Next Generation Science Standards: Are you ready for the future?

Our guest blogger is Thomas Misiak, Supervisor of Science & Technology at Bernards Township Schools

NGSS Overview

Effective September 1, 2016, the New Jersey Core Curriculum Content Standards (NJCCCS) for Science are being replaced by the Next Generation Science Standards (NGSS) for grades 6-12.  The NGSS were developed through the work of a multi-state consortium with 40 lead writers submitting their drafts and soliciting feedback from the educational and scientific communities at large before finalizing the current version of the NGSS.  This final version was adopted by the State of New Jersey during the Summer of 2013 with an extended deadline for adoption provided to schools in order research, prepare, and align before mandatory implementation.  The NGSS have been adopted by many other states which has aided in the availability of aligned instructional resources, curricular materials, and lab science supplies.  It is important to note that on the New Jersey Department of Education (NJ DOE) refers to the New Jersey Student Learning Standards but, for science, these standards are the NGSS.

Locating the Standards

The NGSS, along with a multitude of supporting documents and research, can be found at www.nextgenscience.org.  These standards are also linked by grade band on the NJ DOE website under the science content area page.

Organization of the NGSS

The NGSS are first grouped into three grade bands: Elementary (K-5), Middle (6-8), and High School (9-12).  Within each grade band, the standards are then subdivided into the three main focal areas of science: Physical Science, Life Science, and Earth and Space Science.  Under each focal area, at each grade level, is a list of topics that outline the key points covered by the NGSS.

Structure of the Standards

The layout and verbiage of the NGSS are what make them distinctly innovative and refreshing in comparison to the NJCCCS.  The structure of the NGSS is initially complex but designed to ensure science literacy and 21st century learning are outcomes of K-12 science instruction.  The overriding standards- those which should be denoted in curriculum documents and lesson plans- are the Performance Expectations.   These Performance Expectations are grouped by topic and given prefixes to denote grade band like HS for High School and MS for Middle School.  At the elementary level, these prefixes are grade specific (K for Kindergarten, 2 for grade 2, etc.) as the NGSS do specifically outline the topics at each grade K-5.  Beneath the Performance Expectations, the NGSS are broken into three components: Science & Engineering Practices, Disciplinary Core Ideas, and Cross-Cutting Concepts.  Each of these components, frequently referred to as strands, are explained below.

Science & Engineering Practices

This first strand, found in blue beneath the performance expectations, outlines the skill set that students should develop by virtue of addressing the content linked to the overruling standards.  These key aspects are very student-centered and focus not upon the content but upon how the content will enable that student to develop their 21st century skills.  Appendix F, an accompaniment component of the NGSS found on the standards website, outlines the eight different science and engineering practices that are thematic throughout the standards.  It is important to note that not all eight practices are denoted within each topic but, across an entire curriculum or grade level students will be exposed to all eight practices a multitude of times.

Disciplinary Core Ideas (DCIs)

The DCIs outline the key concepts that students should understand once they have mastered the associated topic.  This strand of the NGSS is most like the 2009 NJCCCS however it is important to note that there are a number of focal points that have changed- some aspects of the 2009 NJCCCS have been eliminated to make room for the newer 21st century focal points of the NGSS.  Appendix E, one of the aforementioned accompaniments to the NGSS, contains detailed information and support for educators regarding the DCIs.

Cross-Cutting Concepts

There are seven cross-cutting concepts that appear as recurring themes throughout the NGSS.  These concepts were embedded to enable educators to help students make horizontal and vertical connections as they progress through units, topics, subjects, grade levels, and courses.  Like the other the other two strands, there is supporting appendix, Appendix G, to provide additional clarification and support.

Supplemental Materials & Support

Beyond the website for the NGSS, the single most relevant resource is the NRC’s “Framework for K-12 Science Education.”  This was a guiding document in the creation of the NGSS and provided educators with vital insight and understanding in the the effective classroom implementation of the standards.

In addition to this resource, http://www.bozemanscience.com/ngss/ includes an array of videos that explain the NGSS and how content should be directed for optimal alignment.  This resource has proven to be particularly useful to both content experts and novices alike.

Common Questions & Misconceptions about the NGSS

• The NGSS is not a curriculum.  A common misunderstanding is the “topics” of the NGSS should be used to create the units.  This is not correct and doing so will not create a cohesive, aligned, comprehensive science program.
• “Engineering” should not be a stand-alone unit.  The 2009 NJCCCS included as component of science and safety practices.  The engineering foci of the NGSS are comparable to this aspects of the NJCCCS in the sense that they should be an embedded, thematic component of every unit.
• Middle School Sequencing is outlined in Appendix K of the NGSS accompaniments.  This is a research-supported, adjusted sequence.  It is possible to align to the NGSS without adopting this structure/sequence but this sequence, which is presented as a spiraling approach, was designed to avoid curricular gaps and to optimize the use of the cross-cutting concepts to support student learning.
• When will the NJ ASK 8 Science Assessment be revised to reflect the NGSS?  According to Michael Heinz at the NJ DOE, in May 2017 the NJ ASK 8 will reflect both the 2009 NJCCCS and the NGSS with the assessment to be fully revised, with likely computer-based administration, projected to occur in May 2018.

For any additional questions or to receive direct support you may contact Thomas Misiak at tmisiak@bernardboe.com