Science Leadership Support Network February 13, 2009 Supported by PIMSER and Kentucky Department of...

Science Leadership

Support NetworkFebruary 13, 2009

Supported by PIMSER and Kentucky Department of Education

Welcome!Help yourself to some refreshments

and enjoy some networking!

2008-09 Goals of SLSN

• Deepen understanding of a balanced assessment system and its role in motivating students to higher levels of achievement.

• Understand and incorporate skills and strategies for transforming planning and practice in order to ensure that all students understand key concepts from the Earth and the Universe big idea.

• Develop and act on a personal vision of leadership for sustainable improvement in their school or district.

Group Norms

• Stay on schedule; be on time

• Put cell phones on silent• Be respectful of all

comments• Participate actively• Exercise the rule of “two

feet”• Come prepared for the

meeting• It’s OK to have FUN!

Review of January

Grading andReporting

LearningProgressions Competing

Priorities

Deconstructing Standards

Roadmap for Today

CompetingPriorities


Gradingand

Reporting

Round TableDiscussions

ConceptualChange

Competing Priorities

“Resistance to change does not reflect opposition, nor is it merely a result of inertia. Instead, even as they hold a sincere commitment to change, many people are unwittingly applying productive energy toward a hidden competing commitment.”

-Kegan and Lahey, 2001

Inner Conflicts, Inner StrengthsWhy do the ‘best laid plans’ (goals) often fall short of success? (or– Are we our own worst enemy?)

•Skim the article to get the ‘gist’ of it.•Focus attention on the table on page 68.•Complete the following in just a few sentences on an index card (independently): The thing about competing commitments is…

Before next month…Complete a 4 column chart for yourself. (handout)

Barriers to Change

Column 1: Genuinely held commitment

Column 2:What I do that works against my commitment

Column 3: The competing commitment that generates column 2

Column 4: My big assumption

What would you like to see changed at work, so that you could be more effective or so that work would be more satisfying?

What commitment(s) does your complaint imply?

What are you doing, or not doing, that is keeping your commitment from being more fully realized?

If you imagine doing the opposite of the undermining behavior (column 2) do you detect in yourself any discomfort, worry, or fear? What worrisome outcome are you committed to preventing?

What are you really trying to protect yourself from?

Ready, Set, Science!

Learning Targets

• I can categorize misconceptions by the type of conceptual change they require.

• I can use misconceptions types to inform instructional decisions.

Reciting interesting facts, especially about dinosaurs….and “knowing” a

lot is helpful for playing Trivial Pursuit…it hardly constitutes

knowing or understanding science.Powerful Learning pg. 156

Knowing vs. Understanding

• What’s the difference between knowing science and understanding science?

• What do our standards suggest we should strive for through our teaching?

• Complete the comparison frame for knowing and understanding.

• How would you explain conceptual change?

A and B are similar because they both

________________

________________

________________

A and B are different because

A is __________, but B is ___________.

A is __________, but B is ___________.

A is __________, but B is ___________.

Curricular questions to ask yourself….

• How do I organize instruction?

• How do I use misconceptions, prior knowledge and things that are problematic for students?

Begin with Misconceptions

• Activate, don’t ignore prior ideas. • Realize that students have notions about

how the world works that make sense to them, but does not agree with scientific explanations.

• Recognize that teaching for understanding requires conceptual knowledge that is organized in a schema, not unconnected knowledge.

» Powerful Learning by Linda Darling-Hammond

Creating Conceptual Change

• Research has shown that a simple “confront-and-replace” model of science learning does not allow deep understanding of science content. (Strike & Posner, 1982)

• This only works about 5% of the time. (Chinn & Brewer, 2001)

• Real conceptual change requires that deeper reorganizations of knowledge occur.

Conceptual Change• Using the section “Types of Conceptual Change” in Ready,

Set, Science! (pp. 42-43),create a chart, diagram, or description to help you understand the difference between the 3 types of conceptual change.

