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NGSS Standards

On September 4, 2013, the SBE adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS) as required by California Education Code 60605.85. The NGSS Appendices A-M were also adopted to assist teachers in the implementation of the new science standards and to aid in the development of the new science curriculum framework.

The SBE-adopted California Next Generation Science Standards (CA NGSS) can be viewed below by grade level Disciplinary Core Ideas (DCI): Life Sciences, Earth and Space Sciences, and Physical Sciences or by grade level Topic (e.g., Chemical Reactions, Structure and Function, or Space Systems).

For information on how to read the standards and implement the standards, please read How to Read CA NGSS (PDF) or consult the 2016 Science Framework or visit the Adopting and Implementing NGSS page. For questions about the CA NGSS and 2016 Science Framework, contact the Curriculum Frameworks and Instructional Resources Division (CFIRD) at cfird@cde.ca.gov or 916-319-0881.

Kindergarten through Grade Five Standards

Standards Arranged by Disciplinary Core Ideas (Life, Earth and Space, and Physical Science)

Grades Six through Eight Standards

On November 6, 2013, the SBE approved the Science Expert Panel's (SEP) recommended Integrated Learning Progression model as the preferred model for middle grades six through eight. At the same November meeting, the SBE approved a recommendation by the SSPI to reconvene the SEP in order "to develop ... as an alternative model ... a discipline specific model" for the grade span of six through eight based on Achieve's domains model in Appendix K.

In December 2013, the SEP reconvened to develop an alternative domain specific course model.

The documents below provide middle school educators the rationale for the CA NGSS Integrated Learning Progression Course for middle grades six through eight and the Alternative Discipline Specific Course for grades six through eight. The documents also describe learning progressions for each grade level.

Integrated Learning Progression Model (PDF)
This document provides middle school educators the rationale for the Integrated Learning Progression Course arrangement of standards developed by the California Science Expert Panel. Documents containing the standards for each grade level are below.

Discipline Specific Model (PDF)
This document provides middle school educators the rationale for the Discipline Specific Course arrangement. Documents containing the standards for each grade level are below.

Integrated Model Standards Arranged by Disciplinary Core Ideas

Discipline Specific Model Standards

Grades Nine through Twelve Standards

Standards Arranged by Disciplinary Core Ideas (Life, Earth and Space, and Physical Science)

NGSS Appendices A-M

The NGSS Appendices A-M were adopted to assist teachers in the implementation of NGSS and in the development of the new science curriculum framework.

Questions: Curriculum Frameworks and Instructional Resources Division | cfird@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, September 26, 2023

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NGSS for California Public Schools, K-12

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In 2013, the State Board of Education (SBE) adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve.

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Core Content Connectors (CCC)

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Core Content Connectors (CCC)

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Core Content Connectors (CCC)

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Core Content Connectors (CCC)

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K-12

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CPIN provides high quality professional development for preschool administrators and teachers highlighting current research-based information, resources, and effective instructional practices which are focused on preparing children to flourish in early childhood and succeed in elementary school and beyond.

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The California Preschool Instructional Network (CPIN) is funded by the California Department of Social Services, Child Care and Development Division and has provided high-quality professional learning, technical assistance, and support to California's preschool program administrators and teachers through its statewide network since 2004.

Through regional communities of practice (CP) and a series of professional learning experiences,CPIN promotes promising practices in early learning, family engagement, and equity and emphasizes a whole-child approach.

Organized into 11 state regions, CPIN instructors provide research-based teaching and learning strategies that are age and developmentally appropriate and highlight inclusive practices and support for ALL children. Instruction incorporates adult learning theories and is intentional, reﬂective, and interactive with hands-on learning and time for planning.

To learn more about the topics, professional learning sessions, and available coaching in your area, contact your local CPIN Regional Lead.

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cpin.us | california preschool instructional network

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The California Preschool Instructional Network (CPIN) is funded by the California Department of Social Services, Child Care and Development Division and has provided high-quality professional learning, technical assistance, and support to California's preschool program administrators and teachers through its statewide network since 2004.

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This bill would prohibit a contracting agency from expelling or unenrolling a child from a state preschool program because of a child’s behavior unless the contracting agency has expeditiously pursued and documented reasonable steps to maintain the child’s safe participation in the program and determines, in consultation with specified parties, that the child’s continued enrollment would present a continued serious safety threat to the child or other enrolled children, and has referred the parents or legal guardians to other potentially appropriate placements, the local child care resource and referral agency, or any other referral service available in the local community.

