1. Science Teacher Leader Network Meeting October 29, 2013

2. Teresa Emmert, Instructional Specialist, KDE Kadi Ralston, Instructional Specialist, KDE Brian Womack, Science Consultant, GRREC Nancy Huston, Early Childhood Consultant, GRREC Tim Sears, Science Consultant, KDE Rico Tyler, SKY Teach, WKU Barb DeGraf, Special Education Consultant, GRREC Kyle Cassady, PGES Consultant, GRREC Sandra Baker, Associate Executive Director, GRREC Facilitators

3. Leaving early? Leave your evaluation form filled out. What are your expectations for the day?

4. K.D.E. # 7. 8: Disseminate Content Standards to schools and teacher prep programs. K.D.E. # 9, 10: Provide or facilitate statewide training for teachers and administration on integration of standards in instruction, assessments, and improvement of higher order thinking/communication skills; collaborate with EPSB/CPE on doing the same for teacher prep. K.B.E. # 11: Assist local districts and schools in developing and using continuous assessment strategies to provide diagnostic information to improve student progress, to improve instruction and to meet the needs of individual students. K.D.E. # 13: Assist schools/districts in developing and using continuous assessment. Revisiting Senate Bill 1 2009 *The Networks are attempting HIGH QUALITY and RESEARCHED BASED implementation of these mandates, not merely compliance.

5. Leadership Vision Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day. Result: Every Student College and Career Ready

6. Effective groups generally have a set of norms that govern individual behavior, facilitate the work of the group, and enable the group to accomplish its task. When establishing norms consider: Time Listening Participation Expectations of group members Group Norms: Maximizing Productivity Group Norms:

7. Writing Norms 1.Reflect on and record behaviors you consider ideal behaviors for a group. 2.Write one idea per post-it. 3.At your table discuss each idea. Group similar ideas and write the norm suggested by the group of post-its. 4. Write norms on index cards and turn in.

8.  Analyze the science and engineering practices and crosscutting concepts to understand their significance when combined with the disciplinary core ideas on student performance expectations.  Study progressions of the science and engineering practices and recognize implications for teaching and learning (noting interdependency with ELA/Math KCAS). Today’s Learning Targets

9.  Identify connections between NGSS implications for teaching and learning and the Framework for Teaching (FfT)/CHETL.  Explore the District Innovation Configuration (IC) Maps to identify current status of District Leadership Team efforts. Today’s Learning Targets

10. Ken Burns – TED Talk: Changing Education Paradigms Why change science instruction?

11. 1.Interconnected Nature of Science and the Real World 2.Focus and Coherence 3.Deeper Understanding 4.Science and Engineering 5.College, Career, and Citizenship Readiness 6.Alignment to the Common Core Appendix A – Conceptual Shifts

12. What shift(s) apply to your favorite activity that you brought in Sept? What shifts are going to be more challenging for you? Reflection

13. Target: Analyze the science and engineering practices and crosscutting concepts to understand their significance when combined with the disciplinary core ideas on student performance expectations.

14. Sort the cards into different categories. Card Sort

16. BREAK Website: GRRECSciNet.com Twitter: #kyscinet

17. Digging Deeper Part 1 Groups have been assigned a practice standard. 1.Engaging in Argument from Evidence 2.Constructing Explanations and Designing Solutions 3.Mathematical and Computational Thinking 4.Analyzing Data 5.Planning and Carrying Out Investigations 6.Obtaining, Evaluating and Communication Information 7.Modeling 8.Asking Questions and Defining Problems

18. Digging Deeper Part 1 Find Appendix F in your standards packet in the first section of your binder or from website. Carefully read the description from the Progressions of the Science & Engineering practice which you will be working with and complete the reading guide.

19. Practice ________________________ Why is this practice important to science learning? Describe one thing that seems especially relevant about the learning progression of this practice. Do you explicitly teach this practice now? Describe how you teach the practice, or will teach the practice. Describe something new you learned about this science and engineering practice.

20. Digging Deeper Part 2 In your grade band group take the characteristics for your practice and identify relationships/connections among the practices.

21. Digging Deeper Part 3 Join with the other grade bands for your practice. Discuss your findings with the new members of your practice group. With the other grade bands at your table, identify relationships/connections across the grade bands. – What are the LEARNING PROGRESSIONS ?

23. Develop a storyboard that explains the learning progression for your S&E practice, so that it’s clear what the practice looks like for each grade band. K-2 3-5 6-8 9-12

24. Putting the Three Dimensions of Science into REAL Lessons Next Generation Science Standards

25. Physical Sciences PS 1: Matter and its interactions PS 2: Motion and stability: Forces and interactions PS 3: Energy PS 4: Waves and their applications in technologies for information transfer 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 Earth and Space Sciences ESS 1: Earth’s place in the universe ESS 2: Earth’s systems ESS 3: Earth and human activity Engineering, Technology, and the Applications of Science ETS 1: Engineering design ETS 2: Links among engineering, technology, science, and society Disciplinary Core Ideas (DCI)

26. 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, information and computer technology, and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Science and Engineering Practices

27. 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 Crosscutting Concepts

28. Sample #1-A teacher gives each student in her class a picture of a different dinosaur. The students then do research on their dinosaur’s characteristics. They use the results of this research to create both a poster and a model of their dinosaur.

