Next Generation Science

Standards
CVUSDs Implementation Plan

April 2016

[Type the document title]

the date]

TABLE OF
CONTENTS

VISION OF SCIENCE TEACHING & LEANRING.

. 3
CVUSD Science Leadership
Team.4
IMPLEMENTATION TIMELINE ...
5
STRATEGIC ACTION PLANS
..7- 17
SAP I:

Communication &

Engagement.. 7
SAP II:

Assessment

.. 9
SAP III: Instructional Practices
...11

SAP IV: Curricular Resources

......15
TK-5 CONTENT TRANSITION PLAN ....
18
6-8 CONTENT TRANSITION PLAN ...
18
9-12 CONTENT TRANSITION PLAN ....
18 PROFFESSIONAL DEVELOPMENT PLAN
..19

CVUSDS SCIENCE PROGRAM

VISION & MISSION STATEMENTS

VISION:
The vision for Castro Valley Unified School Districts Science Program is to instill a deep
life-long passion for science and learning through a conscious nourishment of childrens
natural curiosity at every stage of their development. All students will grow as
scientifically literate, creative, critical yet flexible thinkers who are equipped to tackle the
4

modern landscape and the global issues that perplex our society. It is our belief that these
students will become agents of positive change for our world.

MISSION:
In support of the overall vision for Castro Valley Unified School District, our tK-12 Science
Program ensures that:
All students will explore and discover essential scientific principles through hands-on
experiential learning that is inquiry-based, having a foundation in real-world
phenomena.
All students will receive rigorous, responsive, and supportive science instruction that
fosters an eagerness for learning.
All students will actively engage in coherent, integrated, NGSS aligned curriculum
that promotes scientific thinking, discourse, and collaborative problem solving.
All students will develop in a collaborative environment of parents, CVUSD staff, and
community partners who will establish access to formal and informal science
learning opportunities.

CVUSD SCIENCE LEADERSHIP TEAM:

To accomplish the task of implementing the Next Generation Science Standards and our
vision for science learning, CVUSD created the Science Leadership Team representing
key stakeholder groups. The team is responsible for leading the development and
dissemination of regarding the implementation of the NGSS. All members voluntarily
accepted invitations from CVUSDs Educational Services Department to join the
committee and are current staff of CVUSD. Upon completion of CVUSDs implementation
plan, a larger science coalition of staff, parents, and community members will be
engaged to continually review and further provide critical input for science education in
CVUSD.

Team Members:
Mary Boyle

Assistant Superintendent of Educational

Services

Audrey Fong

Elementary Curriculum
Coordinator

Andrew Gordon

Secondary Curriculum Coordinator

TBD

Special Education Coordinator

Gerald McMullin

Technology & Assessment Coordinator

Dustin Gacherieu

Elementary School Site Principal

April Wong

Middle School Site Assistant Principal

Nic McMasters

High School Site Assistant Principal

La Queitta Hill

TOSA: TK-12 Science

Anna Slader

TOSA: Elementary Literacy (3-5 Specialist)

Kristin Hein

TOSA: Elementary Literary (K-2 Specialist)

Charles Reynes

Elementary Science Specialist

Lynne Foy-Couche

Elementary Science Specialist

Gigi Catrina

Elementary Classroom Teacher

Linda Block

Elementary Classroom Teacher

Rob Lefkowitz

Middle School Science Teacher, Science Department Chair

Lauren Baiocchi

Middle School Science Teacher, Science Department Chair

Melissa Kindelspire

High School Biology Classroom Teacher

ff

Silvia Perri

High School Chemistry Classroom Teacher

Lesia Whitehurst

High School Science Classroom Teacher

TBD

High School Physics Classroom Teacher

Laura OBrien
Coordinator

High School Biotechnology Classroom Teacher, AVID

ff

CVUSD NGSS Implementation Timeline

Planning (2014-2015)
Awareness (2015-2016)
I. COMMUNICATION
Develop Strategic Plan
Review Capacity for
Implementation
Create Implementation
Timeline
II. ASSESSMENT
Examine Present
Science Performance
III. INSTRUCTIONAL
PRACTICE
PD for Teacher Leaders

