Science and Environmental Engineering for Secondary (SEES)Grant Core and Regional Partnership Meeting May 5, 2016

Welcome and Introductions Introductions – Regional Partners Who is in the room? Who is online?

Today’s Agenda SEES Intensive PD – April Workshop Teacher/Student Science Assessment Results Coaching Format and Plans for Next Year  Understanding Lesson Study Work-based Learning Opportunities  Sharing of Additional Opportunities – PG & E  Updates on teacher connections with businesses Update on Technology Purchases by Participants Core Partner Information  Summer Intensive PD Plans  Lesson Study and Coaching Logistics Questions/Future Meetings

Meeting Outcomes: To provide SEES Core Partners with: 1.An update on the SEES Projects Intensive Professional Development April 2016 training and future trainings. 2.Information regarding the teacher content knowledge and student attitudes toward science assessments. 3.Information regarding Coaching model with incorporated Lesson Study. 4.Information about the work-based learning commitments from businesses/organizations and follow up on those that have been utilized by teacher participants. 5.Update on the different technology items being purchased by participants.

SEES Project Goals 1.Improve teachers’ knowledge regarding science and engineering integration in NGSS. 2.Improve teachers’ ability to create, adapt, and teach integrated activities using science and engineering practices, crosscutting concepts, and disciplinary core ideas emphasizing performance expectations for students. 3.Improve teachers’ self-efficacy in regards to integrated science and engineering subject matter. 4.Improve participating teachers’ and their students’ knowledge and interest level in STEM subjects, specifically science with integrated engineering practices. 5. Improve participating teachers’ leadership skills and provide them with opportunities to demonstrate these skills around science and engineering topics.

April Intensive PD Training Inquiry Cubes (inference vs. evidence) Tech Purchase discussion Activity- Groundwater Detectives Using Probes in Assessment 5E Lesson Sharing in grade bands/ networking Padlet Review & Google Drive Support Closing Evaluation/ Discuss summer and school year dates/ Raffle

Groundwater investigation

Learning about Groundwater: 60 Minutes: Groundwater Depletion O-uRQ0

Current Groundwater Issues: Davis and Woodland Nitrates in Chico

Locating the source of the spill

Mapping the spill

Calculating velocity and direction of the spill…

Planning, Implementing, Testing the remediation

Exploring Other Teaching Resources

Time for Networking

Teacher Content Assessment Results Figure 2.1: TCAS Grades 6-8Figure 2.2: TCAS Grades 9-12

TOSRA Fall 2015 Results Figure 3.1: SEES Fall 2015 TOSRA Scores Compared with TOSRA Field Test Scores

SEP & CCC Implementation

Coaching/Workshop 2016/2017 Information for Core Partners Coaching Hours  3 Three Hour Cycles - Aug/Sept, Jan/Feb, - Aug/Sept, Jan/Feb, April/May April/May Lesson Study Cycles  3-4 Teachers  2 Cycles: - Oct – Dec, Feb- April: 8 hours ( One 4 hr/Two 2 hr) – Up to 3 sub days/cycle - Oct – Dec, Feb- April: 8 hours ( One 4 hr/Two 2 hr) – Up to 3 sub days/cycle SEES Intensive PD  July  October 15  February 4  April 22

Lesson Study What does it involve? Professional development process engaging teachers in systematically examining their practice Teacher collaborative inquiry Lesson Cycle What are the benefits? Make sense of educational ideas within their practices Challenge their individual and shared perspectives Learn to see their practice from the student’s perspective Enjoy collaborative support among colleagues

Lesson Cycle – Process not Product 1.Study Curriculum and Formulate Goals (long term goals for student learning); Identify a topic of interest. 2.Plan – select or revise research lesson and write instruction plan. 3.Conduct the research lesson. 4.Reflect – Share and discuss the data gathered during the lesson; revise the lesson as needed; reteach in another classroom and study and improve it again.

WORK-BASED LEARNING OPPORTUNITIES  Participating Counties Butte, Tehama, Lassen, Plumas, Modoc  New partners - P G& E & Nortec (Andrea Campos – 2 year grant to work with schools/Energy Audit)  What businesses/organization have teachers connected with?  Plans for next year

Participant Work Based Learning Experiences

Technology Purchases Main types of technology requests received:

Coming Attractions: Summer Intensive Institute at CSUC July 18-22

Distributed Energy Resources Distributed energy resources (DER) are smaller power sources that can be aggregated to provide power necessary to meet regular demand. As the electricity grid continues to modernize, DER such as storage and advanced renewable technologies can help facilitate the transition to a smarter grid.

Butte College Sustainability Tour 2009 National campus sustainability leadership award- Association for the advancement of sustainability in higher education (AASHE)

Energy audits How to perform a home energy audit How to read a Smart Meter

Energy Activities in the hands-on lab

Tours and activities in Dr. Greg Kallio’s Energy Lab at CSUC

Exploring biofuels with Dr. Lisa Ott

Use of technology in the natural resources sector

SEES Project Web Page Search: CAMSP SEES Project

Core and Regional Partnership Meeting Dates 2016/2017 Program Year 1 Date Location August 9, 2016TCDE October 18, 2016TCDE February 16, 2017TCDE April 27, 2017TCDE

AGENDA ITEMS FOR NEXT MEETING

How SEES Project and Districts Help to Support Teachers? Resources/Supplies – Technology Purchase and District Funds Other Local STEM Businesses/Organizations – Contact Information Mileage and Accommodations – SEES Project (Summer) and District Funds Substitute Costs – SEES Project (Lesson Study) Funding: Title I Title II Educator Effectiveness Food – SEES Project and District Funds