CKEC -Kentucky Science Leadership Network April 28, 2014 Today’s materials can be accessed at:

Welcome, Who is in the room? Learning Teaching Enhancing Supporting Sharing

Terry Rhodes, Terry Rhodes, KDE/CKEC Instructional Specialist – Science Debbie Waggoner Debbie Waggoner, KDE/CKEC Instructional Specialist – Math & Social Studies Dr Rebecca Krall Director of Graduate Studies Associate Professor, Dept. of STEM Education UK Mindy Curless STEM Initiatives Consultant KDE David Helm Learning & Innovation Specialist, Fayette County Public Schools Dr. Eve Proffitt Director, P20 Innovation UK CKEC KSLN Facilitation Team

To access today’s materials Click on Professional Learning and scroll to bottom

AGENDA  Introductions/Expectations  Overcoming Barriers to Success: Analogy Activity  Guided Practice: Giving Depth to Deconstructions  WKEC Deconstruction Feedback  Lunch/Updates/Summer Info  FAL Activity  How Do they Go Together? Thinking About Bundling  Long-range Planning for Deconstruction and Units  Debrief/Reflection/Evaluation

KSLN Meeting: Stop and Reflect What do I want to remember? How will I use this information, and how will I share it with others in my school and/or district? Yellow Sheet Also don’t forget to do the online Evaluation. We Need your FEEDBACK!

Norms Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully. Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials. Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations. Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.

Throughout the day, please post comments or questions to the website below; it will be monitored throughout the day and responses posted to your questions and comments. Documents from todays meeting can be found on my website under “Professional Learning/Presentations”

Today’s Targets Identify successes and barriers to deconstruction/implementation of NGSS Increase awareness of depth and rigor in deconstruction Provide feedback to WKEC on deconstructions Analyze a FAL lesson as a way to get to student understandings and misconceptions Identify options for bundling PE’s Develop a long-range plan for deconstruction and implementation

What was the most valuable part of the day?

What will you take back and use?

What suggestions do you have for the next meeting’s agenda?

What questions/concerns do you still have?

Pillars again Highly Effective Teaching and learning Assessment Literacy Leadership Kentucky’s Core Academic Standards TPGES –Teacher Professional Growth and Effectiveness System

Overcoming Barriers to Success Look at the picture on your table; think about the barriers that had to be overcome to achieve that success. Now think about the work ahead with the standards: building capacity in your district, deconstruction, implementation, assessment. Using the picture and your thoughts about the work ahead, create a T-chart of Successes and Barriers. Find another group with a different picture and share your thoughts/ideas/successes/barriers

Guided Practice: Giving Depth to Deconstructions  Move into grade band groups of 3-4; at this point, don’t worry about matching up content areas or grade levels…just Elem, MS and HS.  Choose roles within the group, making one person responsible for addressing misconceptions, one for the appendices, one for the Framework and someone to record on the feedback form

Step 1: Read the PE, Clarification Statement and Assessment Boundary Step 2: Read Practices, DCI and XXC

Step 3: Look at the progressions in Appendices E,F,G Step 4: Are there any misconceptions that need to be addressed?

Step 5: Look at the Framework for additional clarification Now, collectively look at the targets as written

1. Are the targets clear as written?

2. Do the targets collectively reach the intended learning?

3. Are the targets categorized appropriately?

If you responded NO to ANY of those questions, you must provide feedback and support with evidence from your conversations (notes) Now, find another group in your grade band to compare feedback forms. Be prepared to defend your feedback. Do you feel more confident now in your process?

WKEC Deconstruction Feedback Grade level Deconstructions Contents:  Grade Specific Deconstruction  Misconception packet  2 feedback forms  Blank paper for notes Make sure each group has a standards book and access to the Framework IMPORTANT: Each deconstruction must be looked at by 2 separate groups.