III. INSTRUCTIONAL
PRACTICE
Understand Instructional
& Content Shifts
Create 3-Year Transition
Plan
SPFII Grant PD
Implementation
IV. CURRICULUM
Materials, Resource and
Policy Needs
Develop PD Plan

ff

Transition Phase I (2016-2017)

Tranistion Phase II (20172018)
Transition Phase
I. COMMUNICATION
III (2018-2019)
II. ASSESSMENT
Ongoing Implementation

I. COMMUNICATION
Enact Science Lead Team
Create Collaborative
I. COMMUNICATION
Vision
Develop Engagement & Communicate
Implementation Plan
Communication
Strategies
NGSS Pilot Test

I. COMMUNICATION
Ongoing Implementation

II. ASSESSMENT
III. INSTRUCTIONAL
NGSS Field Test
PRACTICE
II. ASSESSMENT
Develop Assessment
Implement 1st Year of PD System
New NGSS Assessment
Establish Support
Progress Monitor
Systems
III. INSTRUCTIONAL
PRACTICE
III. INSTRUCTIONAL
IV. CURRICULUM
Implement 2nd Year of PDPRACTICE
Adapt Current Materials Expand Support Structures
Implement 3rd year of PD
Explore New Resources
Further Expand Support
Structures
Develop Instructional
IV. CURRICULUM
Units
Pilot New Curriculum
IV. CURRICULUM
Develop Instructional Units
Implement New Curriculum
Develop Instructional Units

STRATEGIC ACTION PLAN I Communication &

Engagement

During the 5-yr implementation process the following components will be addressed:
Communication & Community Engagement, Instructional Practices & Professional Learning, Curriculum Materials & Resources, and Student
Proficiency & Science Program Assessment

Essential Question: How does CVUSD implement a system of effective

communication regarding the CA NGSS among stakeholders to continuously
disseminate information and identify areas of need?

Goal: By the end of the 2016-17 school year, all stakeholder groups will understand their
unique role and have a clear understanding of the vision, rationale, implementation plan,
and transition process to NGSS.
Strategies:

Rationale:
Successful implementation of a new program
requires the engagement and collaboration of
everyone. The best of plans will fail if they
are not well communicated to all audiences.
Failure to communicate to educators, parents,
and the community in order to provide an
understanding and enlist their support of
NGSS implementation can lead to resistance
to the new standards or unrealistic
expectations of how fast it will occur. To be
able to sustain change over time, it is
essential that CVUSD engage stakeholders
early and often to get positive reactivity when
something does not initially go as smoothly
as expected.

1. Develop a shared vision and mission to

guide CVUSDs Science Program and
NGSS implementation.
2. Develop a communications system that
effectively conveys the key messages of the
NGSS and engages all educators and
stakeholders early, often, and in multiple
formats throughout the implementation effort.
3. Engage and collaborate with families,
the community, and community
partners to enhance resources and
opportunities for further learning and
developing CVUSDs science program.

Guide to Implementing the Next Generation

Science Standards

Timing

Leader
Action Step(s)
(s)
Create a vision and mission
2014-2016 Science
Leaders
hip
Team

that guides the

implementation of the NGSS
(Strategy 1).

Deliverable(s)
Create a vision
statement Create a
mission statement

ff

Status
Draft
Completed
March 2016

Spring
2016

Develop key messages.

Spring
2016

Generate multiple types of

communication to inform
staff, parents, the
community, and other
stakeholder groups about
the NGSS and
implementation progress
(Strategy 2).

Ongoing
Progress
Monitoring

Spring
2016
Ongoing
Progress
Monitoring
Summer
2016

Science Programs vision,

NGSSs philosophy and
objectives, instructional
shifts.
Flyer/informational piece of
key messages regarding
NGSS implementation
Quarterly/Yearly
communication updates
Parent Science Nights

Plan and facilitate teacher,

teacher mentor, principal,
and parent meetings to
share information about
the implementation of the
NGSS and get feedback
and support (Strategies 2).

Calendar and present at

teacher mentor and
principal meetings

Develop a website where

NGSS resources can be
stored and accessed
electronically (Strategy 2).

Modify the CVUSD website

to allow the storage and
retrieval of electronic NGSS
resources

*Coordinate with existing

meeting structure &
schedule

Create a Google
calendar to coordinate
all efforts
Link other major supporting
electronic resources (CDE,
NGSS, CCSS, etc.) to aid in

ff

Aug 2016

Fall 2016
Ongoing
Progress
Monitoring

Develop, gather, and/or

evaluate online resources
(Webinar, videos, etc.) that
communicate the key shifts
associated with the NGSS
(Strategy 2).

