1. Science Leadership Network Winter - 2016 Building Expertise with NGSS Innovations

2. Navigate to the WA ESDs webpage: www.washingtonesds.org www.washingtonesds.org

3. “Breadcrumbs” 1. Science -> Next Generation Science Standards 2. Deeper Information about the NGSS 3. 3D Learning -> 3D Learning Day 2

4. Resources Used Today

5. Washington State Transition Plan

6. Learning Intentions/Targets/Goals 1.Recognize and explain the innovations of the 2013 Washington State Science Learning Standards (Next Generation Science Standards). 2.Develop a student growth goal based on student data. 3.Identify and select one or more formative assessment strategies to implement in the classroom.

7. Our Path Today Equity

8. I think …… I re-think …..

9. I think… I re-think … From the Bottom Up

10. 1.You need 12+ samples of student work. 2.Sort the samples into three piles. 3.Write a specific description on a sticky note of why each pile is sorted as it is. See p30-31 for more details

11. I think… I re-think … From the Bottom Up 4.Compare and contrast the descriptions of the piles. 5.Extract/identify criteria from the descriptions. 6.Write descriptions of quality for each of the criteria. See the “Rubric for Laughing” p32 for an example

12. I think… I re-think … From the Bottom Up Based on what you learned from creating a rubric for I Think, I Re-Think: What student growth goal might you target? Or what personal growth goal might you consider?

13. Public Domain Student Responses

14. Take a Break! We will resume at 10:05

15. “Well-documented gender differences exist in the value that women and men place on doing work that contributes to society, with women more likely than men to prefer work with a clear social purpose.” American Association of University Women

16. Challenge: Design a prototype for a “robotic eye” for a human.

17. Defining and Delimiting a Problem Planning for Instruction What must students do to be successful with this Performance Expectation? MS-ETS-1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

18. MS-ETS-1-1 What do students “Gotta Have” to be successful with this Performance Expectation? What should you include in your “Gotta Have” checklist for an initial design of a robotic eye? Defining and Delimiting a Problem Planning for Instruction

19. Defining and Delimiting a Problem Use the evidence statement to create an initial design for a robotic eye.

20. Defining and Delimiting a Problem Use your “Gotta Have” checklist to begin an initial design for a robotic eye.

21. 1.Use this link to navigate to the Google Doc Data Sheets: http://tinyurl.com/SLNESD105 http://tinyurl.com/SLNESD105 2.Each table group will obtain and evaluate information from the literacy sources on the WA ESDs webpage. 3.Populate your data table with four or more important pieces of information. Obtaining and Evaluating Information

22. 1.Use this link to navigate to the Google Doc Data Sheets: http://tinyurl.com/SLNHU http://tinyurl.com/SLNHU 2.Each table group will obtain and evaluate information from the literacy sources on the WA ESDs webpage. 3.Populate your data table with four or more important pieces of information. Obtaining and Evaluating Information

23. 1.Use this link to navigate to the Google Doc Data Sheets: http://tinyurl.com/SLN171 http://tinyurl.com/SLN171 2.Each table group will obtain and evaluate information from the literacy sources on the WA ESDs webpage. 3.Populate your data table with four or more important pieces of information. Obtaining and Evaluating Information

24. 1.Use this link to navigate to the Google Doc Data Sheets: http://tinyurl.com/SLNCWU http://tinyurl.com/SLNCWU 2.Each table group will obtain and evaluate information from the literacy sources on the WA ESDs webpage. 3.Populate your data table with four or more important pieces of information. Obtaining and Evaluating Information

26. New ideas? New ideas? Revise your design? Revise your design? What are your design’s limitations? What are your design’s limitations? Make changes to your initial design if necessary. Rethink Your Design

27. Look at the Evidence Statement for MS-ETS1-4 Will your design meet this evidence statement? From Design to Model

28. Present Your Model Use the Presentation Rubric as a guide.

29. DIY Summary Chart Activity???

30. Learning Intentions/Targets/Goals 1.Recognize and explain the innovations of the 2013 Washington State Science Learning Standards (Next Generation Science Standards). 2.Develop a student growth goal based on student data. 3.Identify and select one or more formative assessment strategies to implement in the classroom.

31. Working Lunch! We resume at ….. 1.Eat! 2.Team Time – Process what you learned this morning 3.Regional Announcements

32. Patterns in our Standards Identify Patterns: ELA‘s “Research and Cite” “Obtaining, Evaluating and Communicating Information” (MS-LS1-8) ELA Research & Cite MS-LS1-8 ELP #5 These standards are similar because…… ELA R&C Rubric requires… The evidence statement requires….

33. Supporting All Students What similar patterns do you notice in this standard? What do these patterns mean for your students?

34. Are you EQuIPped? Take a look at these parts of the EQuIP Rubric. Use the Link!

35. WasToday 3D? Was Today 3D? Cite evidence from the EQuIP rubric to support your claim.

36. Was Today Innovative?

37. 1.K–12 science education reflects three-dimensional learning. 2.Students engage in explaining phenomena and designing solutions. 3.The NGSS incorporate engineering design and the nature of science as SEPs and CCCs. 4.SEPs, DCIs, and CCCs build coherent learning progressions from kindergarten to grade 12. 5.The NGSS connect to English language arts (ELA) and mathematics. 6.Provision of supports so that all students can engage in sophisticated science and engineering practices. NGSS Innovations

38. Will, Might, Won’t http://tinyurl.com/CWUWMW

39. 1.K–12 science education reflects three-dimensional learning. 2.Students engage in explaining phenomena and designing solutions. 3.The NGSS incorporate engineering design and the nature of science as SEPs and CCCs. 4.SEPs, DCIs, and CCCs build coherent learning progressions from kindergarten to grade 12. 5.The NGSS connect to English language arts (ELA) and mathematics. 6.Provision of supports so that all students can engage in sophisticated science and engineering practices. Will, Might, Won’t

40. I think …… I re-think ….. Homework Use this FACT with your students before our next meeting. You may: incorporate a rubricincorporate a rubric connect to a student growth goalconnect to a student growth goal Bring back 12 samples! Write your plan on the Post Card

41. Post Card Reminder Science Leadership Network Winter - 2016 Building Expertise with NGSS Innovations

42. Learning Intentions/Targets/Goals 1.Recognize and explain the innovations of the 2013 Washington State Science Learning Standards (Next Generation Science Standards). 2.Develop a student growth goal based on student data. 3.Identify and select one or more formative assessment strategies to implement in the classroom.

43. AESD Survey Link: http://tinyurl.com/pwg8xwx http://tinyurl.com/pwg8xwx

44. AESD Survey information for today’s presentation: Date of professional Development: February 5, 2016 Course Key: G2SLNCWU Title: SLN Winter Number of hours: 6 Additional Comments – What PD topics do you need next?

45. AESD Survey information for today’s presentation: Date of professional Development: January 22, 2016 Course Key: G2SLNINNOV Title: SLN Winter Number of hours: 6 Additional Comments – What PD topics do you need next?

46. Science Leadership Network Winter - 2016 Building Expertise with NGSS Innovations