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2. ISLN participants! As you arrive . . . • Log in to ovecisln.wikispaces.com

3. ISLN • Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready. • Build an infrastructure to support PGES to full scale.

4. Continuous formative assessment question: What new learning have you discovered you need as a result of this meeting? http://padlet.com/wall/OVECISLN1013

5. Instruction Curriculum Assessments Teacher Development Social Studies Update…Informing Highly Effective Practice Current State Standards (KCAS SS and Literacy in History/SS +

6. Pillars again Pillars of Leadership Networks Network Foundations…. Highly Effective Teaching and learning Kentucky’s Core Academic Standards Assessment Literacy Leadership TPGES –Teacher Professional Growth and Effectiveness System

7. Navigating KCAS CHETL Formative Assessment Strategies Literacy Connections Reading Strategies Rigor & Student Engagement Amy Treece amy.treece@eduation.ky.gov Instructional Specialist

8. A New Vision of Science Learning that Leads to a New Vision of Teaching 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

9. Structure of the Framework: The Framework establishes three dimensions of science learning:

10. Dimension 1: Science and Engineering Practices 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 1. Asking questions (science) and defining problems (engineering) 2. Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about progression over time.

11. Crosscutting Concepts • Patterns • Cause and effect • Scale, proportion, and quantity • Systems and system models • Energy and matter • Structure and function • Stability and change Framework 4-1

13. NGSS Architecture Integration of practices, crosscutting concepts, and core ideas.

15. Conceptual Shifts in the NGSS K–12 Science Education Should Reflect the Real World Interconnections in Science The standards are written as student performance expectations - they are NOT a curriculum Science concepts build coherently across K-12 The NGSS Focus on Deeper Understanding and Application of Content Integration of science and engineering from K-12 Designed to prepare students for college, career, citizenship Coordination with Common Core State Standards

16. Why the Practices?

17. Following the progression of the Practices • Number 1-8 • Regroup into 8 groups by number • Read the narrative from the Framework describing that practice

18. Following the progression of the Practices • Working as a team, read the Performance Expectations (and Foundation Boxes) to discover how your practice is implemented in each grade • Create a “progression map” on chart paper to show how your practice progresses from K-2, 3-5, 6-8 to HS • Post your maps, be prepared to share

19. What might assessment look like in NGSS?

20. Bundling Math and Science NGSS LS2: Ecosystems Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Construct and compare linear, quadratic, and exponential models and solve problems. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). Modeling; Reasoning Abstractly and Quantitatively Cause and Effect Systems and System Models NGSS LS4: Biological Evolution For exponential models, express as a logarithm the solution to abct=d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*

21. Giant African Land Snail In 1966, a Miami boy smuggled three Giant African Land Snails into the country. His grandmother eventually released them into the garden, and in seven years there were approximately 18,000 of them. The snails are very destructive and had to be eradicated. They consume over 500 different types of plants, lay over 1,200 eggs per year, and have been shown to cause indigenous snails’ populations to decrease over time. According to the USDA, it took 10 years and cost $1 million to eradicate them. Now, Dade County, Florida faces the same infestation.

23. Giant African Land Snail • Assuming the snail population grows exponentially, write an expression for the population, P, in terms of the number, t, of years since their release in 1966. • How long does it take for the population to double? • Assuming the cost of eradicating the snails is proportional to the population, how much would it have cost to eradicate them if • they had started the eradication program a year earlier? • they had let the population grow unchecked for another year?

24. Giant African Land Snail • Construct a possible food web of Dade County in current day. The web should include the Wolf Snail and at least three indigenous plants. Be sure to include mathematical or computational representations about the current carrying capacity of the ecosystem as well as the energy dissipation as energy is transferred from organism to organism. • Given the population growth and the destructive nature of the Land Snails, insert the Land Snails into the previously constructed food web. Using your previous representation, construct an argument based on the competitive relationships and the mathematical comparisons between a normally functioning ecosystem versus one with the Land Snails . The argument should also include the Land Snails effect on other organisms within the food web.

