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ISLN participants!

ISLN participants!

The Fun Theory

http://www.youtube.com/watch?v=2lXh2n0aPyw

• Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready.

• Build an infrastructure to support PGES to full scale.

Today’s Targets

Identify necessary shifts (changes) in teaching and learning needed to fully implement the Next Generation Science Standards (NGSS).

Use the guiding questions to coach a teacher through the student growth goal setting process.

Identify what resources are available to support PGES implementation and how to access them.

Continuous formative assessment question:

What new learning have you discovered you need as a

result of this meeting?

http://padlet.com/wall/gzv98bgyv2

Social Studies/Science standards update

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UPDATE Social Studies Standards Work in Kentucky

Goal: Establish a set of Social Studies standards (in addition to ELA-Literacy in History/Social Studies) that fully address the needs of Kentucky’s 21st Century Learners.

Time Line Social Studies Standards Work in Kentucky

UPDATESProgress Updates AvailableNetwork MeetingsISN NewslettersWebcasts

Amy Treece – amy.treece@education.ky.gov Instructional Specialist Social Studies

SCIENCE STANDARDS

UPDATE

sean.elkins@education.ky.gov

The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.

A Framework for K-12 Science Education p. 1-2

A New Vision of Science Learning

that Leads to a New Vision of Teaching

Organization of Framework

Dimensions of the Framework•Scientific and Engineering Practices•Crosscutting Concepts•Disciplinary Core Ideas

Realizing the Vision•Integrating the Three Dimensions•Implementation •Equity and Diversity•Guidance for Standards Development•Looking Toward the Future: Research to Inform K-12 Science Education Standards

Dimension 1: Science and Engineering Practices

1. Asking questions (science) and defining problems (engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (science) and designing solutions (engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about progression over time.

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Crosscutting Concepts

1.Patterns2.Cause and effect3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter6.Structure and function 7.Stability and change

Framework 4-1

Physical Sciences

• PS 1: Matter and Its Interactions

• PS 2: Motion and Stability

• PS 3: Energy

• PS 4: Waves and Their Applications

Life Sciences• LS 1: From Molecules to

Organisms: Structures and Processes

• LS 2: Ecosystems: Interactions, Energy, and Dynamics

• LS 3: Heredity: Inheritance and Variation of Traits

• LS 4: Biological Evolution: Unity and Diversity

Earth and Space Sciences

• ESS 1: Earth’s Place in

the Universe

• ESS 2: Earth Systems

• ESS 3: Earth and Human Activity

Engineering, Technology andApplications of Sciences

• ETS 1: Engineering Design

• ETS 2: Links Among Engineering,

Technology, Science

and Society

NGSS Architecture

Integration of practices, crosscutting concepts, and

core ideas.

T3 KDE School Turnaround 2012-2013

Lots of work completed, underway, and left to do

Instruction

Curricula

Assessments

Teacher Development

Table Talk

• How do the new standards differ from the old?

• What instructional shifts will the new standards likely require?

Conceptual Shifts in the NGSS1. K–12 Science Education Should Reflect the Real World

Interconnections in Science

2. Science and Engineering Practices and Crosscutting Concepts should not be taught in a vacuum; they should always be integrated with multiple core concepts throughout the year.

3. Science concepts build coherently across K-12

4. The NGSS Focus on Deeper Understanding and Application of Content

5. Integration of science and engineering

6. Coordination with Common Core State Standards

• Engineering Integration• Topic vs DCI view• MS grades• Timeline for assessment• Standards, not curriculum

Speed bumps on the road

to NGSS

Old dullness can trump new standards

• Read some stuff• Do some worksheets• Write an argumentative

passage• Answer an ORQ• Take it on faith

• Read some stuff• Grow some plants and

measure soil mass before/after

• Write an argumentative passage

• Prove it to yourself

5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]

• Read some stuff• Do some worksheets• Write report with data

tables or diagrams• Answer an ORQ• Take it on faith

• Read some stuff• Conduct investigations

using compounds of varied structures…

• Select an appropriate format…

• Prove it to yourself

HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

NGSS Architecture

Integration of practices, crosscutting concepts, and

core ideas.

Crosswalk?

Avoid the folder swap

“The new standards don’t really impact me very much because I teach high school but I don’t teach biology”

The nebular theory of curriculum accretion in action

“We already do that”

Death march through the bullets

http://youtu.be/GO6B1K1ciBI

Student Growth in the TPGES

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Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional ResponsibilitiesDomain 5: Student Growth

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Proposed Multiple Measures

All measures are supported through evidence.

State Contribution:Student Growth %

Local Contribution: Student Growth Goals

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Student Growth Process

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Determine Needs: Your Starting Line

Know the expectations of your content Know the expectations of your content area standardsarea standards

Know your students Know your students

Identify appropriate sources of evidenceIdentify appropriate sources of evidence

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What are What are enduringenduring skills and concepts? skills and concepts?

endure beyond a single test date are of value in other disciplinesand/or are necessary for the next level of instruction.

Sources of Evidence: Variety

Interim Assessments

LDC/MDC Classroom Evidence

Projects

Products

Student Portfolios

Student Performances

Common Assessments

DistrictLearning Checks

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RigorousRigorousCongruency to standards

Measures ask students to demonstrate mastery of the identified skills/concepts at the level of

rigor intended in the standard.

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Selected measures reach the level of rigor expected across the district.

ComparableComparable

A science teacher’s story of goal-setting for student growth

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Read and reflect

What is this teachers shift in thinking that will lead

to a meaningful impact on her students’ learning?

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A simulated discussion

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Then a table discussion

Share your thinking in Padlet

What structures and/or processes are in place in your district to support teachers in any content area to develop meaningful student growth goals?

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http://padlet.com/wall/ovecisln 

Resources to guide you: Student Growth

Think and Plan Guidance for Developing Student Growth Goals

Think and Plan SAMPLE

Guiding Questions for Student Growth

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Student Growth Lync Series

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Overview of Student

Growth

Student GrowthSTEP 1

Student GrowthSTEP 2

Student GrowthSTEPS 3,4,5

Assessment Literacy &

Student Growth

Resources to guide you: TPGES

PGES Professional Learning Web PagePGES Newsletters & WebcastsTPGES Guide to Professional LearningEDS (HELP button in CIITS)TPGES Implementation Calendars

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• Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready.

• Build an infrastructure to support PGES to full scale.

To-Do List:

Bring a Think and Plan Guidance for Student Growth document completed by a pilot teacher in your district.

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