Resources

Practice Brief: Designing Phenomenon

This practice brief outlines a phenomena-driven, three-dimensional approach to science education based on the Next Generation Science Standards (NGSS), emphasizing the integration of science and engineering practices, disciplinary core ideas, and crosscutting concepts to enhance student learning and assessment. It highlights the importance of selecting relevant phenomena for investigation, fostering an inclusive educational experience that accommodates diverse learning styles and needs while promoting critical thinking and real-world applications.

Embedding Alternate Means of Expression into Graduation-based Coursework

This Best Practice Guide provides educators with strategies to incorporate alternative means of expression into core course work for students with disabilities. It emphasizes the importance of collaboration between general education and special education staff in creating inclusive instruction and assessment methods. The guide outlines a backward design planning process that includes identifying big ideas, determining acceptable evidence, and documenting alternative means of expression within IEPs.

Practice Brief: Providing Alternative Means of Expression for Student Success in NGSS

The document discusses the importance of providing alternative means of expression for students to demonstrate proficiency with California’s Next Generation Science Standards (CA NGSS). It emphasizes how these alternate means of expression, such as verbal responses, pictorial/visual forms, multimedia responses, and assistive technology responses, can enhance student access to learning and support the application of Science and Engineering Practices (SEPs) outlined in CA NGSS. By offering various assessment mediums that align with SEPs like asking questions, developing models, planning investigations, analyzing data, using mathematics/computational thinking, constructing explanations/designing solutions, engaging in argument from evidence, and obtaining/communicating information; alternative means of expression help create inclusive science learning environments where diverse student needs are incorporated.

Practice Brief: NGSS All Standards for All Students

This document emphasizes the importance of implementing district policies and instructional methods that support alternative means of expression in Next Generation Science Standards (NGSS), particularly for students with disabilities. By providing flexibility and choice, districts can create inclusive learning environments and foster student independence and create deep connections to NGSS-aligned instruction and assessment recommendations. The document also highlights the need for clear course models and assessment boundaries to ensure accessibility for students with disabilities while staying aligned to the learning requirements to each course big idea needed for proficiency.

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This free and publicly available set of resources from The Wonder of Science offers educators with performance assessments tied to each instructional segment that, when taken together, define the proficiency for this big idea. In addition to performance assessments, educators are also offered sample lesson plans, segment-aligned phenomena, and other related instructional tools. The website gathers resources developed by Paul Anderson and other science educators carrying out NGSS-based instruction and assessment.

Important Note – It is the responsibility of local education agencies to review these materials to determine the degree they align with coursework requirements defined within their local contexts.

From Molecules to Organisms: Performance Task (Student Materials)

This document gives the companion student materials to the performance task fully described in the teacher guide. Please refer to the teacher guide linked as the option performance task for expanded details on appropriate and inappropriate supports for this task, as well as a list of potential alternate means of expression students could use when completing task items.

From Molecules to Organisms: Performance Task (Teacher Guide)

This performance task evaluates students’ understanding of key concepts within the Biology’s From Molecules to Organisms big idea. It is divided into parts, with each targeting specific instructional segments supporting this big idea. Each part offers accessible strategies and examples of how students can demonstrate proficiency with the concepts. Various resources, mediums, and connections are provided for teachers to customize the task to the unique needs, cultures, interests, and abilities of their students to promote an inclusive and relevant educational experience. When preparing to administer this performance task, it is important for the teacher to distinguish between flexible and fixed elements to ensure students have multiple ways to demonstrate their knowledge without compromising the depth and the rigor of the standards. As always, educators should also consult the student’s Individualized Education Program (IEP) to ensure that all required accommodations and supplementary aids are provided during the assessment.

Practice Brief: Establishing District Policies to Support Alternate Means of Expression

The document provides guidance for district and community leaders on implementing policies that support students with disabilities in meeting rigorous learning expectations. It emphasizes the importance of integrating choice into learning and fostering student independence. The document outlines specific considerations for policymakers, including diploma offerings, alternative means of expression, community engagement, professional development, core instruction, educator collaboration, and IEP meeting attendance.

Practice Brief: Identifying Viable Alternative Means of Expression

This document is a decision-making tool for IEP teams in California to identify alternative means of expression for students with disabilities, allowing them to meet coursework requirements personalized to their strengths and needs. It emphasizes the importance of understanding course requirements, collaborating between general and special education teachers, and elevating the role of supplementary aids and services. The document provides guidance on how to determine if individualized alternative means of expression are necessary and offers a flowchart for decision-making.