WELCOME

1. WELCOME Fall 2011- Winter 2012 RESA Meeting SCIENCE Essential Standards Implementation Facilitator: Jami Inman NCDPI Science Consultant

2. By the end of today’s session, participants will be able to:Locate K-12 Science Essential Standards and support documents.Summarize what is new, better, and different about the 2009 NC Science Essential Standards.Identify key resources to support the 2009 NC Science Essential Standards.

3. Today’s Agenda • DPI Updates • SCOS and Essential Standards • ACRE, Race to the Top, and Next Generation • Accountability • BREAK • Themes, Strands, and Organization of Standards • LUNCH • Curriculum Topic Study • Implementation Strategies

4. The Science Section Curriculum and Instruction, DPI Beverly Vance, Science Section Chief Debra Hall , K-5 consultant Donna Kenestrick, K-5 consultant Benita Tipton, 6-8 consultant Jami Inman, 9-12 consultant Ragan Spain, 9-12 consultant Victoria Ewing, program assistant

5. Science Service Delivery Assignments Alleghany Camden Currituck Northampton Gates Ashe Surry Stokes Rockingham Person Caswell Warren Vance Hertford Pasquotank Halifax Wilkes Watauga Granville Yadkin Forsyth Chowan Perquimans Avery Bertie Orange Mitchell Guilford Franklin Nash Durham Caldwell Alamance Davie Alexander Edgecombe Yancey Madison Martin Davidson Wake Iredell Dare Washington Tyrrell Burke Randolph Chatham Wilson McDowell Rowan Catawba Buncombe Pitt Haywood Beaufort Johnston Hyde Lincoln Swain Greene Lee Rutherford Cabarrus Harnett Henderson Wayne Jackson Graham Stanly Moore Polk Gaston Cleveland Montgomery Lenoir Mecklenburg Craven Transylvania Macon Cherokee Pamlico Clay Cumberland Richmond Hoke Jones Union Anson Sampson Duplin Scotland Carteret Onslow Robeson Bladen Pender New Columbus Hanover Region 1 Ragan Spain – ragan.spain@dpi.nc.gov--(919)-807-3950 Region 2 Benita Tipton – benita.tipton@dpi.nc.gov--(919)-807-3933 Region 3 Debra H/Donna K Region 4 Jami Inman – jami.inman@dpi.nc.gov--(919)-807-3607 Region 5 Donna Kenestrick – donna.kenestrick@dpi.nc.gov--(919)-807-3863 Region 6 Debra Hall – debra.hall@dpi.nc.gov--(919)-807-3814 Region 7 Jami Inman Region 8 Ragan S/ Benita T Brunswick Beverly G. Vance, Science Section Chief beverly.vance@dpi.nc.gov 919-807-3936 Victoria Ewing Program Assistant/Science 919-807-3929 victoria.ewing@dpi.nc.gov

6. FOOD FOR THOUGHT… • Even though we are preparing for the new 2009 Essential Standards, the 2004 SCOS will be taught and tested during the 2011-2012 school year. • The 2009 Science Essential Standards will be implemented & tested during the 2012-13 school year.

7. Race to the Top Career and College Ready, Set, Go! • NC is one of 12 states awarded • Nearly $400 million over the grant period • Designed to spur public school innovation North Carolina’s Four Pillars: Great Teachers and Principals Quality Standards and Assessments Turn around the lowest achieving schools Data System to improve instruction • *Special Section devoted to STEM education

8. What are WE doing to inform others? Summer Institutes for LEAs, IHE Institutes RESA presentations in all regions during November, January and February Informal Educator Institutes in December Live Webinars throughout the 2011-2012 school year

9. NEED TO KNOW MORE?Science Webinars September 22, 2011 Webinar I November 29, 2011 Webinar II February 28, 2012 Webinar III April 25, 2012 Webinar IV *all webinars will be archived and posted to our Science WIKI

10. Science WIKI You can enter as a guest OR create a wiki account and send a request to join us http://scnces.ncdpi.wikispaces.net/

11. DPI Modules On the DPI ACRE web site, find the PD menu on the left side of the page: http://www.ncpublicschools.org/acre/profdev/ Includes online, onsite, real-time and asynchronous offerings https://center.ncsu.edu/nc/

12. Assessment Updates • Test Development • ACT framework http://www.ncpublicschools.org/accountability/act/ • ABCs

13. A Word about Assessment… Online Assessment Website - http://dpi.state.nc.us/acre/assessment/online/ Please contact the following NC DPI staff for more information: Kayla Siler Kayla.siler@dpi.nc.gov Jim KroeningJim.kroenig@dpi.nc.gov Tracey Greggs Tracey.greggs@dpi.nc.gov

14. …Assessment continued… Best Practices Guide http://www.ncpublicschools.org/acre/assessment/guide/ Roadmap http://www.pearsonassessments.com/pai/ai/Products/NextGeneration/roadmap.htm NC Education https://center.ncsu.edu/nc • Includes tutorials and other informative links – to access NC FALCON, Online Writing Instruction, Primary Artifact Questions (PAQs), NC Test, etc. • Large-scale managed Moodle system with specialized additions to support professional development, student learning, accountability processes, and information delivery.

