1. CCRS Implementation Team SCIENCE Quarterly Meeting #2 2015-2016 http://alex.state.al.us/ccrs/ 1

2. Dr. Bice’s Absolutes  Teach to the standards for each of the required subjects  Through a clearly articulated and locally aligned K-12 curriculum  Supported by aligned resources, support, and professional development  Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students  With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. 2

3. Prepared Graduate 3 Possesses the knowledge and skills needed to enroll and succeed in credit- bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation. Possesses the ability to apply knowledge and skills to real-world situations and to collaborate with peers in problem solving, critically thinking, and defending their decisions verbally and in writing, and a desire to continue to learn.

4. Outcomes Where have we been? Debriefing from QM1 Sharing turnaround training successes Where to start? Unpacking standards to determine learning targets Creating an instructional sequence map that connects the learning experiences with the learning target Where are we going? Thinking through an integrated instructional sequence 4

5. Where have we been?  Debriefing from QM1  Sharing turnaround training successes 5

6. Where to start?  Unpacking standards to determine learning targets  Creating an instructional sequence map that connects the learning experiences with the learning target 6

7. Let’s not do this… 7

8. The Big Picture http://www.west.k12.oh. us/speced/Learning%20T argets_BFK[1].pdf 8

9. So what pieces do I need before I start building lesson plans? 9

10. Backward Design “[Identify] your desired learning outcomes… Then determine what would count as acceptable evidence of student learning and actually design assessments that will provide evidence that students have learned the competencies described in the performance expectations. Then, and only then, begin developing the activities that will provide students opportunities to learn the concepts and practices described in the three dimensions of the performance expectations.” Bybee, 2013, p. 59 10

11. Backward Design Process and the 5E+IA Instructional Model Identify desired results (learning targets) from the standards (performance expectations) in the Course of Study. Stage 1 Determine acceptable evidence of learning – performance expectations. Design evaluate activities for 5E+IA Model. Stage 2 Develop learning experience and activities. Design engage, explore, explain, and elaborate activities for 5E+IA Model. Stage 3 Adapted from Bybee, 2013, p. 60 11

12. Unpacking the Standards 12

13. Unpacking the Standards 13

14. Backward Design Process and the 5E+IA Instructional Model Identify desired results (learning targets) from the standards (performance expectations) in the Course of Study. Stage 1 Determine acceptable evidence of learning – performance expectations. Design evaluate activities for 5E+IA Model. Stage 2 Develop learning experience and activities. Design engage, explore, explain, and elaborate activities for 5E+IA Model. Stage 3 Adapted from Bybee, 2013, p. 60 14

15. Standard vs. Learning Target “A standard answers the question, Where am I going in my learning? While learning targets show students the path to get there.” Schuhl, 2012, Solution-tree.com 15

16. Classrooms Driven by Learning Targets Learning targets are displayed in ways that are appropriate to the grade level, subject and needs of student. Exemplar work samples are displayed, showing what the learning targets look like – could be as simple as a piece of a complete work sample. Teachers and students are using rubrics to describe varying levels of a learning progression. Displays of student and class progress are monitored by the learning goals/targets and not by learning activities. Teachers share the learning goals/targets at the start of learning. Students are able to articulate the goals and targets. Teachers are introducing students to the language of a rubric. Students are talking about the qualities of their work with the teacher and each other. Students are NOT asking, “Is this okay?” because they know what quality work looks like. 16

17. Types of Learning Targets K : Knowledge and Simple Understanding R : Reasoning and Deep Understanding S : Skill Targets P : Product Targets 17

18. 18

19. Types of Learning Targets K : Knowledge and Simple Understanding R : Reasoning and Deep Understanding S : Skill Targets P : Product Targets 19

20. Where are we going?  Thinking through an integrated instructional sequence 20

21. Backward Design Process and the 5E+IA Instructional Model Identify desired results (learning targets) from the standards (performance expectations) in the Course of Study. Stage 1 Determine acceptable evidence of learning – performance expectations. Design evaluate activities for 5E+IA Model. Stage 2 Develop learning experience and activities. Design engage, explore, explain, and elaborate activities for 5E+IA Model. Stage 3 Adapted from Bybee, 2013, p. 60 21

22. Instructional Sequencing Map based on Learning Targets Use the standard you unpacked earlier. Consider the sequence of learning targets needed to get students to mastery. what will be acceptable evidence of student learning. what formative assessments will provide you this information. 22

23. An Instructional Sequence in Action 23

24. “Recognize that a performance expectation describes a set of three learning outcomes and criteria for assessments. This recommendation begins by considering [ … ] how the three dimensions might be integrated in a carefully designed sequence of activities. Taken together, the learning experiences should contribute to students’ development of the scientific or engineering practices, crosscutting concepts, and disciplinary core ideas.” Bybee, 2015, p.67 24 An Instructional Sequence in Action

25. Reflection: Evidence of learning targets? Is order of learning targets important? 5E’s scaffolded? SEPs? CCCs? Assessment(s) connect(s) to the standard? Intervention? Acceleration? Thoughts or concerns about what you see? 25 An Instructional Sequence in Action

26. Next Steps Instructional Sequence Map: Refine what you have started OR Begin a new Instructional Sequence Map for another standard. Bring back completed Instruction Sequence Map and any resources needed to begin lesson planning using your instructional sequence map. 26

27. Consider this … “Begin with an understanding that concepts and practices will be integrated across an instructional sequence, then proceed by identifying activities, investigations, or engineering problems that may be used as the basis for instructional sequence.” Bybee, 2015, p.67 27

28. Next Steps Instructional Sequence Map: Refine what you have started OR Begin a new Instructional Sequence Map for another standard. Bring back resources needed to begin lesson planning using your instructional sequence map. 28

29. Backward Design Process and the 5E+IA Instructional Model Identify desired results (learning targets) from the standards (performance expectations) in the Course of Study. Stage 1 Determine acceptable evidence of learning – performance expectations. Design evaluate activities for 5E+IA Model. Stage 2 Develop learning experience and activities. Design engage, explore, explain, and elaborate activities for 5E+IA Model. Stage 3 Adapted from Bybee, 2013, p. 60 29

30. Turn Around How might turnaround of this training look for your district/LEA? Share your ideas 30 http://alex.state.al.us/ccrs/

31. Resources/References Bybee, R. (2015). Using the 5E Model to Implement the Next Generation Science Standards. In The BSCS 5E instructional model: Creating teachable moments (p. 67). Arlington, Virginia: NSTApress. Bybee, R. (2013). Translating the NGSS for Classroom Instruction (pp. 65-110). Arlington, Virginia: NSTApress. Clear Learning Targets Guide: Everything educators need to know to make learning clear to students. (2010). Retrieved October 7, 2015, from http://www.west.k12.oh.us/ speced/Learning Targets_BFK[1].pdf Mullins, H. (n.d.). Navigating Learning Targets. Retrieved October 7, 2015, from http://www.west.k12.oh.us/speced/Learning Targets_Ky Powerpt[1].pdf Olson, K., & Parrish, D. (n.d.). Teach 360: Standards vs. Learning Targets. Retrieved October 7, 2015, from https://www.tacoma.k12.wa.us/information/departments/libraries /Documents/Standards vs Targets91409.pdf Schuhl, S. (2012). How Do We Write Learning Targets to Assess Students? Retrieved October 7, 2015, from http://soltreemrls3.s3-website-us-west-2.amazonaws.com/ solution-tree.com/ media/pdf/HOE_Schuhl-WritingLearningTargets-CFF305.pdf https://www.surveymonkey.com/r/VTDNMSG 31