WKEC Deconstruction Feedback Elementary teachers to side hallway (Terry/Debbie) Middle School teachers to front hallway (Becky/Mindy) High School teachers stay in main room (David/Eve)

Time for LUNCH Please sit in district groups Summer opportunities Summer Learning Plans

Primary teachers (K-3) from CKEC Member-Schools can now register for a FREE summer PD called "NGSS in Primary: Building a Foundation for Science Literacy" July 7-11 at CKEC"NGSS in Primary: Building a Foundation for Science Literacy" Link is on the homepage at Limited to 40 participants! 5 full days of content review, performance expectation deconstruction and unit development with teachers from across the region at YOUR grade level!

June 19-CKEC Feedback from WKEC

CKEC Science and Social Studies Summer Network meeting: Summer Network meeting: Friday, July 25 th with Ken Mattingly – CASL in action

HELP WANTED! Looking for those with content area expertise, and the best candidate will also have Gov. Cup or academic competition experience. Needs: Multiple-choice Written Assessment exams on 5th, 6th, 8th, 9-10 and levels Content links: 5th (Elementary): 6th (Sixth Grade Showcase): 8th (Middle Grades Gov. Cup): (JV Challenge): (High SchooL Gov. Cup): Ability to write clear, concise, assessment questions. Writers will work with KAAC representatives to obtain proper content and difficulty level. Apply: (Can be found on Terry’s homepage)

32 --What plans do you have for sharing information this Summer in your district?

Interpreting Distance-Time Graphs

Matching a Graph to a Story P-34 A. Tom took his dog for a walk to the park. He set off slowly and then increased his pace. At the park Tom turned around and walked slowly back home. C. Tom went for a jog. At the end of his road he bumped into a friend and his pace slowed. When Tom left his friend he walked quickly back home. B. Tom rode his bike east from his home up a steep hill. After a while the slope eased off. At the top he raced down the other side. Distance from home Time

Matching Cards P-35 Take turns at matching pairs of cards. You may want to take a graph and find a story that matches it. Alternatively, you may prefer to take a story and find a graph that matches it. Each time you do this, explain your thinking clearly and carefully. If you think there is no suitable card that matches, write one of your own. Place your cards side by side on your large sheet of paper, not on top of one another, so that everyone can see them. Write your reasons for the match on the cards or the poster just as we did with the example in class. Give explanations for each line segment. Make sure you leave plenty of space around the cards as, eventually, you will be adding another card to each matched pair.

Sharing Work P-36 One student from each group is to visit another group’s poster. If you are staying at your desk, be ready to explain the reasons for your group's matches. If you are visiting another group: Write your card placements on a piece of paper. Go to another group’s desk and check to see which matches are different from your own. If there are differences, ask for an explanation. If you still don’t agree, explain your own thinking. When you return to your own desk, you need to consider as a group whether to make any changes to your own poster.

Making Up Data for a Graph P-37 TimeDistance

P-38

P-39

1.Pre-Assessment – Individual student work 2.Intro Lesson 3.Collaborative Activity 4.Whole Class Discussion 5.Post-Assessment Determine FEEDBACK QUESTIONS Written FEEDBACK QUESTIONS Oral FEEDBACK QUESTIONS

How Do They Go Together? Thinking About Bundling  Work in grade level groups of 2-3  Lay out the strips that contain the Performance Expectations for your grade level  Begin having discussions about what fits together  At this point, leave your standards book CLOSED…consider the content in front of you and how it fits together  How do they fit together?  How will you teach them?  What are the unit topics?

Chart Paper Place Unit Topics Place PE’s beneath the unit topic in which you plan to teach them Some will go in more than one topic! They may look different, but that’s OK!! Take a picture to help you remember!

Long Term Unit Planning Have grade level discussions about long term planning; Word copy on website with today’s materials

Deconstructions Once long-term planning is complete, begin working on grade level deconstructions; Word deconstruction forms on website with today’s materials

Access Online Evaluation on home page

Please fill out the online evaluation form now before you leave. We need your feedback! A pep talk from Kid President to You ISLN/KLA June 26 th – 27 th, CASL in Action with Ken Mattingly July 25 th See you there!