My Venn diagram (2013) depicting the relationships and convergences of literacy practices found in CCSS-Math, CCSS-ELA, and NGSS has been most influential in the development of English Language Proficiency standards.

These ideas emerged during my tenure at Understanding Language at Stanford. Since that time, I have been studying the synergies that exist at the overlap of science learning and literacy development for students.

The list below shows how various state-level organizations have used this graphical analysis to advance teaching and learning for all learners, especially ELs, across the content areas and in science.

The Venn diagram (modified by others) can be found in Appendix D of NGSS,  "All Standards, All Students”: Making the Next Generation Science Standards Accessible to All Students.

ELPA21 is a group of 7 states that designed and developed an assessment system for English language learners. The system is based on the English Language Proficiency Standards and addresses the language demands needed to reach college and career readiness. Each of the 7 states (Arkansas, Iowa, Nebraska, Ohio, Oregon, Washington, and W. Virginia  have adopted these ELP standards.

The Venn diagram is used in the 2016 Massachusetts Science and Technology/Engineering Curriculum Framework (p. 125) to describe the essential role of language, literacy, and mathematics play into science, and technology/engineering learning for all students.

The Venn diagram is used in the 2016 California Science Framework. I was part of the 20 member state appointed committee to the Science Curriculum Framework and Evaluation Criteria Committee (CFCC).