1. NGSS Summit

2. Innovations of the NGSS

3. Innovations in the NGSS 1.Three-Dimensional Learning 2.Students Engaging in Phenomena and Designed Solutions 3.Engineering and Nature of Science is integrated into science 4.All three dimensions build coherent learning progressions 5.Science is connected to math and literacy

4. 3-Dimensional Learning  Performance Expectations  The Framework requires contextual application of the three dimensions by students.  Focus is on how and why as well as what

5. MS-ESS2-3

6. Evidence for MS-ESS2-3

7. Where is bonding? Why does it matter? HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

8. Bundling with ESS  HS-ESS2-5.  Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.  HS-ESS2-6.  Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

9. NGSS/Science Education Landscape

10. Adopting States  California  Delaware  District of Columbia  Illinois  Kansas  Kentucky  Maryland  Many districts are moving forward with NGSS implementation  New Jersey  Oregon  Nevada  Rhode Island  Vermont  Washington

11. Current Earth Space Science Requirements  5 states that have ESS written into their Graduation Requirements:  Georgia, Idaho, Kansas, Kentucky, and North Carolina  11 states that have ESS listed as an option for meeting a graduation requirement:  Indiana, Louisiana, Maryland, Nebraska, New York, Ohio, Oklahoma, Texas, Utah, Vermont, and Virginia  3 of top 10 performing countries in PISA require upper level ESS content

12. NGSS Support and Tools

13. State Support for NGSS Implementation  NGSS Network  Instructional Material Transition and Review  Communication and Coalition Building Support  College and Career Readiness Policy in STEM

14. State Support for NGSS Implementation  NGSS Network  Instructional Material Transition and Review  Communication and Coalition Building Support  College and Career Readiness Policy in STEM

15. Current and Upcoming NGSS Projects  Science EQuIP – Spring 2014  Standards Comparison Document – Summer 2014  High School Evidence Statements – Fall 2014  SciMath – Fall 2014  Accelerated Model Course Maps – Spring 2015  IB Model Course Maps – Spring 2015  Model Content Frameworks – Spring 2015  K-8 Evidence Statements – Spring 2015  Publishers Criteria – Summer 2015

16. EDUCATORS EVALUATING THE QUALITY OF INSTRUCTIONAL MATERIALS (EQUIP)

17. Three-Dimensional Learning A.Grade-appropriate elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena and/or to design solutions to problems. i.Provides opportunities to develop and use specific elements of the practice(s) to make sense of phenomena and/or to design solutions to problems. ii.Provides opportunities to develop and use specific elements of the disciplinary core idea(s) to make sense of phenomena and/or to design solutions to problems. iii.Provides opportunities to develop and use specific elements of the crosscutting concept(s) to make sense of phenomena and/or to design solutions to problems. iv.The three dimensions work together to support students to make sense of phenomena and/or to design solutions to problems.

18. Three-Dimensional Learning A.Grade-appropriate elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena and/or to design solutions to problems. i.Provides opportunities to develop and use specific elements of the practice(s) to make sense of phenomena and/or to design solutions to problems. ii.Provides opportunities to develop and use specific elements of the disciplinary core idea(s) to make sense of phenomena and/or to design solutions to problems. iii.Provides opportunities to develop and use specific elements of the crosscutting concept(s) to make sense of phenomena and/or to design solutions to problems. iv.The three dimensions work together to support students to make sense of phenomena and/or to design solutions to problems.

19. Three-Dimensional Learning A.Grade-appropriate elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena and/or to design solutions to problems. i.Provides opportunities to develop and use specific elements of the practice(s) to make sense of phenomena and/or to design solutions to problems. ii.Provides opportunities to develop and use specific elements of the disciplinary core idea(s) to make sense of phenomena and/or to design solutions to problems. iii.Provides opportunities to develop and use specific elements of the crosscutting concept(s) to make sense of phenomena and/or to design solutions to problems. iv.The three dimensions work together to support students to make sense of phenomena and/or to design solutions to problems.

20. Three-Dimensional Learning A.Grade-appropriate elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena and/or to design solutions to problems. i.Provides opportunities to develop and use specific elements of the practice(s) to make sense of phenomena and/or to design solutions to problems. ii.Provides opportunities to develop and use specific elements of the disciplinary core idea(s) to make sense of phenomena and/or to design solutions to problems. iii.Provides opportunities to develop and use specific elements of the crosscutting concept(s) to make sense of phenomena and/or to design solutions to problems. iv.The three dimensions work together to support students to make sense of phenomena and/or to design solutions to problems.

21. Three-Dimensional Learning A.Grade-appropriate elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena and/or to design solutions to problems. i.Provides opportunities to develop and use specific elements of the practice(s) to make sense of phenomena and/or to design solutions to problems. ii.Provides opportunities to develop and use specific elements of the disciplinary core idea(s) to make sense of phenomena and/or to design solutions to problems. iii.Provides opportunities to develop and use specific elements of the crosscutting concept(s) to make sense of phenomena and/or to design solutions to problems. iv.The three dimensions work together to support students to make sense of phenomena and/or to design solutions to problems.

22. Three-Dimensional Learning A.Grade-appropriate elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena and/or to design solutions to problems. i.Provides opportunities to develop and use specific elements of the practice(s) to make sense of phenomena and/or to design solutions to problems. ii.Provides opportunities to develop and use specific elements of the disciplinary core idea(s) to make sense of phenomena and/or to design solutions to problems. iii.Provides opportunities to develop and use specific elements of the crosscutting concept(s) to make sense of phenomena and/or to design solutions to problems. iv.The three dimensions work together to support students to make sense of phenomena and/or to design solutions to problems.

24. Stephen Pruitt, Ph.D. spruitt@achieve.org Twitter: @DrSPruitt www.nextgenscience.org Twitter: @OfficialNGSS spruitt@achieve.org www.nextgenscience.org