1. to STLN
STLN
March 28th, 2016

2. 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

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

4. 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?

5. 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? 5

6. Today’s Work
Create lists of lesson-worthy phenomena by grade band and collaboratively develop lesson idea
Discussion and Q&A session for State Science Balanced Assessment System.
Analyze tasks for assessing SEP & CCC.
LDC Mini-task exploration.
STLN Reflection: What are next steps? How do we sustain the work? Resources?

7. 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?

8. 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.

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

10. 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.

11. Phenomena Ideas
Become familiar with each PE in the bundle. Clues for Depth of coverage.
Use DCI to make initial phenomena decisions.
What is/are the big concept(s) that students must take away from this bundle? What phenomena relates well to this?

12. Lesson Ideas
Crosscutting Concepts are the lens students use to create understanding.
3 Categories: Patterns, Causality, and Systems
What is the focus of the experience?

14. Try This 3D Lesson Building Approach
Select the appropriate CCC as the lens for students to use.
Determine a SEP1 students will use to gather information/data about phenomena.
After gathering info/data, determine a second SEP2 for students to use to do something/produce something with this info/data.

15. Gathering and Doing Practices Not completely vetted
SEP 1 Gathering info
SEP 2 Doing something w/ info
Ask questions
Develop and use a model
Use a model
Plan and/or carry out an investigation
Make observations
Analyze and interpret data
Use mathematics & computational thinking
Construct an explanation / design a solution
Argue from evidence
Obtain and evaluate information
Evaluate information
Ask (develop investigable) questions

16. Example of 3D Approach to Phenomena
After analyzing and interpreting data about the locations within a mountain stream that have different amounts of energy, identify patterns in the data and develop investigable questions that would explore the causes of these energy differences.
Patterns are my lens
SEP1 (Gathering)Analyzing data
SEP2 (Doing something)Asking investigable questions
DCI Energy

17. Next Steps Building the Instructional Ladder
What underpinning DCI experiences will students need to ready them for the lesson? Refer to Framework and DCI progressions in appendix E.
What underpinning SEP experiences will students need to ready them for the lesson? Refer to Framework and SEP progressions in appendix F.
What underpinning CCC experiences will students need to ready them for the lesson? Refer to Framework and CCC progressions in appendix G.

18. 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

19. LUNCH
30 Minutes
Return after lunch to your study teams

20. Kentucky Science Assessment System
Individually read the document and capture any questions you have.
At table groups discuss and compare questions to form one list.
Organize table questions into 4 categories:
CEA (Classroom Embedded)
TCT (Through Course)
SSA (State Summative)
General Questions (structure, function, other)

21. Kentucky Science Assessment System
Reading of talking points.
Discussion of any questions that remain unanswered. Chart all unanswered questions.

22. 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

23. Shifts in Assessment 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????

24. Assessing the 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?

25. 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 (pp ) for rubric design plans Rubric for Rubrics (PDF on website)

27. 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??? What will incomplete student work look like???

28. LDC Mini-tasks
Kelly Philbeck presentation of LDC Mini-tasks for Science.

29. Sustaining the Work Bruce Parsons with http://www.theholler.org
Using theholler.org as resource for sustained learning

30. Reflection
In table groups list the resources and benefits that you have gained as a participant of STLN.
Rank this list from most impactful to least for student learning.
Group share out of top 3 most impactful.
Discuss how you and your district leadership team might facilitate this learning moving forward.

31. Participant Reflection Questions

32. Please Complete New Evaluation

33. Phenomena Ideas What Practices are called for within the bundle?
What CCC are called for within the bundle?
What CCC and SEP will be used to introduce phenomena, develop phenomena, and explain phenomena?