Orientation to the NGSS

Webinar
Shifts in NGSS Webinar
How to Use the
Practices Webinar
How to Use the CrossCutting Concepts Webinar
Integrating CCSS Science
Literacy into Lessons
Webinar

Fall 2016
Ongoing
Progress
Monitoring
Spring
2016

Post exemplar lessons and

other
resources
that
communicate the effective
implementation of the NGSS
(Strategy 2).
Seek Partnerships and
Grants

Integrating CCSS Math into

Lessons Webinar
Create/gather and post
videos of exemplary
teaching that emphasize
the three dimensions
(disciplinary core ideas,
cross-cutting concepts, &
practices) of the NGSS.
Lawrence Hall of Science
Exploratorium

Ongoing
Progress
Monitoring

STRATEGIC ACTION PLAN II Student Proficiency & Program

Assessment

Essential Question: How can assessment drive changes in instructional practices?

Goal: A comprehensive assessment system that is fully aligned to the NGSS will be
implemented in CVUSD by the end of the 2018-19 school year.
ff

Rationale:

Strategies:

Assessment refers to the means

used to measure the outcomes of
curriculum and instruction the
achievements of students with
regard to important
competencies.
Assessment may include formal
methods, such as large-scale
standardized state testing, or less
formal classroom-based procedures,
such as quizzes, class projects, and
teacher questioning (p.260).
Assessment developers will need to
develop creative, valid, and reliable
ways of gathering evidence about
students progress across the
domains and grade levels to satisfy
different purposes at different levels
of the science education system
(p.265).

Timing

ff

Leader
(s)

1. Develop and implement a comprehensive, multilayered assessment system that measures all
three dimensions (disciplinary core ideas, crosscutting concepts, & practices) of the NGSS.
2. Build collaborative teams to develop, pilot and
refine assessment items that can become part of
a shareable item bank, especially at the
formative and benchmark level.
3. Identify key organizational issues that can be
reviewed using assessment data; thereby
creating a feedback loop for program
improvement.
4. Update NGSS sections in CVUSDs Local Control
& Accountability Plan.

Action Step(s)

Deliverable(s)

Status

Fall 2017

2017-2018
Ongoing
Progress
Monitoring

2017-2018
Ongoing
Progress
Monitoring

ff

Create an assessment
timeline indicating key
activities and benchmarks
toward the development of a
complete, comprehensive
science assessment system
(Strategy 1).
Provide PD to teacher
mentors and principals on
using NGSS aligned formative
and benchmark assessment
to drive instruction and
identify gaps in existing
materials and pedagogy
(Strategy 1).
Provide PD to teacher
mentors and principals
on using NGSS aligned
formative and benchmark
assessment to drive
instruction and identify
gaps in existing materials
and pedagogy (Strategy
1).

Develop NGSS aligned

assessments (Strategy
2).

Timeline is developed
for the implementation
plan that includes
assessment changes
over the next three
years.
Blueprint
Sample
item
developm
ent
Pilot/field test items
Assessment
implementat
ion timeline
Interim / formative
PD session(s) developed
and implemented
targeting the use of
formative and
benchmark assessments
for learning.
PD sessions held where
teachers review student
work and refine formative
and benchmark
assessments as well as
instructional practices
based upon results of the
review.
Evaluate current science
assessment items for
alignment to NGSS.
Develop and/or modify
existing
assessment
items to be aligned with
NGSS.

2017-2018
Ongoing
Progress
Monitoring

2014-2015
Ongoing
Progress
Monitoring

2014-2015 Assistant
Superintende
Ongoing nt of Ed
Progress Services
Monitoring

Develop NGSS aligned

performance tasks
(Strategy 2).

Use assessment data

to drive decisionmaking practices
(Strategy 3).