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Bill Text - AB-752 Child care: state preschool programs: expulsion.

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This bill would prohibit a contracting agency from expelling or unenrolling a child from a state preschool program because of a child's behavior unless the contracting agency has expeditiously pursued and documented reasonable steps to maintain the child's safe participation in the program and determines, in consultation with specified parties, that the child's continued enrollment would present a continued serious safety threat to the child or other enrolled children, and has referred the parents or legal guardians to other potentially appropriate placements, the local child care resource and referral agency, or any other referral service available in the local community.

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Desired Results for General Education Students

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Desired Results for General Education Students

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Download the assessment tool and scoring documents here:

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Achieving Desired Results for Children and Families

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A dream workshop with the New York City Ballet.

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Desired Results Access Project for Special Education Students

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Desired Results Access Project for Special Education Students

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Download the assessment tool and scoring documents here:

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Attention administrators: you know that the DRDP assists educators to better monitor progress and tailor instruction and intervention to the individual needs of each child.

Did you know that you can use DRDP data to assist with program evaluation, continual quality improvement efforts, and program decision-making?

Join guest speakers Dr. Elizabeth Schroeder and Dr. Cornelia Taylor for the Coffee Break webinar in March as they link the DRDP to federal child outcomes and show you where you can find your local preschool child outcomes data.
Tuesday, March 19, 2024, 3:00-3:15 PM

As part of child outcomes reporting, the DR Access Project annually calculates the percent of preschoolers exiting preschool special education functioning at age expectations in "Use of Appropriate Behaviors to Meet Needs"*.

Children experienced reduced physical activity levels due to COVID-19 lockdowns** and spent less time in the community and classroom where they practice adaptive skills, leading to a decline in the percent of SELPAs meeting state targets for preschoolers functioning at age expectations between spring 2019 and winter 2021. Most children returned to classrooms by spring 2021.

Visit DRAccessOutcomes.org to find your local preschool outcomes data in Appropriate Behaviors to Meet Needs development!

Recorded workshop describing and demonstrating how DRDP profiles inform: present levels of performance or development on the IEP or IFSP, long term goals, what to teach next, and linking the DRDP to the California Early Learning Foundations.

Features strategies for using the DRDP and DR Access Reports to identify and measure the developmental and learning progress of children with IFSPs and IEPs.

With the release of the Request for Applications (RFA) for a new round of Inclusive Early Education Expansion Program (IEEEP) funding, comes new opportunities for professional development to support the inclusion of children with disabilities in preschool inclusive classrooms.

Embedded Instruction for Early Learning - California (EIEL-CA) is proud to be part of the professional development offered through IEEEP. Grantees may use the funding to receive job-embedded professional development with practice-based coaching to assist LEA teaching teams with implementing evidence-based instructional practices in preschool inclusive classrooms.

To learn more, contact Therese Snyder at tsnyder@napacoe.org.

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Attention administrators: you know that the DRDP assists educators to better monitor progress and tailor instruction and intervention to the individual needs of each child. Did you know that you can use DRDP data to assist with program evaluation, continual quality improvement efforts, and program decision-making?

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What Co-Teaching Is and What Co-Teaching Is Not

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What Co-Teaching Is and What Co-Teaching Is Not

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Ten Factors that Undermine the Effectiveness of Co-Teaching Programs

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Ten Factors that Undermine the Effectiveness of Co-Teaching Programs

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6 Types of Co-Teaching Instructional Models

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Use this to take notes on the 6 types of co-teaching instructional models.

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Adapting Curriculum in the Inclusive Classroom  

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Adapting Curriculum in the Inclusive Classroom  

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Here is a sample parent letter introducing the year as co-teachers.

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Download  Spanish translation of the California Preschool Learning Foundations,  Appendixes, and alignment documents here.

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The California Preschool Learning Foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. The foundations can provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program.

The foundations were developed using an inclusive and deliberative input process, including statewide stakeholder meetings, public input sessions held throughout the state, public hearings, and public comment. Input from the various review opportunities was considered and incorporated as appropriate.

