ABSTRACT

Implementation of the NGSS at the K—12 level encompasses several varied but necessary tasks (see Table 1). For example, the three dimensions: practices, crosscutting concepts, and disciplinary core ideas must be taken together as a way in which educators can develop science practitioners and scientific expertise, not just proficient science students. A first step toward implementation is to become familiar with all of the components of the standards. Second, look at current practices, analyzing them to determine if there are gaps between those and practices that would reflect the NGSS. Next, provide all teachers with professional development that is targeted on best practices in science and with gifted students. Where gaps have been identified, teachers then adjust content, process, products, and assessments to reflect the new science standards, bearing in mind that student outcomes should be aimed at developing expertise. Gather resources and consult with content specialists and gifted education specialists to assist with this realignment. Consider the NAGC Programming Standards (NAGC, 2010) in the realignment process. Make sure the curriculum that is developed is coherent and is focused on the development of concepts, not <target id="page_76" target-type="page">76</target>A Sample Timeline for Implementation of the NGSS Task Person(s) Responsible When Know and understand the NGSS for the grade level(s) or course(s) you teach. All school personnel April—May Gather evidence to determine the extent to which current practices reflect the standards; identify gaps in practice and or content. Teacher representatives at each grade level, building level administrators, gifted specialist June—August Gather evidence to determine the extent to which current content, process, product, and assessment reflect the content standards; identify gaps in practice and or content. Teacher representatives at each grade level, building level administrators, gifted specialist, science specialist September—November Provide professional development to identify best practices in teaching science and adapting the NGSS for students with gifts and talents. Gifted specialist, content specialists December—February Make adjustments to content, process, product, and assessments to reflect gaps that were identified, deleting curriculum that is not rigorous and does not meet the standards. All teachers March—April Gather resources to assist with realignment to NGSS and to gifted education programming standards. GT education specialist, building administrator, science specialist, and other necessary personnel March—April Provide professional development to prepare all teachers for full implementation of the NGSS for gifted and high-potential students. GT education specialist, building administrator, science specialist, and other necessary personnel May—June Provide ongoing support for full implementation. GT education specialist, building administrator, science specialist, and other necessary personnel July—August 77add-on activities. There should be strong and clear connections among content, process, product, and assessment. Provide professional development to ensure that school personnel understand the new standards and the changes needed to implement them for gifted and high-potential students.