Use assessment data

to review and update
district goals and
benchmarks for
NGSS/Science

K.12
Science
assessments are
created and field-tested
that assess the three
dimensions of the NGSS.
Embedded in
Instruction
Focus heavily on
the practices
(performance
assessments),
which require a
scoring rubric.
Pilot new
assessments
Assemble a
subcommittee to
review assessment
data on a regular basis
and provide feedback
to the Science
Leadership Team.
Create an assessment
CVUSDs Local Control
& Accountability Plan

STRATEGIC ACTION PLAN III - Instructional Practices &

PD
Essential Question: How can a high-quality/research-based professional
learning system change instructional practices?

ff

Goal: By the end of the 2018-19 school year, science instruction in all classrooms will
demonstrate the integration of the science & engineering practices, disciplinary core
ideas, crosscutting concepts, and instructional goals as outlined in the Frameworks.
Leaders will take steps to ensure that all educators receive high-quality, research-based
professional learning to ensure NGSS implementation in every classroom.

ff

Rationale:
Teachers are the linchpin in any
effort to change K-12 science
education . In order to support
implementation of the new
standards and the curricula designed
to achieve them, the initial
preparation and professional
development of teachers of science
will need to change (p.256).

A Framework for K-12 Science

Education

ff

Strategies:
1. Establish and communicate a compelling vision
that fuels changes in teachers instructional
practices.
2. Collaborate with NGSS local experts, higher
education, and informal education agencies
(WestEd, BaySci, Bay Area Science Project,
ACOE, Early Implementors, etc.) to provide
NGSS aligned professional development.
3. Create, communicate, and implement a highquality, research- based PD program that is a
hybrid of both anytime-anywhere and face-to-face
training, a balance of content and pedagogy, and
embedded in teachers practice.
4. Build NGSS leadership capacity amongst
science teachers and administrators through
strategic professional development, a teachermentor system, and a collaborative Science
Leadership structure.
5. Explicitly integrate strategies for Equity and
RTI that foster a culture of ALL STUDENTS
ALL STANDARDS.
6. Explicitly integrate the Literacy in Science
and Technical Subjects connections and the
connections between science, ELA, and
mathematics expectations in NGSS
professional development.
7. Identify and share models of integrating the CCSS
and science instruction to address the current
state of limited instructional time.
8. Provide exemplars of NGSS and STEM instruction
in the form of lessons, classroom footage,

Timing
20152016

2014-2015
Ongoing
Progress
Monitoring

Fall 2016
Ongoing
Progress
Monitoring

Leader(s
Action Step(s)
)
Create and communicate a
Leadership
Team

vision for the implementation

of NGSS that reflects the
intended shifts in
instructional practices
(Strategy 1).
Elicit the assistance of local
experts in the area of science
professional development to
assist in the implementation of
the NGSS professional learning
plan (Strategy 2).

Evaluate existing NSTA and

other national online
resources for possible use in
the professional learning
program (Strategy 2).

Deliverable(s)
Develop instruction
observation tool that
supports pedagogical
risk-taking
Explore best schedule
structure for science
learning
Utilize local experts and
science agencies to
assist in planning and/or
conducting PD
Lawrence Hall of
Science
Exploratorium
Review NSTA
website for
appropriate
resources
Explore NGSX resource
site (Jean Moon,
Tidemark Institute) as a
possibility for web
based training
Search out other
national resources

ff

Status
Spring
2016

Spring
2016
Ongoing
Progress
Monitori
ng

Explore, establish, and

evaluate effective
professional learning
models for teachers, that
are high-quality and
research- based to promote
an understanding of the
philosophy and practices of
NGSS. (Strategy 3).

Review current
research on
professional learning
models specific to
science education.
Establish a
professional learning
system for secondary
science teachers.
Science professional
learning for
elementary teachers
should be embedded
within their current
literacy PD system

Fall 2016
Ongoing
Progress
Monitoring

Establish and maintain

administrative learning that
focuses on building science
leadership capacity at the site
and district level focusing on
providing professional
development in improving
instructional practices and
providing an understanding of
what NGSS looks like in the
classroom (Strategy 4, 5, 6).

Evaluate
and
Provide PD
for
curriculum admin on
instructional practices
according to existing
meeting schedules.
Provide PD for
administrators, with a
focus on NGSS aligned
(Equity & RTI
embedded) instructional
practices.
Provide informal
observation tools to
ensure instruction is
NGSS aligned (i.e.

ff

Fall 2016
Ongoing
Progress
Monitoring

Fall 2017
Ongoing
Progress
Monitoring

Fall 2016
Ongoing
Progress
Monitoring

Establish and maintain a

teacher mentor program that
focuses on building teacher
leadership capacity at the site
level and provides
professional learning in
improving instructional
practices (Strategy 4, 5, 6).

