1. NGSS EQuIP Rubric SMD EPO PD
Part 1: Alignment to NGSS
March 18, 1:00-2:00 pm ET
Hilarie B Davis, Ed.D.
Bradford Davey, Ed.D.
TLC Inc.

2. The Goal If implemented properly,
the NGSS will lead to coherent, rigorous instruction that will result in
students being able to acquire and apply scientific knowledge
to unique situations and
to think and reason scientifically

3. The purpose of these webinars is to investigate...
The EQuIP Rubric
Recognize
Transform
Create
NGSS Lesson and Units

4. NGSS Three Dimensional Learning

5. EQuIP Educators Evaluating the Quality of Instructional Products
Provide constructive feedback to developers
Provides a tool for thinking about existing lessons and how to improve them
Can be used as a guide to plan new lessons and units
Not really even a rubric in the sense of articulating criteria and describing levels of quality. They say rubric “scoring guides” will be developed eventually
One of a several EQuIP tools created by Achieve

8. Alignment to NGSS
Be explicit about disciplinary core ideas, practices, and cross-cutting concepts (3D learning)
Organize lessons into a coherent whole so students want to know more

9. Instructional Supports
Keep the end in mind (performance expectations)
Know the order in which most people develop ideas (learning progressions)
Build on students’ prior knowledge
Develop investigations, questions or challenges that engage students with 3D learning

10. Monitoring Student Progress
Collect data all along the way on how students are learning so they know and you know
Self-assessment
Formative assessment
Summative assessment

12. Evaluating for Alignment with Three Dimensional Learning
Essential to alignment to the NGSS

13. What is three dimensional learning?
Shifts the focus of the classroom to having students explore, examine, and use scientific ideas
Disciplinary Core Ideas
Crosscutting Concepts
Scientific and Engineering Practices
Lessons must provide opportunities for students to construct and use specific elements of each dimension to:
Make sense of phenomena and/or design solutions
Explicitly state the elements of each dimension
Clearly point out how students use those elements
Essential to alignment to the NGSS

14. Practice – Water Cycle, grades 6-8
WaterCycleUnitFinal p. 8-16
Essential to alignment to the NGSS

15. Practice – Earth Systems Evolution
EarthSystemsEvolution_Gr9-12
Essential to alignment to the NGSS

16. Evaluating for Coherence
Essential to alignment to the NGSS

17. Is the unit coherent?
How do the lessons fit together to coherently develop student proficiency in a set of performance expectations?
How does each lesson link to the others creating a need to know or interest in each lesson?
How do the lessons develop connections between different science disciplines? (if appropriate)
How do the lessons provide grade-appropriate connection(s) to the Common Core State Standards in Mathematics and/or ELA, and/or State Science or Math Standards?

18. Practice – Water Cycle WaterCycleUnitFinal pp.3-4, 5-7
Inquiry-Application Instructional Model, p.49
Essential to alignment to the NGSS
Watershed Unit Reasoning Tools
Pathways Tool (p.42, 43)
Drivers and Constraints (p.44, 47)

19. Conclusions
Three-dimensional learning is powerful, achievable but not yet common in curriculum materials
EQuIP can help identify true three-dimensional learning where the three dimensions work together rather than treated as separate learning goals
EQuIP can help identify the curriculum coherence needed to make science practice meaningful rather than rote skills, and build connections across science strands

20. Please complete evaluation
xxx

21. Contact Info
Hilarie Davis Brad Davey

22. For further reading
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D., et al. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46,

23. EQuIP Rubric Webinar Series Wednesdays 1:00-2:00 pm ET
March 4 Part 1 – Alignment to the NGSS March 18 Part 2 – Instructional Support April 1 Part 3 – Monitoring Student Progress April 15 Part 4 – Evaluating More Lesson(s)