1. 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

3. 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

4. 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

5. 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

7. Sean Elkins' Ted Talk http://mediaportal.education.ky.gov/next- generation-schools-and- districts/2013/09/speed-bumps-on-the-road- to-ngss/ http://mediaportal.education.ky.gov/next- generation-schools-and- districts/2013/09/speed-bumps-on-the-road- to-ngss/

8. What’s Different about the Next Generation Science Standards?

10. 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

11. 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

12. 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

13. 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?

14. Physical Sciences PS 1: Matter and Its Interactions PS 2: Motion and Stability PS 3: Energy PS 4: Waves and Their Applications

15. 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

16. Earth and Space Sciences ESS 1: Earth’s Place in the Universe ESS 2: Earth Systems ESS 3: Earth and Human Activity

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

19. “…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

20. 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

21. 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

22. 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

23. 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

24. 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

25. Instruction Builds Toward PEs Performance Expectations

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

27. Implications NGSS AssessmentInstructionCurriculum P-12 MSOU of PIMSER

28. 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

29. Take Home Messages 2 Slow and steady 2013-2014 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

30. 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