Conduct high-quality
interdisciplinary
professional learning to
enhance
ELA/history/math/science/
CTE instruction and align
NGSS for cross-curricular
programs (Strategy 4, 5,
6)
Provide
professional
development to teachers on
integrating CCSS ELA Literacy
standards and CCSS Math
standards into science
lessons (Strategies 5, 6, 7, 8).

Provide PD for teacher

mentors, with a focus
on NGSS aligned (Equity
& RTI embedded)
instructional practices.
Use informal observation
tools as a guide for
NGSS aligned instruction
(i.e. walkthrough tools,
look fors, ask
abouts, etc.)
Provide professional
learning, with a focus on
integration and crosscurricular instruction

Create webinars that

describe how to
integrate CCSS and
NGSS into science
instruction.
Create webinars on the
ELA, Mathematics, and
Science & Engineering
practices
Integrate disciplinary
specific literacy
strategies into ongoing

ff

Fall 2016
Ongoing
Progress
Monitoring

Post professional learning,

exemplar lessons,
assessments, and other
resources that emphasize
effective instructional
strategies in the
implementation of the NGSS
on the NGSS/Science website
(Strategy 8).

Create and post videos

of exemplary
instructional practices
that emphasize the
three dimensions
(disciplinary core ideas,
cross-cutting concepts,
& practices) of the
NGSS.

Identify CVUSD strengths to be

used to promote further of
learning NGSS

Post PD resources on
the NGSS/Science
website
Model Teachers, Admin,
Structures, etc

STRATEGIC ACTION PLAN IV Curriculum

& Instructional

Materials
Essential Question: How can CVUSD ensure high quality instructional materials,
aligned to the Next Generation Science Standards (NGSS), are in the hands of
classroom teachers?
Goal: Comprehensive instructional materials that are aligned to the Next
Generation Science Standards (NGSS) will be utilized to enhance science instruction
in all elementary and 6-12 classes by the end of the 2019-20 school year.

ff

Rationale:
Before thinking about the how of
implementation, it is important to
think about the whatteachers and
principals must have the materials on
which they will be trained. (Achieve
and EDI, 2012)
Curricula based on the framework
and resulting standards should
integrate the three dimensions
scientific and engineering practices,
cross-cutting concepts, and
disciplinary core ideas . In order to
support the vision of this framework,
standards-based curricula in science
need to be developed to provide
clear guidance that helps teachers
support students engaging in
scientific practices to develop
explanations and models (p.246).
Curriculum developers will need to
design K-12 science curricula based
on research and on learning
progressions across grade levels that
incorporate the frameworks three
dimensions (p.264).

A Framework for K-12 Science

Education

ff

Strategies:
1. Review district policies and structures to
ensure access to NGSS for all students.
2. Review the NGSS to identify logical groups of
standards, forming courses of study (Course
Mapping).
3. Develop a rubric for the systematic, quality review
of curricular resources.
4. Analyze current curricular materials for alignment
to the NGSS (Gap Analysis Alignment Study).
5. Evaluate new resources and/or modify current
curricular resources to ensure proper horizontal
and vertical articulation of strategies, supporting
the NGSS.
6. Create educator resources to assist with
CCSS, NGSS and STEM expectations.

Timin
g
2016-17

Action Step(s)
Determine high school
course model and sequence
of courses (Strategy 2).

2015-17

Determine science
materials, equipment, and
tech needs (Strategy 6).

Fall 2016

Develop or adapt existing

curricular evaluation rubrics
(Strategy 1).
Rubrics will evaluate
correlation to disciplinary
core ideas, cross- cutting
concepts, and the science &
engineering practices.
Rubrics will use the
Inquiry Model as a basis
for evaluation criteria.
Rubrics will evaluate
CCSS correlations as
Create and implement a
professional development
program that trains science
educators to properly apply
rubrics and evaluate
curricular resources (gap
analysis curricular
alignment study) (Strategy
3).

Fall 2016

ff

Leader(s)

Deliverable(s)

Review district HS
science requirement
Review UC/CSU
science
requirements
and
recommendatio
Inventory of science
instructional materials,
lab equipment,
technology, facilities
Selection of rubric or
modification of an
existing rubric for
evaluation of
curricular resources.

