I NSTRUCTIONAL S UPPORT L EADERSHIP N ETWORK September 13, 2013 METS Center

WELCOME & INTRODUCTIONS

Link to Resources for Today

Agreements… (please use Today’s Meet to comment on agreements.) Be open to learning new strategies. Think of how you might use these resources to develop others’ capacity. Respect our time schedule. Honor your colleagues’ learning needs. Take responsibility for your learning. Be an active participant.

Learning Targets Instructional Support Leaders will be able to… 1. understand the responsibilities and skills needed by network participants in order to effectively build capacity within their district to move the work forward. 2. identify tools and processes for recognizing instructional shifts in NGSS. 3. identify tools and processes for effective and timely implementation of PGES (TPGES & PPGES) 4. understand that the Professional Growth and Effectiveness System is a way to measure the outcome of improved student learning.

Characteristics of Network Participants

Learning Design: Save the Last Word

SCIENCE TEACHER LEADERSHIP NETWORK Halle Booth, Instructional Specialist

Who Am I? Hallie Booth Special Education (K-12) Science 6-8 (Gifted and Talented 6 th ) Science Coach 6-12 CTE LDC Coach 9-12 Middle School LDC 6-8 – T2X Trainer Common Core National Trainer/Advocate LDC National Trainer

Rate Your Familiarity with NGSS Choose one of the following that best describes your familiarity with the NGSS and explain your choice: 1) I know there are new science standards 2) Know a little about them/I know they have different colored sections on the paper 3) Read some of the framework/standards 4) I have a real deep understanding of standards their meaning and the content taught 5) I could lead a PD or group planning on the standards. P-12 MSOU of PIMSER

Facts and Myths About the NGSS Scientific and Engineering Practices Place an X next to the descriptions you think are correct. Which of your answers are you least sure about? Explain your thinking. Discuss with a partner. What other questions do you have? P-12 MSOU of PIMSER

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 P-12 MSOU of PIMSER

Sean Elkins' Ted Talk schools-and-districts/2013/09/speed-bumps-on-the-road- to-ngss/ schools-and-districts/2013/09/speed-bumps-on-the-road- to-ngss/

What’s Different about the Next Generation Science Standards?

Instructional Shifts in the NGSS 1. Performance Expectations 2. Evidence of learning 3. Learning Progressions 4. Science and Engineering 5. Coherence of Science Instruction 6. Connections within Science and between Common Core State Standards

Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change Framework 4-1

The Trail of Two Standards Read the two standards at your table (front and back) Make sure to note the following: What is different about the two standards What are the students doing in each Standard What instructional shifts do you note in each What would you expect as the overall instructional look of the classroom if you were observing

Table Talk and Record Discuss what you have written down on your self- reflection and compare your findings with the people at your table. Summarize your tables findings and prepare to share out. What have we learned?

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 and Applications of Sciences ETS 1: Engineering Design ETS 2: Links Among Engineering, Technology, Science and Society

“…students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content.” A Framework for K-12 Science Education, pg. 218 P-12 MSOU of PIMSER

Three Dimensions Intertwined  The NGSS are written as Performance Expectations  NGSS will require contextual application of the three dimensions by students.  Focus is on how and why as well as what

Standards: Nexus of 3 Dimensions Not separate treatment of “content” and “inquiry” (No “Chapter 1”) Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas. Core Ideas Practices Crosscutting Concepts P-12 MSOU of PIMSER

Guiding Principles Students in K-12 should engage in all of the eight practices over each grade band. Practices grow in complexity and sophistication across the grades. Each practice may reflect science or engineering. Practices represent what students are expected to do, and are not teaching methods or curriculum. The eight practices are not separate; they intentionally overlap and interconnect. Performance expectations focus on some but not all capabilities associated with a practice. Science and Engineering Practices P-12 MSOU of PIMSER

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 P-12 MSOU of PIMSER

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 scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. Framework pg. 8-9 P-12 MSOU of PIMSER Coherent Science Instruction

Instruction Builds Toward PEs Performance Expectations

Lots of work completed, underway, and left to do InstructionCurricula Assessments Teacher Development

Implications NGSS AssessmentInstructionCurriculum P-12 MSOU of PIMSER

Take Home Messages According to the intent of the Framework, the practices are not to be done in isolation. The practices are essential for learning the content. We won’t have to start from scratch on everything! Learning experiences should have the student doing the doing (hands-on and minds-on). P-12 MSOU of PIMSER

Take Home Messages 2 Slow and steady is not an “official” implementation year it is a trial year…..learn and get feet wet Conversations will take place all year long and will encompass topics such as, curriculum mapping, performance based instruction, etc. Begin to use the practices to implement core content in classroom activities

Homework for Network Participants 1.Who is on your District Leadership Team and what the plan to scale the Network goals ? 2.Read over and become familiar with “ your” grade level standards

MANAGING CHANGE Past, present, Future…

4 Questions…Choose 2 1. What work in your district led to instructional shifts and what evidence do you have of impact on student learning? 2. What capacity did you build in the leadership networks to impact future work? 3. What support and resources are needed for continued effective implementation of the work (LDC/MDC/PGES/NGSS)? 1. How do you differentiate to meet the needs of all stakeholders?