• Working with a partner, categorize each misconception concerning processes that shape the Earth based on the type of conceptual change it may require. – What criteria did you use to decide which category a misconception

might be placed?– How will this categorization help inform instructional decisions?– How will this improve student understanding?

• How did the teacher in the vignette use this knowledge to address misconceptions about the properties of gases and air pressure?

Take Home Message

• Instruction has to be adjusted when confronted with different levels of conceptual difficulty.

• Merely telling students the correct answer or having them read about it will seldom, if ever, help to develop deep conceptual understanding.

• Conceptual change requires time—some more than others.


• Learning Target:– I can distinguish

between congruent and correlated targets.

• Goal:– To review and revise

deconstruction for congruency.

• “Over the past 100 years of educational research, data analysis, and professional development, a specific set of teacher behaviors have been identified as closely linked to improved student achievement.”

(Six Big Ideas…Essential Attributes of Excellent Teaching, Mike Rutherford)

These behaviors or essential attributes:

• clear learning goals,• congruency,• task analysis,• diagnosis,• overt responses, and• mid-course corrections,

represent the core of teaching competence.(Six Big Ideas…Essential Attributes of Excellent Teaching, Mike Rutherford)

Con-gru-en-cy (kən-groo’-en-se) n. 1. Mathematics. a. coinciding exactly when superimposed: congruent triangles [from Latin congrere,to meet together, agree.]

Webster’s Collegiate Dictionary, Tenth Edition

• In a learning situation, the principle of congruency means to achieve an exact match or agreement between the standards, the learning goal, and the chosen activity.

Don’t Confuse These Two “C” Words

• Congruent–An exact

match

• Correlated–Has some

relationship

Concept Attainment Quiz

“What gets taught is the strongest single predictor of gains in achievement,

but… regardless of what a state policy

or a district curriculum spells out, the classroom teacher decides…what topics to cover.”

(Results Now!, Mike Schmoker)

Review and Revise

• Examine the deconstruction from last month’s meeting.

• Consider the following:– Is it complete?– Is it congruent?– What needs revised?– Are misconceptions accounted for?– Has the deconstruction stayed true to the

appropriate grade level?

Grading and Reporting

• Learning Targets:– I can translate our

standards into measurement topics.

– I can sort elements of measurement topics from simple to complex.

Black & Wiliam (1998)Assessment in Education, p. 61

• “As an illustration of just how big these gains are, an effect size of .70, if it could be achieved on a nationwide scale, would be equivalent to raising the mathematics attainment score of an ‘average’ country like England, New Zealand or the United States into the ‘top five’ after the Pacific rim countries of Singapore, Korea, Japan and Hong Kong” (Beaton et al, 1996)

%ile

impr

ovem

ent

incr

ease

0

20

80

100

40

60

Starting percentile50th


Teacher assessment effectiveness

StudentAchievement

Increase of 34%ileto 84%ile

13%ile increaseto 63%ile

%ile

impr

ovem

ent

incr

ease

0

20

80

100

40

60



Teacher assessment effectiveness

StudentAchievement

Increase of 49%ileto 99%ile

28%ile increaseto 78%ile

John Hattie—reviewed 7,827 studies on learning and instruction.

Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

Like most things in education, classroom assessment enhances student achievement under certain conditions only.

• Feedback from classroom assessments should provide students with a clear picture of

their progress on learning goals and

how they might improve

• Feedback from classroom assessment should encourage students to improve.

• Classroom assessment should be formative in nature.

• Formative classroom assessments should be quite frequent.

a________________

b________________

c________________

d________________

Tracking My Own LearningStudent Name______________________ Date__________

Topic

____________________________________________________

____________________________________________________

My score at beginning:_______________ My goal:_________ by ______________

100%

80%

60%

40%

20%

0

a b c d e f g h

e________________

f_________________

g________________

h________________

Pretest 2/12 (48%)Quiz 2/15 (60%)

Quiz 2/19(60%)

Identify one grade level (or course) learning goal per quarter or per semester for each of the following subject areas: mathematic, reading, writing, science, and social studies.

Construct a rubric, or other type of common scale, for each learning goal.