15. The Conceptual Framework & Next Generation Science Standards

16. NEW National Standards in Science • Conceptual framework was released during the past summer • ACHIEVE is in the process of developing draft versions of the next generation of standards • North Carolina is one of the lead states

17. How does the existing SCOS compare to the new? • 3 Domains with 11 Conceptual Strands

18. How does the existing SCOS compare to the new? • 3 Domains with 11 Conceptual Strands

19. How does the existing SCOS compare to the new? • 3 Domains with 11 Conceptual Strands

20. How does the existing SCOS compare to the new? • 3 Domains with 11 Conceptual Strands

21. Where are the new standards and support materials located? • On the DPI website, ACREwebpagehttp://www.dpi.state.nc.us/acre/standards/new-standards/ • ESSENTIAL STANDARDS SUPPORT TOOLS include 2009-to-2004 Crosswalks and Unpacked Content http://dpi.state.nc.us/acre/standards/support-tools/

22. Where are the new standards and support materials located? (continued) Links are also on the • SCIENCE SHARP SCHOOL site http://science.ncwiseowl.org/ • NC DPI WIKI for Collaborative Workspaces http://scnces.ncdpi.wikispaces.net/ • /

23. How does the existing SCOS compare to the new? REVISED BLOOM’S TAXONOMY (RBT) • Provides the framework used for all NC Science Essential Standards • Common language used for all curriculum areas • Two-Dimensional Taxonomy: Cognitive Process and Knowledge Dimension

24. Understanding(RBT) Why was the original taxonomy revised? • Cognitive research revealed that learning was not linear (e.g., analysis may have to precede understanding....) • Over the years, too many verbs were used (and misused) to describe the levels. • Type of knowledge makes a difference. • The original taxonomy was not designed for K-12 curricula.

25. Understanding(RBT) Bloom Revised Bloom Create Evaluation Evaluate Synthesis Analysis Analyze Apply Application Understand Comprehension Remember Knowledge

26. Understanding RBT THE COGNITIVE PROCESS DIMENSION T H E K N O W L E D G E D I M E N S I O N

27. Understanding RBT Four Types of Knowledge • Factual knowledge- terms, details, symbols, informational sources (vocabulary) • Conceptual knowledge- classification, generalizations, theories, models (Taxonomy of a bug/tree) • Procedural knowledge- employing a method or technique, using skills, procedures to solve a problem (Scientific processes) • Metacognitive knowledge- strategic, self- knowledge , critiquing, cognitive demands of specific tasks, (experimentation)

28. Understanding RBT Understand Defined as… “To construct meaning from instructional messages, including oral, written, and graphic communication” • Verbsalternative names • Interpreting clarifying, paraphrasing, representing, translating • Exemplifying illustrating, instantiating • Classifying categorizing, subsuming • Summarizing abstracting, generalizing • Inferring concluding, extrapolating, interpolating, predicting • Comparing contrasting, mapping, matching • Explaining constructing models

29. Understanding RBT Analyze Defined as… “break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose” • Verbsalternative names • Differentiatingdiscriminating, distinguishing, focusing, selecting • Organizing finding coherence, integrating, outlining, parsing, structuring • Attributingdeconstructing

30. Understanding RBT Evaluate Defined as… “make judgments based on criteria and standards” • Verbsalternative names • Checkingcoordinating, detecting, monitoring, testing • Critiquing judging

31. Looking at the Essential Standards with an RBT lens…

33. What do we need to do in order to transition to the new standards? • Use Crosswalkdocument to identify new content • Correlate with the Unpacked Content document • Research selected topics as needed

34. PHYSICAL SCIENCE CROSSWALK

36. Relationship of Objectives

37. BREAK

38. Themes, Strands and Organizational Structure

39. Themes, Strands and Organizational Structure Constructing a map…

40. Building A Map • Remove the contents of the envelope and place on the table so the group can easily read the statements related to force and motion. • Discuss which statements could be understood (learned) at K-2, 3-5, 6-8, and 9-12.

41. Building A Map • Have one person keep notes of the conversation and questions that arise. • Once consensus on the grade range placements have been reached, try to arrange them on the template provided showing how one statement contributes to the understanding of another. • Tape the statements to the template.

42. Building A Map • Use a vis-à-vis marker to draw arrows to show the connections. • Prepare to give feedback to large group on the process and the discussion within your group.

43. Building A Map Compare your map to the NC Science Essential Standards map for Relative Motion.

44. Referencing an Atlas Map… Motion: Laws of Motion Map

45. Quick Write: Make a quick list of 3 ideas shared today and share how each will impact your practice. List 1 idea that’s still rolling “Around”: “I’m just not sure about that!” List 1 idea that “Squares” with your thoughts: List 1 idea you would like to “Change”:

46. Lunch Break

47. Curriculum TopicStudy A look at the powerful process of curriculum Topic Study….. DPI Science Consultants

48. Bookmark our WIKI ! Open your browser. Go to this site http://scnces.ncdpi.wikispaces.net/home

49. State and National Standards Are Not Enough… “What has been missing is a systematic, scholarly, deliberate process to help educators intellectually engage with standards and research on student learning so they can make effective use of them.” Keeley, 2005 CTS provides that “missing link”.

50. What is CTS? A processthat incorporates a systematic study of standards and research A set of tools and resourcesfor improving curriculum, instruction, and assessment An intellectually rigorous and engaging professional development experience to improve teacher content and pedagogical knowledge