{'fraction_non_alphanumeric': 0.018259935553168637, 'fraction_numerical': 0.0, 'mean_word_length': 5.5174825174825175, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Biocomplexity: Aligning an “NGSS-Ready” Curriculum with NGSS Performance Expectations

Abstract Until new materials are available that reflect the conceptual shift in teaching required by the Next Generation Science Standards, teachers will need to evaluate existing materials and consider strategies for adaptation. In this article, we demonstrate one strategy for evaluating pre-NGSS curricula to bring them into alignment with the NGSS Framework. To do this, we retrospectively analyzed materials from a high school capstone course in ecology that were developed prior to the advent of the new standards. Based on this analysis, we recommend some general steps to help teachers consider how to adapt materials they are currently using. We believe that this evaluation and adaptation process can also strengthen teachers' understanding of the Framework and its implications for teaching, for student learning, and for assessment.