Welcome to NGSS@OSTA
This page is dedicated to providing accurate, reliable and vetted information about Oregon's 2014 Science Standards (NGSS). Also included are resources to assist teachers, administrators and districts in their implementation.
Many of the resources on this page were guided by a large and growing body of research on teaching and learning science.
The changes that the NGSS (and CCSS) propose are not insignificant. Major changes in the classroom environment and in teaching and assessment practices will be required. Before planning instruction and assessment that informs teaching and learning, the conceptual shifts within the standards should be understood. If improving student learning is the ultimate goal, then the roll-out of the standards needs to be accompanied by high quality professional development that gives teachers the opportunity to dive deeply into the new standards.
OSTA supports the thoughtful, methodical, thorough implementation of the 2014 Oregon Science Standards (NGSS).
The newly designed website is much easier to navigate, and all of the science resources are in one place
The NGSS@NSTA Hub is better than ever with a new look and plenty of new resources and tools tailored for teachers. The Hub is your one-stop source for information, resources, news, professional learning opportunities, and expert advice in understanding and implementing the Next Generation Science Standards (NGSS).
Great teaching can be learned. This web site provides a vision of ambitious science instruction for elementary, middle school and high school classrooms. Ambitious teaching deliberately aims to support students of all backgrounds to deeply understand science ideas, participate in the activities of the discipline, and solve authentic problems.
This site has tools that can help you teach science, technology, engineering and math (STEM). We are currently focused on supporting the teaching of the Next Generation Science Standards (NGSS). Each tool is focused on a specific issue and leverages the best knowledge from research and practice. Under the News section, you can learn a bit more about how you might use them.
Four NGSS Videos are now available online through the Teaching Channel. Achieve and Teaching Channel collaborated to produce videos that present an overview of key innovations in the Next Generation Science Standards (NGSS) and a deeper dive into each of the NGSS' three dimensions. The videos are intended to help educators become familiar with the three dimensions of the NGSS and how they will benefit students. For more information, check out this blog post written by NGSS Writing Team Leader Brett Moulding.
A storyline is a coherent sequence of lessons, in which each step is driven by students' questions that arise from their interactions with phenomena. A students's goal should always be to explain a phenomenon or solve a problem. At each step, students make progress on the classroom's questions through science and engineering practices, to figure out a piece of a science idea. Each piece they figure out adds to the developing explanation, model, or designed solution. Each step may also generate questions that lead to the next step in the storyline. Together, what students figure out helps explain the unit's phenomena or solve the problems they have identified. A storyline provides a coherent path toward building disciplinary core idea and crosscutting concepts, piece by piece, anchored in students' own questions.
Effective integration of science practices in classrooms requires instructional leadership to support that change. Instructional leaders can include a variety of different individuals including, but not limited to, school principals, district leaders, coaches and lead teachers. Included in this website are tools to help support the effective implementation of the Science Practices. Examples of how these tools can be used are found in the case studies.
The Inquiry Project is a research and curriculum development effort that engages students in grades 3-5 in science inquiry about the nature of matter. In Inquiry Project classrooms, children work collaboratively with their classmates and teachers, using measurement, mathematical and graphical representations, and discussion to build scientific explanations about objects and materials in the world around them.
Quick Reference Documents to Share
The NGSS Playbook: The Instructional Leader's Guide to Implementing the Next Generation Science Standards
The NGSS Playbook is a must-have resource for any district or school leader as Oregon implements the Next Generation Science Standards! Learn how to be an effective instructional leader throughout the implementation so that you can support teachers in your building. You will learn about the standards and the instructional shifts they demand, the rich connections with Common Core State Standards in English Language Arts and Math, and how to identify effective instructional strategies for equity. The NGSS Playbook was created by a group of science, math, and STEM TOSAs, teachers, and coordinators from districts throughout the Willamette Valley with a passion for developing students' curiosity, ability to think critically, engage in argument from evidence, and design solutions to community-based problems. All attendees will receive a copy of the NGSS Playbook.
This reference clearly describes the DCI's, SEP & CCC's that were used to create the Performance Expectations in the NGSS. This framework also includes a set of learning progressions and grade band endpoints that will help guide curriculum and instruction development using the new standards.
This guide provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process.
Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators. Don't let the K-8 in the title keep you from checking out this resource. The strategies in this book are applicable at all levels.
Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.
Literacy for Science: Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards
Literacy for Science is the summary of a workshop convened by the National Research Council Board on Science Education in December 2013 to address the need to coordinate the literacy for science aspect of CCSS and the practices in NGSS. The workshop featured presentations about the complementary roles of English/language arts teachers and science teachers as well as the unique challenges and approaches for different grade levels. Literacy for Science articulates the knowledge and skills teachers need to support students in developing competence in reading and communicating in science. This report considers design options for curricula and courses that provide aligned support for students to develop competencies in reading and communicating, and addresses the role of district and school administrators in guiding implementation of science and ELA to help ensure alignment. Literacy for Science will be a useful point of reference for anyone interested in the opportunities and challenges of overlapping science and literacy standards to improve the learning experience.
Research on Science Learning:
The book provides a detailed examination of how we know what we know about children's learning of science--about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education--teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.
Recent research suggests early math, science and social studies knowledge may boost achievement for the nation’s youngest students and provides a better chance at future reading success – more so even than early reading skills. (Kimberly Brenneman, National Institute for Early Education Research at Rutgers University, June 2014)
This issue of The Progress of Education Reform reveals five surprising findings about the strong relationship between early math instruction and later student achievement. Researchers have found that early knowledge of math not only predicts later success in math, but also predicts later reading achievement even better than do early reading skills. The paper concludes with implications and recommendations for state policy that will support the development of early math competencies and young children. (Doug Clements and Julie Sarama, University of Denver, October 2013)