California Preschool Learning Foundations, Volume 1

On January 22, 2008, the California Department of Education (CDE) released the California Preschool Learning Foundations, Volume (PDF; 5MB) . Former State Superintendent of Public Instruction Jack O'Connell stated that these foundations offer our early childhood educators a clear understanding of what our youngest learners should know before entering kindergarten.

Volume 1 of the California Preschool Learning Foundations focuses on the domains of social-emotional development, language and literacy, English-language development, and mathematics. They provide a comprehensive understanding of what children learn in these four domains.

In an effort to partner with parents in the education of their preschool children, key sections of the publication are available and have been translated to support parents' understanding of the preschool learning foundations, their purpose, and what they describe as the knowledge and skills that children typically attain at 48 and 60 months of age. The translations include traditional Chinese, simplified Chinese, Hmong, Korean, Pilipino (Tagalog), Spanish, and Vietnamese, and are based on the prevalent non-English languages spoken by parents of preschool children in California.

Foreword by former State Superintendent of Public Instruction Jack O'Connell
Available Translations of the Foreword by former State Superintendent of Public Instruction Jack O'Connell

Introduction to the California Preschool Learning Foundations, Volume 1
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 1

Appendix to the California Preschool Learning Foundations, Volume 1 (DOC)
Available Translations of the Appendix to the Preschool Learning Foundations, Volume 1

The California Preschool Learning Foundations, Volume 1, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001681) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 1 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 1

California Preschool Learning Foundations, Volume 2

The California Preschool Learning Foundations, Volume 2 covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of visual and performing arts, physical development, and health.

Foreword by former State Superintendent of Public Instruction Jack O'Connell
Available Translations of the Foreword by former State Superintendent of Public Instruction Jack O'Connell

Introduction to the California Preschool Learning Foundations, Volume 2
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 2

Appendixes to the California Preschool Learning Foundations, Volume 2

The California Preschool Learning Foundations, Volume 2, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001708) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 2 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 2

California Preschool Learning Foundations, Volume 3

The California Preschool Learning Foundations, Volume 3 covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of history-social science and science.

Foreword by State Superintendent of Public Instruction Tom Torlakson
Available Translations of the Foreword by State Superintendent of Public Instruction Tom Torlakson

Introduction to the California Preschool Learning Foundations, Volume 3
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 3

Appendix A to the California Preschool Learning Foundations, Volume 3
Available Translations of Appendix A to the California Preschool Learning Foundations, Volume 3

The California Preschool Learning Foundations, Volume 3, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001727) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 3 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 3

Additional Resources

Further information about the Preschool Learning Foundations is provided in a Frequently Asked Questions (FAQ) document clarifying key issues for early childhood educators, administrators, and stakeholders. For information about some professional development opportunities, please refer to the California Preschool Instructional Network (CPIN) .
Return to Publications
Last Reviewed: Thursday, February 23, 2023

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The foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development.

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https://goo.gl/SVdnvY

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Volume 1

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National Implementation Research Network (NIRN

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National Implementation Research Network (NIRN

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NIRN - The National Implementation Research Network | NIRN Project site

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The National Implementation Research Network is a center of the University of North Carolina at Chapel Hill. All NIRN materials are disseminated through the NIRN UNC website with appropriate attribution and copyright notices. NIRN materials retrieved from other websites may have incorrect attribution or copyright notices.

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Rita Pierson: Every Kid Needs A Champion

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Rita Pierson: Every Kid Needs A Champion

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Every kid needs a champion | Rita Pierson | TED

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Volume 2

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Academic and Behavior Response to Intervention Project - University of Louisville - McDuffie

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Hanover Research provides an overview of the literature surrounding co-teaching.

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8 Tips for Teaching Children with Childhood Trauma 

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8 Tips for Teaching Children with Childhood Trauma 

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12 Things Teens with ADHD Would Like Their Teachers to Know 

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12 Things Teens with ADHD Would Like Their Teachers to Know 

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30 Strategies for working with Children with ADHD

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30 Strategies for working with Children with ADHD

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Classroom Accommodations for Children with ADHD

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Classroom Accommodations for Children with ADHD

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Instructional Strategies for Specific Disabilities 

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Instructional Strategies for Specific Disabilities 

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Brené Brown: The Biggest Myth About Vulnerability | Inc. Magazine

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What I learned from 100 days of rejection | Jia Jiang | TED

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UDL Wheel

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Volume 3

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Implementation Research: A Synthesis of the Literature

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Implementation Research: A Synthesis of the Literature