1. May 1, 2014 Macomb Science Leadership Council

2. As you consider the vision planning process we explored at our last meeting, which of these quotes resonates with you? Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world. Joel A. Barker Be daring, be different, be impractical, be anything that will assert integrity of purpose and imaginative vision against the play-it- safers, the creatures of the commonplace, the slaves of the ordinary. Cecil Beaton Leadership is the capacity to translate vision into reality. Warren G. Bennis The vision must be followed by the venture. It is not enough to stare up the steps – we must step up the stairs. Vance Havner When you have vision it affects your attitude. Your attitude is optimistic rather than pessimistic. Charles R. Swindoll Good leaders must communicate vision clearly, creatively, and continually. However, the vision doesn’t come alive until the leader models it. John C. Maxwell

3. Macomb Science Leadership Council The purpose of this group is to provide professional learning, support, and networking opportunities for district-level science curriculum and instruction leaders in Macomb County. Our work will center on supporting districts as we plan for the Next Generation Science Standards.

4. Objectives for today Sharing:  How is your vision development going?  What support do you need as you move forward? NGSS Update:  BOTA Assessment Report  EQuIP Rubric for identifying NGSS-ready curricular materials Getting Started in your District:  Using the EQuIP Rubric for identifying NGSS-ready curricular materials

5. Thriving in times of change It is unreasonable to ask a professional to change much more than 10 percent a year, but it is unprofessional to change by much less than 10 percent a year. ~Steven Leinwand

6. VISION PLANNING Sharing

7. “As-Is” Model Where are we now? “As-Is” Model Where are we now? “To-Be” Model Where do we want to be? “To-Be” Model Where do we want to be? Culture CompetenciesConditions A Model for Change Culture CompetenciesConditions Based on Harvard Change Leadership Group ?

8. Becoming NGSS Ready At your table, please share your Planning Draft. If you haven’t had a chance to complete it, jot down a few notes now.

9. Sharing your Vision Planning Draft Please move to your group: A: Elementary Teacher B: Secondary Teacher C: Coordinator/Teacher Leader D: Building Administrator E: Central Office Administrator

10. DEVELOPING ASSESSMENTS FOR THE NGSS REPORT ● EQUIP RUBRIC NGSS Updates

11. Developing Assessments for the NGSS

12. http://www.nap.edu/catalog.php?record_id=18409 National Research Council Board on Testing and Assessment Board on Science Education Division of Behavioral and Social Sciences and Education

13. Some of the Main Messages New types of assessments are needed NGSS assessment should start with the needs of classroom teaching and learning States must create coherent systems of assessment to support both classroom learning and policy/ monitoring functions Implementation should be gradual, systematic, carefully prioritized, and attend to equity Professional development and adequate support for teachers will be critical

14. System of Assessment Assessment to support classroom teaching and learning Assessment for monitoring student learning Indicators of opportunity-to- learn (OTL)

15. What might these assessments look like? Tasks should ask students to apply practices in the context of disciplinary core ideas and crosscutting concepts. Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

16. What might these assessments look like? Need multi-component tasks that use a variety of response formats:  Selected response questions  Short and extended constructed response questions  Performance tasks  Classroom discourse

17. System of Assessment Assessment to support classroom teaching and learning Assessment for monitoring student learning Indicators of opportunity-to- learn (OTL)

18. BIODIVERSITY IN THE SCHOOLYARD 5 th Grade Example

19. 5 th grade example: Biodiversity in the schoolyard Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas Where are the three dimensions assessed in this series of classroom assessment tasks?

20. Formative Assessment Tasks Collect data on the number of animals (abundance) and the number of different species (richness) in schoolyard zones Task 1 Create bar graphs that illustrate patterns in abundance and richness data from each of the schoolyard zones Task 2 Construct an explanation to support your answer to the question: Which zone of the schoolyard has the greatest biodiversity? Task 3

21. Formative assessment Collect data on the number of animals (abundance) and the number of different species (richness) in schoolyard zones Task 1

22. Formative assessment Create bar graphs that illustrate patterns in abundance and richness data from each of the schoolyard zones Task 2

23. Formative assessment Construct an explanation to support your answer to the question: Which zone of the schoolyard has the greatest biodiversity? Task 3 scaffold

24. Summative assessment Construct an explanation to support an answer to the question: Which zone of the schoolyard has the greatest biodiversity?

25. 5 th grade example: Biodiversity in the schoolyard Disciplinary Core Idea Biodiversity Crosscutting Concept Patterns Practices Planning and carrying out investigations Analyzing and interpreting data Constructing explanations Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

26. System of Assessment Assessment to support classroom teaching and learning Assessment for monitoring student learning Indicators of opportunity-to- learn (OTL)

27. PLATE TECTONICS Middle School Example

28. Middle school example: Plate tectonics Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas Where are the three dimensions assessed in this performance task?

