Model Course Mapping for MS and HS NGSS
The Next Generation Science Standards (NGSS) provide grade level guidance for grades K-5, but allow for flexible mapping of the middle school and high school grade band standards. NGSS writers and Lead State reviewers developed NGSS Appendix K -- Model Course Mapping for Middle and High School NGSS.
"As states and districts consider implementation of NGSS, it will be important to thoughtfully consider how to organize these grade banded standards into courses that best prepare students for post-secondary success in college and career. Decisions about this organization are handled differently in different states."
Appendix K "is provided as a tool for guiding this decision-making process. To realize the vision of the Framework and NGSS, courses need to be thoughtfully scaffolded at levels of complexity that are developmentally appropriate for students to build knowledge both within courses and over the sequence of courses. It is also important to note that these are merely the first of several models that will be developed." Accelerated models to propel students toward Advanced Placement courses earlier in their high school careers as well as models that integrate the NGSS and career technical education pathways such as engineering and medicine are also being developed. (excerpted/adapted from Appendix K)
Planning Course Mapping for Michigan Schools
Michigan's NGSS Internal Review Team analyzed the proposed models and strongly supported the Conceptual Progressions Model (describe in Appendix K), but acknowledged that many Michigan districts will choose to continue with their current course structures as they identify options for fully transitioning to NGSS. Others may choose to map all middle and high school expectations to five courses (grades 6-10) to allow more flexibility in grades 11 and 12 for advanced coursework, either in the sciences or in other content areas.
In preparation for the May 2013 NGSS Introduction, the Michigan Internal Review Team produced a Model Course Mapping Resource to describe considerations, strengths and weaknesses for mapping MS and HS NGSS topics and PEs. This resource was included in the May 2013 NGSS Introduction and is posted on the CREATE for STEM site.)
Model Course Mapping Resource Developed by NGSS Internal Review Team -- May 2013
See MDE Standards Page for Revised Michigan Merit Curriculum Science Course/Credit Requirements
The Model Course Mapping Resource was adapted in 2014 to reflect a Standards-Neutral guide for planning courses to meet Michigan Merit Curriculum Requirements -- Revised Model Course Mapping Resource
This version will support transition planning until the NGSS are adopted, at which time, models will be revised to reference the NGSS topics and PEs more directly.
In addition, members of the Michigan NGSS External Review Team have developed a Course Mapping Tool (reflecting the Appendix K Conceptual Progression Model) to identify NGSS PEs as they are bundled and re-bundled in planned units of instruction for Grades K-12. Topic Progression Chart (color)
The Course Mapping Tool has been revised to reflect the MS PE assignments represented in the Revised NGSS Appendix K Conceptual Progression Chart.
Revised Course Mapping Tool
Accelerated Model Course Pathways
The Accelerated Model Course Pathways document offers guidance to schools and districts seeking to organize NGSS performance expectations into a compressed time frame. The Accelerated Model Course Pathways are designed for high-achieving students who want or need to pursue advanced level science courses earlier in high school, and at a more rapid pace.
Since May 2013, teams of reviewers have been developing models for acceleration, to describe plans for addressing HS PEs in grades 8-10, with Grade 8 including MS and HS PEs. These models will look familiar to many Michigan districts that currently address either High School Earth and Space Science HSCE or High School Physics and Chemistry HSCE in Grade 8.
Assumptions for Accelerated NGSS Model Course Maps
To use the model course maps effectively, it is essential to understand the assumptions that were involved in their creation.
1. Model course maps are starting points, not finished products.
2. The accelerated models are built upon the model course sequences in Appendix K, and assume all practices and crosscutting concepts are addressed in
all courses (as in Appendix K).
