We know that implementing new standards comes with challenges. Whether you've had limited professional development, little time for planning, or still have lingering questions, this website is designed to support you.

Your Guide to NYSSLS Success

The goal is to help you confidently prepare every student for rigorous, three-dimensional assessments, such as the NYSSLS Regents Exam. These resources will show you how to move beyond teaching just the content and empower students to master all three dimensions of the standards:

• Science and Engineering Practices (what students need to do)

• Disciplinary Core Ideas (what students need to know)

• Crosscutting Concepts (how students make connections)

This resource is designed for independent use, allowing you to learn and plan on your own schedule. For specific questions, you can always reach out directly via email (afrancis@ocmboces.org).

Progress Over Perfection

The Learning Journey Checklist is your roadmap. It provides a clear, step-by-step path to help you focus on one goal at a time, ensuring you make consistent progress all year long.

If you're already further along in your journey, I encourage you to share your knowledge and successful teaching strategies. Your experience can be invaluable in helping your colleagues and strengthening our community of practice.

This stage focuses on the foundational knowledge required to understand the core principles of the NYSSLS.

• [ ] I can articulate the three dimensions of the NYSSLS: Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts (CCCs).

• [ ] I can explain the role of phenomena and problems in driving student inquiry and instruction.

• [ ] I understand the difference between a traditional, fact-based assessment and a three-dimensional assessment.

• [ ] I can locate and interpret the specific NYSSLS Performance Expectations relevant to my grade level and content area.

• [ ] I can analyze a NYSSLS standard to identify the DCI, SEP, and CCC that must be integrated into the lesson.

This stage involves applying your knowledge to the practical task of lesson planning.

• [ ] I can select an appropriate, authentic phenomenon or problem to anchor my lesson.

• [ ] I can write a driving question for my unit that connects the phenomenon to the content.

• [ ] I can design learning activities that actively engage students in using a SEP to make sense of a DCI through the lens of a CCC.

• [ ] I can plan for the use of formative assessments that provide ongoing evidence of student understanding across all three dimensions.

• [ ] I can design or adapt lesson materials to provide appropriate scaffolds and supports for diverse learners, including multilingual learners and students with disabilities.

This stage focuses on classroom practice, including facilitation and student engagement.

• [ ] I can use questioning strategies that encourage students to think across all three dimensions.

• [ ] I can facilitate student discourse where learners share their ideas, critique evidence, and construct explanations.

• [ ] I can effectively manage a classroom where students are engaged in hands-on, exploratory, and collaborative activities.

• [ ] I can guide students in making connections between the classroom learning and real-world applications of science.

This final stage is about evaluating student proficiency on three-dimensional tasks.

• [ ] I can create or select a three-dimensional assessment task that requires students to apply all three dimensions simultaneously.

• [ ] I can develop a scoring rubric that clearly evaluates student performance on the DCI, SEP, and CCC.

• [ ] I can analyze student work to identify areas of strength and areas where additional instructional support is needed.

• [ ] I can use assessment data to inform my future instructional decisions and adjust my teaching to better support student learning.