1. Implementation of NGSS in High Schools
K-12 Alliance
Implementation of NGSS in High Schools
Tell participants that they are not sitting with people from their district so that as a team they get to explore as many different HS sequences as possible. Additionally, by forcing them to work with others they learn different perspectives and they won’t get bogged down in district politics and policies.
What is your plan?
Sit at a table with chart paper.
Maximum of 4 per table
Do not sit with people from your district.
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2. Goals of This Session
Review policy issues that relate to H.S. NGSS implementation.
Investigate sample sequences and discuss them.
Develop strategies for engaging in conversations with teachers, administrators and others.
Understand and clarify policies and make participants feel okay about the unknown .Investigate sample sequences and and discuss pros and cons for each sequence . Develop strategies for engaging in conversations about sequences of courses to address NGSS in high school.
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3. All standards, all students What does this mean for your school?
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4. Q and A Individual write: (5 min) At your Table (10 minutes)
3 Concerns regarding high school implementation
3 Opportunities which NGSS brings
At your Table (10 minutes)
With regard to NGSS implementation in H.S.
Share at your table and post on poster paper your group concerns
Whole Group (25 minutes)
Choose a reporter and share out with group.
Q & A
You may need to refer to the NGSS HS FAQ sheet (H4) or the CTC credentialing information guidelines (H5) during this part of the workshop.
During their team time exploring the sequences you will want to go back to this list and see which questions were not addressed during group discussion. You can come back to these questions at the end of the session.
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5. Sun Valley Magnet Example of one school district Pathways:
Engineering Arts and Technology for Global Progress, grades 6-8;
Environmental Studies through Arts and Sciences, grades 6-8; and,
Biomedical Sciences, Engineering, and Leadership, grades 6-12 – a new Magnet (formerly Sun Valley Middle School)
We’re all in the same state with the same standards but not in the same situation. Our starting point is not to address the issues. Our starting point is to serve the needs of students in their and our particular paradigm. The educational imperative is to make students college and career ready. Two examples of schools:
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6. CTE School California Regional Occupation Center (SoCalROC) Pathways:
School of Art and Design
School of Engineering and Design
School of Finance and Business
School of Health Sciences
School of Public and Consumer Services
We’re all in the same state with the same standards but not in the same situation. Our starting point is not to address the issues. Our starting point is to serve the needs of students in their and our particular paradigm. The educational imperative is to make students college and career ready. Two examples of schools: Sun Valley Magnet and Ca. Regional Occupational Center.
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7. NGSS Appendix K Read page 1 and 2
What do you think Appendix K highlights?
How many of you have read appendix K before today? (Raise your hand) Look at page 1. Models provided. Review some and distill the arguments for the sequence. Reaching the potential page 2: what is the underlying goal.
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Handout 1

8. NGSS: Tenets of Appendix K
Model Course Maps are starting points, not finished products.
Model course map organization is built on the structure of the Framework.
All Standards, All Students.
Model course maps are not curriculum.
All Scientific and Engineering Practices and all Crosscutting Concepts in all courses.
Engineering for all.
Jigsaw this section at Tables.
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9. NGSS Appendix K Read page 3-5 Jigsaw the sections at your table
Share out your section and state how it will inform your planning
Look at page 3-5. Models provided. Review each at your table and share out the value of the resource for planning purposes. What is the underlying goal for each topic? 1: Each situation is different. Schools are expected to develop their own strategy to serve their students. (Note: meet with other schools to see what they have done and what you can glean from them). 2) The model you choose to create can take into account the 3D nature of the Framework and the developmental level of students for each course. When will students receive the content? 3) “an extensive review of the NGSS by college professors of first year science courses determined that the content in the NGSS would adequately prepare students to be college- and career-ready in science” “no set amount of time assigned to these courses…. they could be spread over a longer time than three years, extended to meet student needs, or accelerated
4)” additional work will be needed to create coherent instructional programs that help students achieve these standards. 5) “The goal is not to teach the PEs, but rather to prepare students to be able to perform them by the end of the grade band course sequence” 6 )”raising engineering design to the same level as scientific inquiry when teaching science disciplines at all levels”
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Handout 2

10. Other resources to consider:
Physics for Future Physicians and Life Scientists: a moment of opportunity (Crouch, Hilborn, Kane, McKay, & Reeves, 2010)
The Two High-School Pillars Supporting College Science (Sadler & Tai, 2007)
Success in Introductory Physics: The Role of High School Physics (Sadler & Tai, 2001) ghSchoolPhysics.pdf
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11. Looking at Sample HS Sequences
Look at the sequence provided at your table
Develop an argument that includes the following:
5 reasons to support your sequence
2 reasons to reject your sequence that others may present
How would you present a counter-argument for the reasons to reject your sequence?
Chart your arguments and be ready to share out with the larger group in 45 minutes.
Use evidence from the resources in NGSS and other resources to support your reasons. The major factor to consider is what is good for students.
This is not about what you personally like or dislike, it’s about thoughtfully looking at different models.
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Handout 3 (a-d)

