to STLN STLN January 19th, 2016

Today’s Facilitators Dr. Robert Boram Morehead State University Teresa Rogers KDE Literacy Consultant Katrina Slone Stem Instructional specialist KVEC Kim Sergent KDE SS Instructional Specialist KVEC Chris Bentley KDE Science Instructional Specialist KVEC

STLN Site Norms Start and end on time Cell phones on vibrate Rule of two feet Calls (phone and nature) Pick up around your area when we are finished Others?

Four Pillars of STLN Meetings Kentucky’s Core Academic Standards Characteristics of Highly Effective Teaching and Learning/KY Framework for Teaching Assessment Literacy Leadership 9:20 Emphasize the pillars/focus areas of ISLN and TLN- ask participants to think about their role in building capacity. Who, from your district, is here today? Where do you feel you are in the process of building capacity? These are questions for you to personally think about. Think about evidence you have to support the questions. If you are building capacity for all stakeholders, what evidence do you have? Just jot your thoughts down on a sheet of paper. This is only for you to think about. How is your school/district improving as a result of your work? What reform has taken place? Who has grown as a result of your attendance at ISLN? Who has grown as a result of district leaders attending ISLN? 4

Today’s Work Develop understanding of Scientific Phenomena Create lists of lesson-worthy phenomena by grade band Use practice templates to construct rubrics for student work/lessons District problem solving sessions to share with administrators at ISLN Study team time (phenomena and rubric)

Phenomena Table Talk: At tables answer these questions: 5 Minutes What are phenomena? What is one example of a phenomenon? How might phenomena be used to develop learning opportunities? Individually: Construct your personal meaning of PHENOMENA. 3 Minutes

Phenomena Card Sort In table groups sort the cards in two groups. Phenomenon or Not Phenomenon 10 minutes Note any disagreements or difficulties.

Teaching Channel Video Achieve has developed this video to help understand phenomenon and how teachers may use phenomenon in lesson development.

Defining Phenomena Using this definition, what isn’t a phenomena? Phenomenon - noun, plural phenomena [fi-nom-uh-nuh] A fact, occurrence, or circumstance that is observed or observable Using this definition, what isn’t a phenomena? How do we select the right ones for learning experiences?

From Phenomena to Learning Experiences Discuss at your tables possible criteria for selecting the right phenomena for learning experiences. Create with your table a list of criteria for vetting phenomena for learning experiences.

Criteria for Vetting Phenomena Large group criteria list for vetting phenomena to develop lessons. Each table contribute criteria to the list. Anything missing? Discuss.

Applying Understanding At tables reexamine your card sort to see if any were misplaced. Any discrepancies among teachers? Challenge the group member to add justification or context. Select one card that could be used as a lesson. Vet the card against the developed criteria. Be ready to share.

Growing Phenomena Ideas Work in study team/grade band teams to develop lesson-worthy phenomena lists. Directions Use bundles of PE’s (example: Force and Motion, Human Sustainability) to brainstorm phenomenon (no judgement) Identify your two strongest to vet against criteria Place ideas on poster and gallery walk of large group ideas Were the same phenomena repeated among groups at different grade levels? Discuss.

District PLC Agenda Planning Template Completing the template Target/Deliverable Mode of Presentation Questions/Ideas Resources/Equipment Learning your district teachers will need to implement NGSS & KAS standards successfully Think about the best method to deliver the learning you experienced at STLN What new ideas came up or what questions were uncovered during STLN? What items will you need to facilitate this learning in your district? Complete the first target: Phenomena Development Target/Deliverable Mode of Presentation Questions/Ideas Resources/Equipment Phenomenon Development ?????  ??????? What came up? How can we use this? Video, Criteria List, Standards

Through Course Tasks Formerly Through Course Assessments TCT teacher to use results to guide instruction Development Info: Topic: Grade level: Context description: Requirements (time, materials): Will yield evidence of the following SEP(s) AND CCC(s): Phenomenon/Problem/Design Solution: In task, be sure to include: Evidence of grade-level appropriateness Some metacognition component Rubric/scoring/interpretive guide (‘there or not there’ for students; next steps for teaching; etc.)—enough info to ‘calibrate’ student skill/reasoning expectations Storyboard

Assessing the Practices TCTs are focused on SEP and CCC Emphasis is placed on the practices for Summative assessments as well Fundamental shift in science assessment How are you responding???? Planning investigation task document. Discussion

LUNCH 30 Minutes Return after lunch to your study teams

Rubrics for Practices Since the SEP are being targeted by both TCT and Summative assessments it seems obvious to change instruction to meet these needs head on. Most of your Growth Goals are tied to selected practices. How well do YOU understand them?

Role of Rubrics for SEP Development of practice rubrics will ensure: Teachers provide learning experiences that include necessary components of each practice. Students understand each practice requirement and provide clear evidence of each component through their work to the teacher.

First Column of Rubric Examine templates to see how this column was developed Each bullet is given within each practice template Now, your job is to think about student evidence of each bullet. What does SUCCESS look like???

Rubric Development Study teams will use Practice Templates and the example rubric for Planning an Investigation to design a rubric to assess student work for a single practice The rubric does not have to be in this form. Make it work for you and your team. These rubrics will be collected and placed on the website for everyone’s use. Make sure to include grade band on rubric See CASL chapter 7 for rubric design ideas Rubric for Rubrics (PDF I sent via email)

Study Team Work After rubrics are created and collected you may use remainder of time (until 1:45pm) for Study Team time. Revisit phenomena ideas to strengthen your lists. Examine a different practice for rubric design.

District PLC Agenda Planning Template Completing the template Target/Deliverable Mode of Presentation Questions/Ideas Resources/Equipment Learning your district teachers will need to implement NGSS & KAS standards successfully Think about the best method to deliver the learning you experienced at STLN What new ideas came up or what questions were uncovered during STLN? What items will you need to facilitate this learning in your district? Complete the 2nd target: Rubrics for Practices Target/Deliverable Mode of Presentation Questions/Ideas Resources/Equipment Rubrics for Practices Guided Practice  ??????? What came up? How can we use this? Practice Templates and CASL chapter 7

Reflection & Problem Solving As district teams, reflect on current strategies focusing on effective collaboration between the DLT and all constituents in achieving district goals. 5 minutes Identify one or two big needs/problems your districts are having in achieving these goals. NO NAMES OR COMPLAINING (Stick to topics districts can control) 5 minutes Brainstorm possible solutions to these problems that we can share with administrators at ISLN. 15 minutes

Solutions Use post-it notes to write brief statements which includes District Name, Problem description and your team’s suggested SOLUTION Organize these statements on the posters by category: Time, Money, Personnel, Resources, or Other (more than one solution may require a different poster/category) Your DLTs will see your suggestions at ISLN on January 29th.

Please Complete New Evaluation