3. Acceleration begins in middle school.
4. All standards, all students; all practices in all units of instruction.
5. Model course maps are not curricula.
6. Engineering for all.
7. The accelerated model course maps ≠ advanced-level science coursework.
Accelerated Model Course Pathways Document
NGSS & AP Biology Quick Reference Grid (Excel)
NGSS & AP Chemistry Quick Reference Grid (Excel)
NGSS & AP Physics 1 and 2 Quick Reference Grid (Excel)
Watch the video overview: Accelerated Model Course Pathways Overview Video
Table of Contents
Overview
Course Map 1 – Five-Year Model
Course Map 2 – Four-Year Model
Course Map 3 – High School Schedule Model
Considerations for Advanced Placement (AP) Courses
Uses of ANMCM for Districts and Schools
Acknowledgements
Appendix A – NGSS & AP Biology Comparison Chart
Appendix B – NGSS & AP Chemistry Comparison Chart
Appendix C – NGSS & AP Physics 1 and 2 Comparison Chart
The resource will describe a number of models. Two have been adapted to reflect the color coding by topic used throughout the MI External Review Team work. (These topic charts will be updated to reflect the final recommendations).
Course Map 1 – Five-Year Conceptual Model (Grades 6-10) - DRAFT
Adaptations for students entering accelerated sequence after 6th grade.
Course Map 2 -- Four-Year Conceptual Model (Grades 6-9) -- Further acceleration with most MS expectations addressed in Grades 6 and 7, and most HS expectations addressed in Grades 8 and 9.
Course Map 2 -- Four-Year Conceptual Model (Grades 6-9) - DRAFT
Adaptations for students entering accelerated sequence after 6th grade.
Course Map 3 -- AP Course-Specific Models (Grades 6-AP)
Given the number of concepts that are shared between the NGSS and the AP course guides, a comparison of how the shared conceptual ideas are addressed between the sets of standards is an essential tool for improving the instructional efficiency of the accelerated pathway(s) offered by allowing the option of eliminating instructional redundancy.
Models can be used in three ways:
1. Complete instructional separation between foundational NGSS courses and AP courses.
2. Narrowing the content of the foundational NGSS courses.
3. Narrowing the content of the AP courses.
Appendices with Tables Comparing NGSS PEs with AP Essential Knowledge Statements (These tables will be most useful to teachers who want to reinforce foundations for AP Essential Knowledge.)
"As states and districts consider implementation of NGSS, it will be important to thoughtfully consider how to organize these grade banded standards into courses that best prepare students for post-secondary success in college and career. Decisions about this organization are handled differently in different states."
Appendix K "is provided as a tool for guiding this decision-making process. To realize the vision of the Framework and NGSS, courses need to be thoughtfully scaffolded at levels of complexity that are developmentally appropriate for students to build knowledge both within courses and over the sequence of courses. It is also important to note that these are merely the first of several models that will be developed." Accelerated models to propel students toward Advanced Placement courses earlier in their high school careers as well as models that integrate the NGSS and career technical education pathways such as engineering and medicine are also being developed. (excerpted/adapted from Appendix K)
Planning Course Mapping for Michigan Schools
Michigan's NGSS Internal Review Team analyzed the proposed models and strongly supported the Conceptual Progressions Model (describe in Appendix K), but acknowledged that many Michigan districts will choose to continue with their current course structures as they identify options for fully transitioning to NGSS. Others may choose to map all middle and high school expectations to five courses (grades 6-10) to allow more flexibility in grades 11 and 12 for advanced coursework, either in the sciences or in other content areas.
In preparation for the May 2013 NGSS Introduction, the Michigan Internal Review Team produced a Model Course Mapping Resource to describe considerations, strengths and weaknesses for mapping MS and HS NGSS topics and PEs. This resource was included in the May 2013 NGSS Introduction and is posted on the CREATE for STEM site.)
Model Course Mapping Resource Developed by NGSS Internal Review Team -- May 2013
See MDE Standards Page for Revised Michigan Merit Curriculum Science Course/Credit Requirements
The Model Course Mapping Resource was adapted in 2014 to reflect a Standards-Neutral guide for planning courses to meet Michigan Merit Curriculum Requirements -- Revised Model Course Mapping Resource
This version will support transition planning until the NGSS are adopted, at which time, models will be revised to reference the NGSS topics and PEs more directly.