12. Facilitating Conversations at your site
Districts will either:
be handed a sequence and be expected to implement it,
be asked to develop a sequence by their administration, or
be proactive and create a sequence that will serve their students.
Regardless of the decisions that are made, instructional practices will need to change as NGSS is implemented.
What are the issues at your specific site that
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Handout 4 & 5

13. Moving from Current CA Standards to NGSS-CA
INSTRUCTIONAL SHIFTS
Moving from Current CA Standards to NGSS-CA
Phil
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14. Remember that change is hard.
Facilitating Conversations at your site
What factors need to be considered?
Goals
Context
Level of influence & decision makers (if not you, how do you influence?)
What will be needed in order for successfully implementing the decision?
If you are the person facilitating the conversation….
Anticipate concerns and questions – bring resources with you (see materials associated with this workshop)
Try to keep the conversation on topic – have a parking lot for comments/concerns that are off-topic
Try to engage all participants and don’t let a vocal minority take over the conversation.
Reiterate what you hear – use active listening strategies
Remember that change is hard.
What are the issues at your specific site that
It would probably be helpful for you to have some norms for the discussion. Recognizing that people will have strongly held ideas, it will be important to set the stage for a respectful conversation. Everyone should have the right to be heard and participate in the conversation. Allowing for individual think time, small group and then whole-group discussion could help ensure that all voices get heard. Keeping a ‘parking lot’ for ideas that are important but off-task can help keep the conversation focused on the discussion at hand.
Just as we started with a list of concerns related to high school NGSS implementation challenges and opportunities, you could start with colleagues individually writing their ideas about what challenges and opportunities.
Consider going through the activity that we did where teams review different pathways. Asking teams to look at strengths and challenges of a variety of models may help focus the conversation on the content, expectations of NGSS and needs of students. Feel free to use the resources from this session as you work with colleagues.
Knowing the different pathways that are already used in your district is important. You can use them as sample sequences, ensuring that all of the NGSS standards are included across the instructional sequence which all students take.
Consider cutting apart all of the high school standards. Arrange them into courses and sequences which make sense, ending in a set of courses that allow all students to learn all standards.
When you facilitate it’s not about forcing your views or positions onto others.
This will probably take more than one meeting/conversation!
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15. Considerations and questions to guide district discussions
The following points will help guide your department and district conversation regarding transition to and implementation of Next Generation Science Standards. Questions related to each are included on handout 6.
NGSS at the high school level requires at least 3 years of science (Achieve, 2014).
NGSS requires a revision of instructional practices.
Students pursuing STEM careers will require a pipeline of enrichment courses to support their interest and curiosity in the sciences and engineering.
Earth Science is an essential disciplinary strand of NGSS design.
UC/CSU BOARS stated that by school year all approved courses must align to NGSS, CCSS, and CTE standards.
Classroom assessment must include multiple measures that support demonstration of Performance Expectation.
Departments, schools, teachers need long term plans for professional development, implementation, expertise assessment, and vertical articulation with middle schools.
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16. Possible High School Models
COMING SOON
Accelerated Models Being Proposed by Achieve
Life
Integrated Science
Earth/Space
NGSS 1
NGSS 2
NGSS 3
ELECTIVES & APs
INTEGRATION
Physical
Engineering & Technology
Traditional Layer-cake Discipline Specific Model
Inverted layer-cake Instructional Model
3-Yr Discipline Specific with ESS Integrated into each year
Earth/Space Science
Biology
Chemistry
Physics
Physics
Chemistry
Biology
Earth/Space Science
Physics
Earth/Space Science
Chemistry
Biology
AND MANY OTHER
MODELS TO CONSIDER!
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17. Suggested Resources
Appendix K: Model Course Maps for Middle and High School
NGSS Evidence Statements
Achieve’s Adoption & Implementation Workbook
CSTA’s Website – NGSS timeline, upcoming PD, articles about NGSS, FAQs, legislative updates and more cascience.org
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18. With regard to NGSS implementation in your situation, identify the following for when you get back to your site. List as SMART goals
Goals
Context
Level of influence & decision makers (if not you, how do you influence?)
What will be needed in order for successfully implementing the decision?
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19. NGSS Rollout II High School
Handout 6

20. EXIT TICKET: Share One Goal
Be ready to share one goal you plan to execute back at your site.
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21. Thank you!
Please provide us with feedback about this session and the last two days by filling out a Gots & Needs.
Please go back to the main room following this session for closing comments, evaluation, and district planning time.
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