29. Sample #2-A teacher shares the envelope of an old letter with his students. The students are asked to examine the envelope and make a list of observations about the cover that could be clues as to who sent the letter, the purpose of the letter, and the relationship between the sender and receiver. Each group shares their observations and what these observations may imply. After all the groups have shared the class is given a list of possible scenarios about the letter. Each group then selects what they consider to be the most likely scenario along with the observations they feel support their choice. Which of these scenarios is best supported by the evidence? 1.This letter contains registration materials for a WKU sponsored event. 2. This letter is an invitation to a wedding. 3. This letter is a thank you note for help provided to a teacher. 4.This letter is a thank you note for a wedding gift. 5.This letter is an application for a WKU summer workshop.

30. Example #1-A teacher uses a compressed air rocket launcher as part of a lesson. During the lesson she gives instructions on how to make a paper rocket. She uses a completed paper rocket as an example. Each student then builds and launches a rocket. The time of each flight is measured.

31. Example #2-Same as #1 but adding that each student builds a rocket to identical specifications except length. Each student chooses one of five different rocket lengths. The mass and length of each rocket is measured.

32. Example #3-Same as #2 but adding that all the rockets are launched with the same pressure. The pressure is recorded.

33. Example #4-Same as #3 but adding that before the class launches any rockets the teacher leads a class discussion on how the differing mass and length of each rocket might influence the flight time.

34. Example #5-Same as #4 but adding that students use the data collected during the flights to create a graph of length of rocket vs. rocket mass and a second graph of length of rocket vs. flight time.

35. Example 6- Same as #5 except after the launch data is graphed the teacher leads a discussion on how the results of actual flights compare with the discussion before the launch.

36. Example 6- Same as #5 except after the launch data is graphed the teacher leads a discussion on how the results compare with the discussion before the launch. Example 7- Same as #6 except each student uses the results of the flight testing and the class discussions to design and build a rocket intended to have the longest possible flight. These designs are then built and flown. The actual flight times are compared with predicted values.

37. Target: Explore the District Innovation Configuration (IC) Maps to identify current status of District Leadership Team efforts.

38. Innovation Configuration Maps Where are we? Where are we going? How do we get there? Supports district implementation of standards, educator effectiveness, and student assessment Organized by the four Network pillars: KCAS, CHETL, Assessment Literacy, and Leadership

39. Innovation Configuration Maps District Leadership Teams (DLT) Leadership and Regional Network Focus: Ky contribution Leadership - Component 1 (pg 17): “Develops a district leadership team to guide long- and short-term KCAS implementation plans.” Continuum (right to left) – Level 1 = Ideal Assess your district’s capacity – Leadership Component 1

40. LUNCH

41. Target: Study progressions of the science and engineering practices and recognize implications for teaching and learning (noting interdependency with ELA/Math KCAS).

42. GOAL FOUNDATION Enablers FOUNDATION Enablers GOAL

43. College and Career Readiness Anchor Standards (CCR) K-5 Reading Informational Standards 6-12 Grade Band Standards Appendix M – Connections to CCSS for Literacy in Science and Technical Subjects – Highlight IMPORTANT IDEAS – Speaking and Listening: Partner A/B, 30 secs, no repeats Mastery Connect app – Reading and Writing Standards available Standards for Literacy in Science and Technical Subjects

44. “Disciplinary literacy is undertaken to facilitate disciplinary learning, and disciplinary literacy instruction must be embedded into disciplinary practices if students are to grow their capacities to successfully read disciplinary texts and communicate their understandings through speaking, writing, and creating in ways that conform to disciplinary expectations.” Doug Buehl “Constructing Towers of Literacy” The Exchange, International Reading Association “Constructing Towers of Literacy” Literacy Activity: 4 Corners

45. Four Corners

46. Towers of Literacy “Disciplinary literacy, the third growth phase, represents a significant transition from more generalized reading to high contextualized reading demands.”

47. Carbon Cycle Strong vs. Weak Models Strategy #2 Document your findings on your Science and Engineering Practices Evidence Sheet Weak Model Weak Model -

48. Standing Meetings: Take discussion materials with you. Discuss the Guiding Questions as a group. Capture Main ideas on Standing Meeting Note Sheet AND chart paper. TPGES Discussion Materials: FfT Framework, Practices Evidence Sheet, Standing Meeting Note Sheet 1.1E: Designing Coherent Instruction 2.1F: Designing Student Assessments 3.2E: Organizing Physical Space 4.3C: Engaging Students in Learning 5.3D: Using Assessment in Instruction KCAS for Science Discussion Materials: Practices Evidence Sheet, Standing Meeting Note Sheet, Other materials required for the category. 1.Seven Strategies of Assessment for Learning 2.Cross Cutting Concepts – Appendix G 3.Disciplinary Core Ideas – Appendix E 4.Science and Engineering Practices – Appendix F 5.Connections to CCSS for Literacy in Science and Tech. Subjects – Appendix M and K-5 Reading Informational Standards

49. Three (or more) BIG ideas from table discussion about KCAS for Science Standing Meetings Debrief at Tables for KCAS “Save the Last Word”

50. Target: Identify connections between NGSS implications for teaching and learning and the TPGES Framework for Teaching (FfT)/CHETL.

51. Which domains from TPGES are most affected by the Kentucky Core Academic Standards for Science? State the claim Include genuine evidence (data+analysis+interpretation) Provide a justification Organize argument Use academic vocabulary (TPGES/KCAS) Extension: Modify this protocol for your grade level. SEP #7: A Closer Look Engaging in Argument from Evidence

52. Individually respond to one of the three BLOG questions from the website. Share your insights with your tables. Blog