Timer

P ROFESSIONAL G ROWTH AND E FFECTIVENESS SYSTEM

TPGES Agenda Resources Housekeeping Items Student Growth For Next Time

Resources PGES Webpage: Professional Learning: -Overview-Series.aspxhttp://education.ky.gov/teachers/HiEffTeach/Pages/PGES- -Overview-Series.aspx Share “guide to professional learning”: %20PL.docx %20PL.docx Lync Sessions in EDS—Emphasize SGG sessions: PGES Lync Sessions-How to Video Register for a Lync Session Register for an Archived Lync Session EDS Help (next slides) ( ) Webcasts and Newsletters (Headline news):

Housekeeping Items Roster Verification ( s_qrc_verfiying_roster.pdf ) s_qrc_verfiying_roster.pdf Self-Reflection in EDS (Please see “Help” in EDS for further directions) Peer observation module available (See note at the end of agenda) Observation: Caseload manager ( TS_QRC_CaseloadManagement.pdf ) TS_QRC_CaseloadManagement.pdf Choosing A Model (District Decision: 3 & 1 OR 2 & 2) 1 st Window Sept 1-Oct 31 First Administrator Observation (Depending on Model: Full or Mini/Partial) Pre/post conference protocol (District decision on use of questions and format)

Student Growth Lync Sessions Think and Plan Tool (Handout Today) Scenarios (Handout Today) Guiding Questions (Step 1 and 2)

Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self- Reflection Student Voice Student Growth All measures are supported through evidence. State Contribution: Student Growth % Local Contribution: Student Growth Goals 50

Student Growth Process Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals 51

Determine Needs: Your Starting Line  Know the expectations of your content area standards  Know your students  Identify appropriate sources of evidence 52

Sources of Evidence: Variety Interim Assessments LDC/MDC Classroom Evidence Projects Products Student Portfolios Student Performances Common Assessments District Learning Checks 53

Rigorous Congruency to standards Measures ask students to demonstrate mastery of the identified skills/concepts at the level of rigor intended in the standard 54 Selected measures reach the level of rigor expected across the district Comparable

Think and Plan Tool

Directions At your table, read the student growth scenario. Using the Think and Plan Tool, evaluate the provided information. Did the teacher address all of the areas adequately? What questions do you still have for the teacher?

Share Out One process/structure our school(s) has in place to support Student Growth Goal Setting One area that we are going to need to focus our support for some/all teachers One question that we still have about setting Student Growth Goals

Tools to Engage in Professional Conversations Think and Plan Tool Scenarios Guiding Questions

What to Bring Next Time: Bring a Think and Plan Tool that has been completed by a teacher from your district (all questions except for the last two questions)

MEASURETPGESPPGES Self-Reflection Both systems ask participants to reflect and analyze their practices Uses the KY Framework for Teaching Uses the 7 Principal Performance Standards Student Growth Both systems have a SGG set by state and a SGG set by local decision. Local goal is created from data determined at the local level. Local goal is created based on ASSIST (CSIP) data. Professional Growth Both systems require development of professional growth goals. These goals should be reflected on throughout the year and be monitored for progress as well as the need to prioritize and/or develop any additional goals. In addition to the SGG goal, a teacher must develop a minimum of one Professional Growth Goal. In addition to the SGG: --Principals must develop a professional growth goal based on multiple data sources (reflection on standards, teacher SGG, feedback from administrator, survey results, etc.) -Principals also create at least one working conditions goal which is a two year goal based on TELL Kentucky Survey Results Observation Both systems entail observations from supervisors. Teacher will be observed 3 times by principal throughout the school year. Principal will have 2 site visits from the superintendent, or other appointed personnel. (One each semester) Peer Observation *NOT IN BOTH SYSTEMS A peer will observe, collect, and share evidence with a teacher. No formal scoring. No Peer Observation piece Student Voice Both systems involve gathering data through perception based surveys. Teachers will administer the Student Voice survey to their students. Principal data will be compiled through the TELL and VAL-Ed surveys. These will be given in alternating years.

Val-Ed Basic Information Document

DISTRICT CONVERSATIONS Each district team will sit together to summarize learning and plan next steps.

EVALUATION/FEEDBACK Please either complete a paper copy or use the website embedded form to inform us of your learning experiences today.