Have teachers formally and informally assess each learning goal at least once every two weeks keeping track of each student’s score on each learning goal. (Use of appropriate computer software is highly recommended)

Have students keep track of their progress on each goal and use the data as the basis for teacher/student interactions about student progress.

Periodically (at least, once per quarter) aggregate the data by grade level. Have teachers meet to discuss student progress and how it might be improved




# of studies Characteristic of Feedback from Classroom Assessment

Percentile Gain/Loss

Bangert-Drowns, Kulik, Kulik, & Morgan, 1991

6 Right/wrong -3

39 Provide correct answers 8.5

30 Criteria understood by student vs. not understood

16

9 Explain 20

4 Student reassessed until correct

20




# of studies Characteristic of Feedback from Classroom Assessment

Percentile Gain/Loss

Fuchs & Fuchs 1988

89 Displaying results graphically

26

49 Evaluation by rule

[uniform way of interpreting results of

classroom assessments using a tight logic)

32

49 Evaluation by rule

[uniform way of interpreting results

of classroom assessments using

a tight logic)

32

C. Item 15-16

Two items that asks for application in novel situations that go beyond what was explicitly taught

Total for section=

Total for section=

Total for section=

A. Items 1-10

Ten items that require recall of important but simpler content that was explicitly taught

B. Items 11-14

Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.

Total /100

+

+

Total for section=

Total for section=

Total for section=

All correct

Two correct

None correct

A. Items 1-10


B. Items 11-14


C. Item 15-16


Total /100

/

/

/

A generic template forrubric design

4

3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes (THAT WERE EXPLICITLY TAUGHT)

2

1

0

4

3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes

2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes

1

0

4



1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.

0

4




0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

4 In addition to exhibiting level 3 performance, the student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class




0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class.

3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught

2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes

1 With HELP, a partial knowledge of some of the simpler and complex details and processes

0 Even with help, no understanding or skill demonstrated.

Scale

Three Types of Items

• Level 2 items: Simpler details and processes that have been explicitly taught.

• Level 3 items: Complex ideas and processes that have been explicitly taught.

• Level 4 items: Inferences and applications that go beyond what was taught

Patterns of Responses

• Student answers L2 items correctly but not L3 and L4 items.

• Student answers L2 and L3 items correctly but not L4

• Student misses all items, but with help can answer some correctly

• Students misses all items even when helped

Patterns of Responses

• Student answers L2 items correctly but not L3 and L4 items. (2.0)

• Student answers L2 and L3 items correctly but not L4 (3.0)

• Student misses all items, but with help can answer some correctly (1.0)

• Students misses all items even when helped (0.0)

The complete scale allows forhalf-point scores(3.5, 2.5, 1.5, .5)

4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class.


2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes

1 With HELP, a partial knowledge of some of the simpler and complex details and processes


Scale

4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go beyond what was taught in class.

3.5 In addition to exhibiting level 3 performance, partial success at in-depth inferences and applications that go beyond what was taught in class.


2.5 No major errors or omissions regarding any of the simpler information and/or processes and partial knowledge of the more complex information and processes.

2 No major errors or omissions regarding the simpler details and processes BUT major errors or omissions regarding the more complex ideas and processes

1.5 Partial knowledge of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes.

1 With help, a partial knowledge of some of the simpler and complex details and processes.

.5 With help, a partial knowledge of some of the simpler details and processes but not of the more complex ideas and processes.


Scale

+

+

All correct

Two correct

None correct

A. Items 1-10 Level 2.0


B. Items 11-14 Level 3.0


C. Item 15-16 Level 4.0


Rubric Score:

+

+

All correct

Two correct

None correct

A. Items 1-10 Level 2.0


B. Items 11-14 Level 3.0


C. Item 15-16 Level 4.0


Rubric Score:2.5

1. Unpack the standards and benchmarks.

2. Identify measurement topics.

5. Use formative assessment as a means to collect evidence on student learning and to inform instructional practices.

4. Using a scale format, create rubrics for each grade level and/or course for each measurement topic.

3. Identify the elements for each grade level and/or course for each measurement topic.

TOPIC TOPIC TOPIC

CONTENT STANDARD

• Benchmark

• Benchmark

• Benchmark

• Benchmark

Reporting Students’ Progress

Too broad for feedback

Too many, not feasible

SPAN OF TOPICS

TOPIC TOPIC TOPIC TOPIC TOPIC TOPIC

HS

8

7

6

5

4

3

2

1

K

All measurement topics may not span all grade levels

Earth and Space Sciences

Atmospheric Processes and the Water Cycle

Composition and Structure of the Earth

Composition and Structure of the Universe and the Earth’s place in It

Life Sciences

Principles of Heredity and Related Concepts

Structure and Function of Cells and Organisms

Relationships Among Organisms and Their Physical Environment

Biological Evolution and Diversity of Life

Physical Sciences

Structure and Properties of Matter

Sources and Properties of Energy

Forces and Motion

Nature of Science

Nature of Scientific Inquiry

Scientific Enterprise

Science

Is the topic broad enough to span several grade levels or is it limited to just one grade level? To what extent do you want to track this topic across grade levels over time? If the topic is too narrow, you will have difficulty creating a scope and sequence for the topic. Is that okay? If not, you may want to identify a topic that is more general.

When you look across the topics for the subject area, have you been able to limit the number of topics to approximately 15? If not, you will need to determine if identifying more topics is moving you away from articulating a guaranteed and viable curriculum.

Consider…………

TOPIC TOPIC TOPIC

CONTENT STANDARD

Reporting Students’ Progress

LIFE SKILLS

TOPIC TOPIC

Measurement topics need to include life skills (e.g., participation, work completion, behavior, working in groups).

TOPIC • Elements are identified through the process of unpacking the benchmarks for that standard.

8 elements

7 elements

6 elements

5 elements

4 elements

3 elements

2 elements

1 elements

K elements

CONTENT STANDARD

• Elements increase in level of complexity. The higher the grade level, the more complex the elements for that topic.

• The elements delineate what teachers are to address for that topic from one grade level/course to another.

TOPIC TOPIC TOPIC

8 elements

7 elements

6 elements

5 elements

4 elements

3 elements

2 elements

1 elements

K elements

8 elements

7 elements

6 elements

5 elements

4 elements

HS Course

elements

HS Course

elements

HS Course

elements

CONTENT STANDARD

elements

elements

elementselements

elements

elements

TOPIC

TOPIC

High School Course

TOPIC

CONTENT STANDARD

• Elements within each topic must covary. That is, they must be related to each other and that as ability in one increases, ability in the other also increases.

• Covariance is partly a function of instruction.

• Elements create a scope and sequence or progression from one grade level/course to another.

8 elements

7 elements

6 elements

5 elements

4 elements

3 elements

2 elements

1 elements

K elements

TOPIC

CONTENT STANDARD

8 elements

7 elements6 elements

5 elements

4 elements

3 elements

2 elements

1 elements

K elements

Complex elements

Simple elements

TOPIC

CONTENT STANDARD

8 elements

7 elements6 elements

5 elements

4 elements

3 elements

2 elements

1 elements

K elements

• complex element• complex element• complex element• complex element

• simple element• simple element• simple element• simple element

Try to keep the number of elements for each grade level/course to four or

less.


Can you limit this topic to only 3-4 elements at each grade level/course for the simple and 3-4 elements for the complex. If you cannot, the topic may be too broad and you may need to create another (or several) smaller topics. An exception to this might be at the primary grade levels.

The simple elements should be directly related to the complex elements. That is, these elements should represent knowledge that students will need to be proficient in the complex elements.


You may have the simple content identified as the complex and need to rethink this or you may need to consider whether the simple elements needs to be the declarative knowledge related to the skill they will be using that is more complex.

How do you decide what is simple and what is complex? What guidelines would you use?

