Teaching with the Next Generation
Science Standards

Jun 26, 2016 by Dominic deLacy

Many California Classrooms Slow to Adapt Science Curriculum

Despite its role as a Lead State Partner in the creation of the Next Generation Science Standards, the golden state may be falling behind on actually implementing the new standards into the California science curriculum. While the standards have been official for years, there is little evidence that they’re actually getting taught in the widespread basis required in California classrooms.

“A review of some of California’s largest school districts shows that fewer than half even mention the new science standards adopted by the state nearly two years ago in their Local Control and Accountability Plans, which they are required to draw up as a result of school reforms championed by Gov. Jerry Brown,” EdSource says. 

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Topics: STEM, curriculum, California

Jun 19, 2016 by Maryellen deLacy

Oregon to Align Science Testing in Next Generation OAKS

“Amid all the political controversy surrounding the Common Core standards and the arrival of the Smarter Balanced test in Oregon last year, you’d be excused if you missed the news that the state also has new science standards and plans to roll out a new science test in 2018,” begins a May 2016 article in The Bulletin.

Little fanfare notwithstanding, this move could make a big impact on the future of science education in Oregon. The Oregon Science Standards, which in the last few years have been switched over to reflect the Next Generation Science Standards, used to be measured by the Oregon Assessment of Knowledge and Skills, or OAKS testing.

As of 2018, that will no longer be the case. So why the delay in the timeline? 

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Topics: STEM, curriculum, Oregon, OAKS

May 17, 2016 by Nicole Lanoue

Classrooms to Reflect New Hawaii Science Standards


The Hawaii State Board of Education adopted the Next Generation Science Standards on February 16, 2016, and plans to implement them over a four-year period beginning with the 2016-2017 school year.

At the time it officially adopted the standards, the 50th state joined 17 other states and the District of Columbia in using these new science standards to inform a curriculum more suited to teaching students the skills and practices they need to succeed in higher education and their careers, and become true members of a global workforce. The 17 other states who had adopted the standards included Arkansas, California, Connecticut, Delaware, Hawaii, Illinois, Iowa, Kansas, Kentucky, Maryland, Michigan, Nevada, New Jersey, Oregon, Rhode Island, Vermont and Washington. 

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Topics: NGSS, STEM, curriculum, state-level standards

Mar 29, 2016 by Francis Vigeant

What Student Science Test Data Represents

Data can tell us a lot about how students are performing and in what areas they still need work. However, to uncover this kind of information, we need to be able to  assess the data based on what it actually represents. In this post, we’ll cover some of the clues that data can tell us and how you can use these clues to improve your students' scores. 

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Topics: curriculum, Test data, Assessing Curriculum

Mar 13, 2016 by Francis Vigeant

NGSS as a Hallmark Innovation in Science Instruction

It is crucial to understand that the NGSS represent a true innovation in science standards. Innovations aren’t iterations; they don’t simply make an existing model a little better. These innovations change science teaching and learning. 

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Topics: NGSS, curriculum, System-Level Alignment, Assessing Curriculum

Feb 17, 2016 by Francis Vigeant

The Difference Between Standards and Curriculum in 3 Dimensions

Many people make the mistake of assuming that standards and curriculum are the same thing, but this is not the case. Next Generation Science Standards tell us the minimum expectations of what students will be able to demonstrate as a result of classroom instruction, but they do not tell us how students are to learn it. That is up to curriculum.

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Topics: science and engineering practices, 3-dimensions, curriculum

Jan 27, 2016 by Francis Vigeant

NGSS Standards and NGSS Curriculum

The Next Generation Science Standards define the minimum performance expectations for students. In order to meet these minimum requirements, students must be able to:

  • Apply performance expectations in multiple contexts and connect them with other standards
  • Use science and engineering practice skills
  • Understand core science and engineering ideas (as well as math and language ideas)
  • Understand the dynamic relationships that exist between different concepts

It is crucial to note that standards define what the basic elements are for effective STEM instruction. They don’t, however, define how a teacher presents material and teaches students or what the teacher will teach. 

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Topics: NGSS, Crosscutting concepts, Next Generation Science Standards, curriculum

Jan 26, 2016 by Francis Vigeant

5 Key Things to Look For When Analyzing STEM Tasks

When analyzing STEM tasks, here's what to look for:

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Topics: STEM, teachers, curriculum

Jan 24, 2016 by Francis Vigeant

How to Approach Structure in STEM Instruction

Understanding how to correctly structure a STEM environment is crucial, and the most basic building block of successful student interaction with STEM instruction is planning.

One pair of students might have a different plan than another pair of students, which might be different from a third, yet each team is still approaching the same question or problem.

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Topics: NGSS, STEM, teachers, curriculum

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