- What do the evidence, the California Department of Education’s list, and EdReport’s reviews say about each set of materials?
- How could the identified strengths of the material support your teachers’ understanding and implementation of standards-aligned materials?
- Have you inventoried your current system around materials and do you understand how high-quality materials might play a role? What is needed to move teaching and learning to meet the vision of your district? What key attributes should you consider in materials?
- Is there an English Language Development (ELD) component and is it adequate for the English Language programs your district runs? If it’s not adequate, how might you supplement it?
- In K-5 settings, are there opportunities to integrate science in other content areas?
The Framework for K-12 Science led to the NGSS and materials selected should embody the vision for the NGSS, including the Innovations: Three-Dimensional Learning, Phenomena, Coherence/Progressions, Science for All, and ELA/Math Connections.
- Three Dimensional Learning: The Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas are the three framework components that support the standards and reflect accurately how science and engineering are practiced in the real world. Disciplinary Core Ideas (DCIs) and Crosscutting Concepts (CCCs) are developed through the Science and Engineering Practices (SEPs). High quality science instructional materials should include Three Dimensional Learning embedded into the lesson and unit design of the curriculum and build in complexity over time.
- Phenomena: Students engage in sense making of phenomena by using and building upon the three dimensions. Learn more about how Phenomena can be used to engage students. High quality science instructional materials should include phenomena that are meaningful to students, facilitate a deep inquiry and use of three dimensions through grade-level appropriate standards, and accurately reflect science in the real world.
- Building Coherence in K-12 Progressions: Coherently building all three dimensions from kindergarten through the twelfth grade. The second part of this focuses on how both engineering and the nature of science are embedded across all grade levels allowing students to constantly engage with and expand their understanding of three dimensional learning.
- Alignment with ELA and Mathematics: The NGSS allow for coherence and greater exposure across Mathematics and English Language Arts with overlapping skills and knowledge embedded in the standards.
- All Standards, All Students: These case studies illustrate the importance of and techniques to engage all students in the NGSS standards.
Support for all students should be woven into the design of the core materials and align with the types of programs your district offers to ensure equity and access.
- Don’t rely solely on how the publisher describes the materials—use California’s adoption list as a starting point to determine whether materials are aligned to the NGSS and ELD Standards.
- Utilize reports on materials to determine units and lessons for alignment to NGSS.
- Evaluate how well materials meet your local priorities through pilots or through PLC study of the materials.
CA NGSS TIME is the official toolkit for NGSS instructional materials adoption developed in partnership with K-12 Alliance at WestEd, the California Department of Education and CCSESA. It is a suite of tools and resources for curriculum-based professional learning to help educators evaluate, select, and implement NGSS instructional materials. CA NGSS TIME provides the framework and associated resources for districts to evaluate NGSS materials through a six step process. Additionally County Offices of Education have been provided the opportunity to be trained on administering the toolkit to support districts and can be a resource for NGSS adoption.