Evaluation

Student must present and defend opinions and make judgments about the value of material and methods

Synthesis Deals with putting together parts to form a new whole

Analysis

Student examines and breaks information down into parts and then uses these parts to interpret and understand its meaning

Application

Student uses an abstract idea, theory, or principal in a new, concrete situation to solve a problem

Comprehension Requires students to demonstrate an understanding of information

Knowledge

Student recalls simple knowledge of dates, events, places, facts, terms, basic concepts, or answers

Blooms Taxonomy

Level 6: Self-System

Level 5: Metacognitive System

Level 4: Knowledge Utilization (Cognitive)

Level 3: Analysis (Cognitive)

Level 2: Comprehension (Cognitive)

Level 1: Retrieval (Cognitive)

Information

Mental P

rocesses

Psychom

otor Procedures

Levels of Processing

Dom

ain

s of K

now

led

ge

Syst

em

s of

Th

ou

ght

New Taxonomy

6 Self-System Addresses attitudes, beliefs, and behaviors that control motivation

5 Metacognitive Involves setting and monitoring goals

4 Knowledge Utilization

Involves using knowledge to accomplish a specific task

3 Analysis

Involves reasoned extensions of knowledge that require students to make inferences beyond what was directly taught

2 Comprehension Involves identifying and symbolizing the critical features of knowledge

1 Retrieval

Involves the recognition, recall, and execution of basic information and procedures

Organizing Ideas

Vocabulary Terms and Phrases

Details

Macro-processes

Tactics

Algorithms

Single Rule

Information Mental Processes

Episode

Cause/Effect

Time Sequence

Facts

Concepts

Generalization

Principle

Psychomotor Procedures

Skills

Overall body equilibrium

Speed of limb movement

Manual dexterity

Domains of Knowledge

Information

• Declarative knowledge• Hierarchical structure

• Organizing Ideas• Details• Vocabulary

Mental Processes

• Procedural knowledge• Contains information

or declarative knowledge

• Hierarchical structure

• Macro-processes (controlled execution)

• Tactics• Algorithms• Single rule

Psychomotor

Procedures

• Composed of physical procedures

• Generally developed without formal instruction

• Overall body equilibrium

• Speed of limb movement

• Manual dexterity

Considerations for A Scale Format for Measurement Topics

• Score 3.0 elements all begin with the stem, “while engaged in grade appropriate tasks, the student demonstrates an understanding of ______ by …”

• Score 3.0 elements will most likely be the reasoning and skill targets that have been identified during deconstruction.

TOPIC


• Score 2.0 elements are derived from the score 3.0 elements and will most likely be our knowledge targets identified during deconstruction.– Basic terminology associated with score 3.0

elements– Basic or simple solutions for complex

processes


• Score 4.0 elements address inferences and applications that go beyond what was explicitly taught.

• Marzano suggests the following cognitive processes can be used to design score 4.0 items and tasks:– Comparing– Classifying– Creating metaphors– Creating analogies– Analyzing errors


• No specifics have to be provided for in the scale for score values of 1.0 and 0.0, because they do not address new content.

• These score values (1.0 and 0.0) signify the extent to which students can demonstrate, with help, knowledge of content at score values 3.0 and 4.0.

TOPIC

8 essential elements








K essential elements

CONTENT STANDARD

Scale for Scoring Assessments

4.0

3.0

2.0

1.0

0.0

• complex element

• complex element

• complex element

• complex element

• simple element

• simple element

• simple element

• simple element

Scale for Scoring Assessments

4.0 In addition to Score 3.0 performance, in-depth inferences and applications that go beyond what was taught.

3.0 No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught.

2.0 No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes.

1.0 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.

0.0 Even with help, no understanding or skill demonstrated.

4.0 In addition to Score 3.0 performance, in-depth inferences and application that go beyond what was taught.

3.5 In addition to 3.0 performance, partial success at inferences and applications that go beyond what was taught.

3.0 No major errors or omissions regarding any of the information and/or processes (simple and complex) that were explicitly taught.

2.5 No major errors or omissions regarding the simpler details and processes and partial knowledge of the more complex ideas and processes.

2.0 No major errors or omissions regarding the simpler details and processes but major errors and omissions regarding the more complex ideas and processes.

