Learning Teaching Enhancing Supporting Sharing

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The Fun Theory w

Continuous formative assessment question: What new learning have you discovered you need as a result of this meeting?

Social Studies/Science standards update 7

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 21 st Century Learners.

Time Line - Social Studies Standards Work in Kentucky Spring 2013 KY Team began prioritization of desired characteristics /elements for new standards February 2013 KY Team set the vision for drafting new Social Studies Standards based on C3 Framework 2010 Work began to create College, Career, and Civic Life (C3) Framework

Time Line Social Studies Standards Work in Kentucky January 2014 Kentucky’s Leadership Networks for Social Studies *Analyze C3 Framework *Input on Standard Development After C3 Framework Release 2013 Writing Teams Draft a Complete Set of Standards *Key Stakeholders/Experts give comments/feedback September 2013 C3 Framework scheduled for release *On or Around September 17, 2013—Constitution Day

UPDATES Progress Updates Available  Network Meetings  ISN Newsletters  Webcasts Amy Treece – Instructional Specialist Social Studies

SCIENCE STANDARDS UPDATE

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

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

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 12 th grade learning goals, and what we know about progression over time. 5

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

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

NGSS Architecture Integration of practices, crosscutting concepts, and core ideas.

T3 KDE School Turnaround

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

Table Talk How do the new standards differ from the old? What instructional shifts will the new standards likely require?

Conceptual Shifts in the NGSS 1. 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 The NGSS Focus on Deeper Understanding and Application of Content 5. Integration of science and engineering 6. Coordination with Common Core State Standards

Engineering Integration Topic vs DCI view MS grades Timeline for assessment Standards, not curriculum

Speed bumps on the road to NGSS

Old dullness can trump new standards

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.]

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.

NGSS Architecture Integration of practices, crosscutting concepts, and core ideas.

Crosswalk?

Avoid the folder swap

“The new standards don’t really impact me very much because I teach high school but I don’t teach biology”

The nebular theory of curriculum accretion in action

“We already do that”

Death march through the bullets

Student Growth in the TPGES 47

Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth 48

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 49

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 50

Determine Needs: Your Starting Line  Know the expectations of your content area standards  Know your students  Identify appropriate sources of evidence 51

Sources of Evidence: Variety Interim Assessments LDC/MDC Classroom Evidence Projects Products Student Portfolios Student Performances Common Assessments District Learning Checks 52

Rigorous Congruency to standards Measures ask students to demonstrate mastery of the identified skills/concepts at the level of rigor intended in the standard. 53 Selected measures reach the level of rigor expected across the district. Comparable

A science teacher’s story of goal-setting for student growth 54

Read and reflect What is this teachers shift in thinking that will lead to a meaningful impact on her students’ learning? 55

A simulated discussion 56 Then a table discussion

Share your thinking in Google docs What structures and/or processes are in place in your district to support teachers in any content area to develop meaningful student growth goals? 57

Resources to guide you: Student Growth  Think and Plan Guidance for Developing Student Growth Goals  Think and Plan SAMPLE  Guiding Questions for Student Growth 58

Student Growth Lync Series 59 Overview of Student Growth Student Growth STEP 1 Student Growth STEP 2 Student Growth STEPS 3,4,5 Assessment Literacy & Student Growth

Resources to guide you: TPGES  PGES Professional Learning Web Page  PGES Newsletters & Webcasts  TPGES Guide to Professional Learning  EDS (HELP button in CIITS)  TPGES Implementation Calendars 60

To-Do List: Bring a Think and Plan Guidance for Student Growth document completed by a pilot teacher in your district. 62