appendix I Engineering Design in the NGSS
Appendix J Science, Technology, Society, and the Environment
Appendix K Model Course Mapping in Middle and High School
Appendix L Connections to Common Core State Standards in Math
Appendix M Connections to Common Core State Standards in ELA