1.5 Partial knowledge of the simpler details and processes but major errors and omissions regarding the more complex ideas and processes.

1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.

0.0 Even with help, no understanding or skill demonstrated.



5. Use formative assessment as a means to collect evidence on student learning and to inform instructional practices.



Standard Topics

Ecosystems Adaptation Scientific Inquiry

Life Skill

Assignments and

Assessments1 2 3 4 6 7 8 9 10 11 12 13 Oct.

1Oct

8

Students

5 Oct 27

Ben 3.5 3.5 3.5 3.5 2.5 2.5 3.0 3.0 2.0 2.0 2.0 2.0 3.0

3.5 3.5 2.0 2.0

Jamal 1.5 2.0 2.5 2.5 2.0 2.5 3.0 3.5 1.5 2.0 2.5 1.0 2.0

3.0 3.0 2.0 2.0

Ashli 3.0 3.0 3.5 3.5 1.0 1.5 2.0 2.0 2.0 2.0 2.5 3.0 3.0

3.5 3.5 4.0 4.0

Can you construct an assessment that will ask students to demonstrate their proficiency in levels 2-4? If not, you may need to revise your rubric or your topic or your elements.


Do the assessment items for levels 3 and 4 ask students to apply knowledge rather than just identify simple declarative and/or procedural knowledge?

Summary

• Topics should not be too specific or too general.

• There should not be more than 15-20 topics per content area.

• Topics should support the articulation of a guaranteed and viable curriculum.

• Topics typically span several grade levels or courses.

• Topics are defined by “elements” which create a scope and sequence for the topic showing what should be taught from one grade level or course to another.

• Topics should have no more than four elements for the simple level and no more than four elements for the complex level of the rubric. Elements should co-vary.

• Topics may be addressed several times throughout the year.

• Topics with elements can be translated into a rubric for scoring and reporting student achievement. The elements are reflected in the level 2 and level 3 or the rubric.

• Topics should provide a framework for developing and reporting out students’ progress using formative assessments.

Summary

Developing Essential Elements for Processes That Shaped the Earth’s Surface

• Working with your grade band/level group, use your deconstruction of the targeted standards to determine score 3.0 elements and score 2.0 elements.

• Use the sample on pages 184-187 in Making Standards Useful as a model.

• Draft a scoring scale for your grade band/level for the measurement topic processes that shaped the Earth’s surface.

• Examine the assessment items you drafted as your post-reading assignment from CAAGTW. Will they work as part of an assessment for the scale scores 4.0, 3.0 and 2.0?

Grading and Reporting Debrief

• Individually, list advantages and disadvantages to organizing the standards into measurement topics, and then developing scoring scales for each.

• Share with a partner.• Write any questions you

might have for discussion next month on an index card.

D

Round Table Discussions

• Look over the schedule you were assigned and seek any needed clarifications before we begin.

• Please follow the schedule you were assigned in the order indicated on your schedule.

• Although there is not enough time to attend all stations, you will have the opportunity to share information with each other later.

It’s time to find out how a few of your colleagues are implementing some of the grading and reporting strategies we are studying in SLSN.

Round Table Discussions• When the music begins, move to

the station you were assigned for the first round.

• Each time the music begins it is time to change rounds and move to the next station you were assigned.

• Please remember to write what you feel is an important thing to remember about the session on the back of a valentine and leave it with the facilitator before you move to the next session.

Give One-Get Some

• You will need the handout titled

“Important Things to Remember.”

• When the music begins again you will have 5 minutes to visit stations you were not assigned, view the “Important Things to Remember” found on the Valentine’s Cards, and record them on your handout.

For Next Time

• Our next meeting will be March 13th.

• For Homework: read chapters 7 and 8 in Active Learning Through Formative Assessment and complete the reading guide.

Science Leadership Support Network February 13, 2009 Supported by PIMSER and Kentucky Department of...

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Transcript of Science Leadership Support Network February 13, 2009 Supported by PIMSER and Kentucky Department of...