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As you arrive . . . As you arrive . . . Log in to ovecisln.wikispaces.comLog in to ovecisln.wikispaces.com
ISLN participants!
ISLN participants!
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The Fun Theory
http://www.youtube.com/watch?v=2lXh2n0aPyw
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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.
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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.
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Continuous formative assessment question:
What new learning have you discovered you need as a
result of this meeting?
http://padlet.com/wall/gzv98bgyv2
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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.
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Time Line Social Studies Standards Work in Kentucky
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UPDATESProgress Updates AvailableNetwork MeetingsISN NewslettersWebcasts
Amy Treece – [email protected] Instructional Specialist Social Studies
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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
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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
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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
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Physical Sciences
• PS 1: Matter and Its Interactions
• PS 2: Motion and Stability
• PS 3: Energy
• PS 4: Waves and Their Applications
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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
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Earth and Space Sciences
• ESS 1: Earth’s Place in
the Universe
• ESS 2: Earth Systems
• ESS 3: Earth and Human Activity
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Engineering, Technology andApplications of Sciences
• ETS 1: Engineering Design
• ETS 2: Links Among Engineering,
Technology, Science
and Society
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NGSS Architecture
Integration of practices, crosscutting concepts, and
core ideas.
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T3 KDE School Turnaround 2012-2013
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Lots of work completed, underway, and left to do
Instruction
Curricula
Assessments
Teacher Development
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Table Talk
• How do the new standards differ from the old?
• What instructional shifts will the new standards likely require?
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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
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• Engineering Integration• Topic vs DCI view• MS grades• Timeline for assessment• Standards, not curriculum
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Speed bumps on the road
to NGSS
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Old dullness can trump new standards
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• 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.]
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• 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.
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NGSS Architecture
Integration of practices, crosscutting concepts, and
core ideas.
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Crosswalk?
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Avoid the folder swap
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“The new standards don’t really impact me very much because I teach high school but I don’t teach biology”
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The nebular theory of curriculum accretion in action
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“We already do that”
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Death march through the bullets
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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.
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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
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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
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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
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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
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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.
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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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