Leadership team will

create a PD session(s)
allowing participants to
properly use the GAP
Analysis Tool (Achieve
Equip Rubric, AIM rubric,
etc.).
Select
educators
to
participate in the gap

Status

Fall 2016

Develop guidelines and

expectations for participation
in evaluation activities
(Strategies 1 & 2).
Identify participants for gap
analyses, curricular alignment
studies, and course mapping
activities
(Strategies 1 & 2).
Evaluate curricular
resources and develop gap
analysis curricular
alignment and scope and
sequence (course mapping)
documents (Strategies 1, 2,
& 3).

20162017

ff

Develop vertical articulation

models (grade bands vs
grade
levels)
of
the
crosscutting
concepts
(Strategy 4).

Identify criteria for

participation in the gap
analyses, curricular
alignment studies, and
course mapping
activities.
Apply selection
criteria to select
participants for
evaluation activities.
Committee develops a
report for the Science
Coalition identifying
alignment between
curricular resources and
the NGSS expectations.
Committee develops a
report for the Science
Coalition identifying
how NGSS will be
mapped across
Educators,
suchthe
as
specialists and
instructional coaches,
will develop resources
to assist in the
understanding of the
vertical articulation of
NGSS.

Fall 2017
Ongoing
Progress
Monitorin
g

ff

Develop curricular resources

that assist teachers in making
cross- curricular connections
and aligning materials with
Literacy/ELA and Math
(balance of hands-on kits with
ability level text readings)
expectations (Strategy 5).

Develop structures to
capture media-based
materials (videos,
webinars, games, etc.)
to support
implementation efforts
of the NGSS and the
CCSS.

TK-12 NGSS Transition Plan DRAFT

GRADE BAND
Transitional
Kindergarten
Grades 2

Grades 3-5

Grades 6-8

High School

Transition I Year (2016-2017)

Science Exploration Through
Math Units

Science Instruction Through

Math Units

Y1 Implementation of
Integrated Sequence

Transition II (2017-2018)
Add Integrated Science &
Literacy Units
Using Science Based Fiction & NonFiction Trade Books / Text as a
Foundation for Literacy Units and
Integrating Authentic Real World
Science Phenomena
*Based on Literacy Structure & Plan
Add Integrated Science &
Literacy Units
Using Science Based Fiction & NonFiction Trade Books / Text as a
Foundation for Literacy Units and
Integrating Authentic Real World
Science Phenomena
*Based on Literacy Structure & Plan
Y2 Implementation of
Integrated Sequence

Transition III (2018-2019)

Possible Curriculum Adoption

Possible Curriculum Adoption

Full Implementation of
Integrated Sequence
Possible Curriculum Adoption

6th: Energy
7TH: Cells & Organisms, Ecosystems
8th: Earths Place, Earth & Human
Activity,

6th: Energy, Cells & Organelles,

Heredity
7TH: Cells & Organisms, Ecosystems,
Earths Place, Earth & Human
Activity
8th: Earths Place, Earth & Human
Activity, Motion & Stability, Energy,
Waves

Implementation of 9th Grade

Science Course

Depends on Course Sequence

Selected by the High School
NGSS Transition Committee

Depends on Course Sequence

Selected by the High School
NGSS Transition Committee

To Be Determined

To Be Determined

BIOLOGY, integrated with Earth

Science
NGSS & RTI Unit
Development

6th: Energy, Cells & Organelles,

Heredity, Earths Place, Earth & Huma
Activity
7TH: Cells & Organisms, Ecosystems,
Earths Place, Earth & Human Activity
Chemistry, Cells & Organisms
8th: Earths Place, Earth & Human
Activity, Motion & Stability, Energy,
Waves, Evolution, Heredity

Notes of
Needed
Structural &
Policy
Changes

HS Content Model Decision

HS Graduation Requirements
Decision

HS Graduation Requirements
TBD
HS Course Sequencing TBD

TK-12 Science Professional Learning Plan DRAFT

GRADE BAND
Transitional
Kindergarten
Grades 2

Grades 3-5

Grades 6-8

Transition I Year (2016-2017)

Transition II (2017-2018)

Transition III (2018-2019)

High School

Notes of
Needed
Structural &
Policy
Changes