In addition, members of the Michigan NGSS External Review Team have developed a Course Mapping Tool (reflecting the Appendix K Conceptual Progression Model) to identify NGSS PEs as they are bundled and re-bundled in planned units of instruction for Grades K-12. Topic Progression Chart (color)
The Course Mapping Tool has been revised to reflect the MS PE assignments represented in the Revised NGSS Appendix K Conceptual Progression Chart.
Revised Course Mapping Tool
Accelerated Model Course Pathways
The Accelerated Model Course Pathways document offers guidance to schools and districts seeking to organize NGSS performance expectations into a compressed time frame. The Accelerated Model Course Pathways are designed for high-achieving students who want or need to pursue advanced level science courses earlier in high school, and at a more rapid pace.
Since May 2013, teams of reviewers have been developing models for acceleration, to describe plans for addressing HS PEs in grades 8-10, with Grade 8 including MS and HS PEs. These models will look familiar to many Michigan districts that currently address either High School Earth and Space Science HSCE or High School Physics and Chemistry HSCE in Grade 8.
Assumptions for Accelerated NGSS Model Course Maps
To use the model course maps effectively, it is essential to understand the assumptions that were involved in their creation.
1. Model course maps are starting points, not finished products.
2. The accelerated models are built upon the model course sequences in Appendix K, and assume all practices and crosscutting concepts are addressed in
all courses (as in Appendix K).
3. Acceleration begins in middle school.
4. All standards, all students; all practices in all units of instruction.
5. Model course maps are not curricula.
6. Engineering for all.
7. The accelerated model course maps ≠ advanced-level science coursework.
Accelerated Model Course Pathways Document
NGSS & AP Biology Quick Reference Grid (Excel)
NGSS & AP Chemistry Quick Reference Grid (Excel)
NGSS & AP Physics 1 and 2 Quick Reference Grid (Excel)
Watch the video overview: Accelerated Model Course Pathways Overview Video
Table of Contents
Overview
Course Map 1 – Five-Year Model
Course Map 2 – Four-Year Model
Course Map 3 – High School Schedule Model
Considerations for Advanced Placement (AP) Courses
Uses of ANMCM for Districts and Schools
Acknowledgements
Appendix A – NGSS & AP Biology Comparison Chart
Appendix B – NGSS & AP Chemistry Comparison Chart
Appendix C – NGSS & AP Physics 1 and 2 Comparison Chart
The resource will describe a number of models. Two have been adapted to reflect the color coding by topic used throughout the MI External Review Team work. (These topic charts will be updated to reflect the final recommendations).
Course Map 1 – Five-Year Conceptual Model (Grades 6-10) - DRAFT
Adaptations for students entering accelerated sequence after 6th grade.
Course Map 2 -- Four-Year Conceptual Model (Grades 6-9) -- Further acceleration with most MS expectations addressed in Grades 6 and 7, and most HS expectations addressed in Grades 8 and 9.
Course Map 2 -- Four-Year Conceptual Model (Grades 6-9) - DRAFT
Adaptations for students entering accelerated sequence after 6th grade.
Course Map 3 -- AP Course-Specific Models (Grades 6-AP)
Given the number of concepts that are shared between the NGSS and the AP course guides, a comparison of how the shared conceptual ideas are addressed between the sets of standards is an essential tool for improving the instructional efficiency of the accelerated pathway(s) offered by allowing the option of eliminating instructional redundancy.
Models can be used in three ways:
1. Complete instructional separation between foundational NGSS courses and AP courses.
2. Narrowing the content of the foundational NGSS courses.
3. Narrowing the content of the AP courses.
Appendices with Tables Comparing NGSS PEs with AP Essential Knowledge Statements (These tables will be most useful to teachers who want to reinforce foundations for AP Essential Knowledge.)