25. Giant African Land Snail • Given the attached data on current day Dade County before the introduction of the Land Snails and after, construct an explanation of the effect of Land Snails on the ecosystem. The explanation should include a mathematical representation of the Land Snails effect on biodiversity and populations of the wolf snail. • Construct an explanation that the Land Snails, left unabated, will have an evolutionary advantage over the wolf snail. The explanation should include a statistical analysis of key traits and their affect on the probability that the Land Snails will prove to have an evolutionary advantage.

26. Giant African Land Snail • In Hawaii, a new species of snail was introduced to combat the Land Snails. While it showed some progress, there was an extinction of some indigenous snails as a result of the new species. Construct a possible alternative to eradicating the Land Snails and the new species. The plan should include clear discussions regarding the criteria, trade-offs, and the plan for the mitigation of human intervention.

27. Configuration Maps • Collaboration effort between • Kentucky Department of Education • Appalachia Regional Comprehensive Center at Edvantia • Learning Forward • Created over the past two years and released last year through ISLN. Innovation 

28. Purpose • To aid in the implementation of the Kentucky Core Academic Standards • A little too late for our use with Reading and Math. • However, how can we use moving forward.

29. Next Generation Science Standards • Pull out your Configuration Maps from the WIKI space. • As an individual highlight your school or district depending on your job where you are. • This is individual not group at this point, take 5.

30. As a group, discuss your ratings and gather 2 talking points about how you could use the Configuration Map to drive your work with the NGSS that you would like to share with the group. • Take 5

31. Share Out • What would you like to share out with the big group about the science standards and how you can use the Configuration Map..

32. PGES • On Page 10 of the Configuration Map; assessment literacy is discussed. • Please look over this as a group and see if there is a possibility of how to incorporate the Configuration Map in integrating TPGES or PPGES/assessment literacy?

33. Share Out • Please share your thoughts on the using the Configuration Maps as a resource in your district or school?

34. Teacher Professional Growth and Effectiveness System (TPGES)

35. Supporting you to build capacity

36. Student Growth in the TPGES

37. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Student Voice Peer Observation Self-Reflection Professional Growth All measures are supported through evidence. State Contribution: Student Growth % Student Growth Local Contribution: Student Growth Goals

38. Student Growth Process

39. Determine Needs: Your Starting Line • Know the expectations of your content area standards • Know your students • Identify appropriate sources of evidence

40. Sources of Evidence: Variety Student Performances Products Common Assessments DistrictLearning Checks Projects LDC/MDC Classroom Evidence Student Portfolios Interim Assessments

41. Share & discuss your teachers’ student growth goal samples Use Guiding Questions for Student Growth Goal Setting

42. 6th grade science sample goal This school year, all of my 6th grade science students will demonstrate measureable growth in their ability to apply the scientific practices. Each student will improve by two or more levels on the districts’ science rubric in the areas of engaging in argument from evidence, and obtaining, evaluating and communicating information. 80% of students will perform at level 3 on the 4-point science rubric.

43. District Share Out A principal’s perspective: How am I making student growth goal-setting meaningful for my teachers?

44. District Share Out District leaders’ perspective: How are we supporting principals in making student growth goal-setting meaningful?

45. Chart as a district team What do I need to do to support my teachers? What’s my school plan?

46. PGES calendar • Next round of observations begin November 1st for pilot schools • Continue conversations with teachers about student growth goal setting • Continue capacity building • Bring a sample Professional Growth goal

47. ISLN • Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready. • Build an infrastructure to support PGES to full scale.

48. To-Do List: • Bring a sample professional growth goal developed by a pilot teacher in your district. • Share what you learned today with other principals and administrators in your district.

49. Session Review and List of “To Do”

50. Session Review and List of “To Do”