29. Performance Task Draw a model of a volcano formation at a hot spot using arrows to show movement in the model. Be sure to label all parts of the model. Use your model to explain what happens with the plate and what happens at the hot spot when a volcano forms. Draw a model to show the side view (cross-section) of volcano formation near a plate boundary (at a subduction zone or divergent boundary). Be sure to label all parts of your model. Use your model to explain what happens when a volcano forms near a plate boundary.

30. Performance Task The hot spot allows the magma to move up into the crust where it forms a volcano. The magma pushes up through the crust and goes up and erupts.

31. Middle school example: Plate tectonics Disciplinary Core Idea Plate tectonics Crosscutting Concept Patterns Scale Practices Developing and using models Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

32. Developing Assessments for the NGSS http://www.nap.edu/catalog.php?record_id=18409 Remember: This is a report about what kind of assessments need to be developed for NGSS. No one has developed these assessments yet. The examples included in the report (and today’s presentation) are things the committee saw and said…”Oh yes…something like that might work…”

33. Write Around " It is through our assessment that we communicate most clearly to students which activities and learning outcomes we value." ~NCTM Assessment Standards As we consider the values outlined in the NGSS, what are some things we need to consider as we reflect on our current district assessment system? “…these practices are clearly identified not as separate learning goals that define what students should know about the process of science. Instead, the scientific practices identify the reasoning behind, discourse about, and application of the core ideas in science.” ~Reiser, Berland, and Kenyon As we reflect on these ideas, what shifts in instruction will we need to consider as we move forward? “Too often, standards are long lists of detailed and disconnected facts, reinforcing the criticism that science curricula in the United States tend to be ‘a mile wide and an inch deep.’ Not only is such an approach alienating to young people, but it can also leave them with just fragments of knowledge and little sense of the creative achievements of science, its inherent logic and consistency, and its universality.” ~NGSS Framework How do these ideas inform our district curriculum work?

34. NGSS and CIA Classroom Assessment (K-5) Classroom Assessment (6-12) Managing Exploration and Modeling (4-8) Argumentation and Explanation Development (3-5) Argumentation and Explanation Development (6-12) Creating Meaning through the Crosscutting Concepts (K-12) 2014-15 Workshops at MISD 2014-15 Workshops at the Detroit Zoo (information coming soon) Hold off on big curricular decisions until after state adoption!

35. IDENTIFYING CURRICULAR RESOURCES THAT ARE ALIGNED TO THE NGSS EQuIP Rubric

36. Educators Evaluating the Quality of Instructional Products Similar to EQuIP Rubrics for Math and ELA

37. BECOMING NGSS READY: IDENTIFYING NGSS-READY CURRICULAR MATERIALS Getting started in your district

38. FIND A PARTNER! NGSS Catch Phrase!

39. Partner A Partner B Performance Expectation Science and Engineering Practices Energy Heredity Plate tectonics Crosscutting Concepts Disciplinary Core Ideas DNA Climate Molecule NGSS Catch Phrase

40. JOIN A GROUP! Curricular Materials to Review

41. Identifying NGSS-Ready Curricular Materials Individually, review the lesson or unit and score it with the first column of the rubric. Individually, complete the response form.

42. Evidence-Based Consensogram Each person on your team places a sticker on the consensogram that reflects their thoughts about the evidence they found to support each statement on the rubric.

43. Evidence-Based Consensogram As a team, discuss each of the criteria. Focus on understanding the interpretations from each person on the team and the evidence they have found. The power of this process lies in this discussion!

44. Identifying NGSS-Ready Curricular Materials Continue the process with the other two columns.

45. Identifying NGSS-Ready Curricular Materials Continue the process with the other two columns.

46. Tug of War Reflection NGSS ReadyNOT NGSS Ready Crosscutting Concepts not evident Students use SEP: Planning and carrying out investigations From Making Thinking Visible by Ritchhart, Church, and Morrison

47. SEPTEMBER 22, 2014 JANUARY 15, 2015 APRIL 16, 2015 1:00 – 4:00 PM Science Leadership Council 2014-15

48. Science Leadership Council Reflection Big Ideas to Keep:Extensions to my Learning: Someone to Connect With:To Try:

49. Science Leadership Council Reflection Big Ideas to Keep:Extensions to my Learning: Someone to Connect With:To Try:

50. Science Leadership Council Reflection Big Ideas to Keep:Extensions to my Learning: Someone to Connect With:To Try:

51. Resources Next Generation Science Standards:  http://www.nextgenscience.org/next-generation-science- standards http://www.nextgenscience.org/next-generation-science- standards  Developing Assessments for the NGSS  http://www.nap.edu/catalog.php?record_id=18409 http://www.nap.edu/catalog.php?record_id=18409  EQuIP Rubric  http://www.nextgenscience.org/resources http://www.nextgenscience.org/resources

52. Paul Drummond pdrummond@misd.net Jennifer Gottlieb jgottlieb@misd.net Mike Klein mklein@misd.net Questions?