Overview and history of

NGSS
This presentation uses slides from NGSS101 and NGSS102 developed for
the California Statewide NGSS Implementation.
Content for these slides were contributed by CDE, CCSESA, CSP, CSTA,
and the K12-Alliance/WestEd.
NATIONAL PROCESS FOR
DEVELOPMENT
 NGSS Lead States

Currently 11 states, the District of Columbia and 2

territories have adopted the NGSS.
Lead NGSS Partners
Building on the Past;
Preparing for the Future

1990s
Phase I Phase II

1990s-2009
7/2011 – April 2013

1/2010 - 7/2011
 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
Goals for Science Education
 Educating all students in science and
engineering.
 Providing the foundational knowledge
for those who will become the
scientists, engineers, technologists,
and technicians of the future.
 NGSS for California

SRT: (80) + 1000s input to national

SEP: (27) + 3 public meetings + SRT
recommendations to the Superintendent
for adoption
SBE: September 2013-Adoption of the NGSS
for CA
SBE: November 2013-Adoption of preferred
integrated model for middle grades and
request for discipline specific alternative
model
 Implementation Timeline
2013: Adoption of the Ca NGSS
2014: CST 5, 8, 10 Science
Assessment on current Ca
science standards
2014: Science Framework begins
2016-2017 Earliest Implementation
2016-2017: Science Instructional Materials
???: Science assessment on Ca
NGSS
Lots of Work Completed,
Underway, and Left To Do
CA Curriculum
Framework
Assessment

Curricula

Instruction

Teacher
Development
 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
 Conceptual Shifts in NGSS
Appendix A
1. K-12 science education should reflect the interconnected nature
of science as it is practiced and experienced in the real world.
2. The NGSS are student performance expectations – NOT
curriculum.
3. The science concepts build coherently from K-12.
4. The NGSS focus on deeper understanding of content as well as
application of content.
5. Science and engineering are integrated in the NGSS from K–12.
6. The NGSS are designed to prepare students for college, career,
and citizenship
7. The NGSS and Common Core State Standards (Mathematics
and English Language Arts) are aligned.
12
 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)
 Performance
Expectations

Foundation Boxes
SEP
DCI
CCC

Connection Boxes
Other DCIs
CCSS
 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
 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
 Shift 4
NGSS Deepens Understanding & Application
The NGSS Focus on Deeper Understanding of
Content as well as Application of Content.
Disciplinary Core Ideas across K-12

 Key organizing ideas

 Used to explain a host of phenomena
 Broad importance across multiple science or
engineering disciplines

Learned through the practices

 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
 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
Science & Engineering Practices
Appendix F
Greater sophistication
 Crosscutting Concepts
Appendix G
 Cause and Effect
 Disciplinary Core Ideas
Appendix E
 Progression of PS1.A through K-12
 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