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guide provides a replicable, district-agnostic process for reviewing, piloting, and adopting high-quality science instructional materials aligned to NGSS. It is designed to support districts in making transparent, evidence-based decisions grounded in classroom practice, teacher voice, and student learning.  \nThis process intentionally mirrors strong adoption practices commonly used in ELA and Math while honoring the unique instructional shifts required for science (phenomena-based learning, sense-making, and investigation) .  \nPhase 1 : Establish Vision, Beliefs, and Non-Negotiables  \nBefore reviewing materials, the district should clearly articulate what it believes about science teaching and learning.  \nRecommended Actions  \n● Develop or reaffirm a Science Vision & Beliefs statement  \n● Identify non-negotiables for instruction (e.g. , phenomena-based, inquiry-driven, student discourse)  \n● Align beliefs to:  \n○ NGSS Science & Engineering Practices  \n○ Crosscutting Concepts  \n○ Disciplinary Core Ideas  \nSample Guiding Questions  \n● What should science look and sound like in classrooms?  \n● How much instructional time should be devoted to investigation vs. reading?  \n● What level of teacher support and structure is necessary for fidelity?  \nPhase 2: Pre-Pilot Exploration  \nThis phase ensures that only high-quality, standards-aligned resources move forward to piloting.  \n2.1 Initial Review Using NGSS Alignment Tools and EdReports Purpose: Narrow the field of potential resources using objective, third-party evidence. Key Actions  \n● Identify candidate programs (comprehensive or modular)  \n● Review each resource using:  \n○ NGSS alignment tools (e.g. , EQuIP Rubric for Science)  \n○ Ed Reports (when available)  \n● Focus on instructional design, not marketing claims  \nLook-Fors  \n● Clear anchoring phenomena driving units  \n● Coherent learning progressions across grade levels  \n● Integration of SEPs, CCCs, and DCIs  \n● Built-in opportunities for sense-making and discourse  \n● Assessment systems aligned to three-dimensional learning  \nSuggested Output  \n● Summary comparison chart  \n● Color-coded ratings (advance / consider / remove)  \n2.2 Feedback from External Districts Using Candidate Resources Purpose: Learn from real-world implementation experiences.  \nKey Actions  \n● Identify districts currently using each candidate resource  \n● Conduct structured interviews or surveys with:  \n○ Teachers  \n○ Curriculum leaders  \n○ Instructional coaches  \nGuiding Questions  \n● What supports were necessary in year one?  \n● What challenges emerged with fidelity?  \n● How did student engagement and discourse change?  \n● What professional learning was most critical?  \nSuggested Output  \n● External feedback summary  \n● Noted patterns of success and caution  \n2.3 Teacher Input from Science PLC Discussions Purpose: Ground decisions in teacher expertise and classroom realities. Key Actions  \n● Provide teachers with access to sample materials  \n● Facilitate structured PLC discussions focused on instruction  \n● Use a common discussion protocol or rubric  \nPLC Focus Areas  \n● Ease of planning and lesson preparation  \n● Clarity of teacher guidance  \n● Student ownership of learning  \n● Quality of investigations and questioning  \n● Differentiation and accessibility  \nSuggested Output  \n● PLC notes and consensus themes  \n● Identified strengths and concerns per resource  \n2.4 Sample Unit and Lesson Reviews  \nPurpose: Examine how the curriculum performs at the lesson level. Key Actions  \n● Select a common unit or lesson across grade bands  \n● Review materials using a Science Lesson Review Tool  \nLook-Fors  \n● Phenomenon-driven lesson launch  \n● Student questioning and modeling opportunities  \n● Alignment between activities and learning goals  \n● Embedded formative assessment  \n● Coherence across lessons within a unit  \nSuggested Output  \n● Lesson/unit review rubric scores  \n● Narrative feedback from review","cbCailZ7zgoj3zkZ","https://ap.wps.com/l/cbCailZ7zgoj3zkZ","pdf",147198,"English","# Purpose\n# Phase 1: Establish Vision, Beliefs, and Non-Negotiables\n## Recommended Actions\n## Sample Guiding Questions\n# Phase 2: Pre-Pilot Exploration\n## 2.1 Initial Review Using NGSS Alignment Tools and EdReports\n## 2.2 Feedback from External Districts Using Candidate Resources\n## 2.3 Teacher Input from Science PLC Discussions\n## 2.4 Sample Unit and Lesson Reviews\n# Phase 3: Pilot Design and Implementation\n## 3.1 Resource Selection for Pilot\n## 3.2 Pilot Scope and Structure\n## 3.3 Pilot Norms and Expectations","[{\"question\":\"What is the purpose of this Science Curricular Resource Adoption Guide?\",\"answer\":\"It provides a replicable process for reviewing, piloting, and adopting NGSS-aligned science instructional materials through transparent, evidence-based decisions grounded in classroom practice, teacher voice, and student learning.\"},{\"question\":\"How does Phase 1 shape district decisions before reviewing materials?\",\"answer\":\"Phase 1 requires the district to articulate science teaching and learning beliefs, define non-negotiables (e.g., phenomena-based, inquiry-driven, student discourse), and align them to NGSS science and engineering practices, crosscutting concepts, and disciplinary core ideas.\"},{\"question\":\"What steps are included in Phase 2 to narrow and evaluate candidate resources?\",\"answer\":\"Phase 2 includes an initial review using NGSS alignment tools and EdReports, external district feedback via structured interviews or surveys, teacher input through Science PLC discussions, and sample unit and lesson reviews using a lesson review tool and agreed look-fors.\"}]","Science Curricular Resource Adoption Guide - Purpose, Phases 1-3 | PDF",1791601417,18]