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As you arrive . . . Log in to ovecisln.wikispaces

ISLN participants!. As you arrive . . . Log in to ovecisln.wikispaces.com. The Fun Theory http://www.youtube.com/watch?v=2lXh2n0aPyw. ISLN.

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As you arrive . . . Log in to ovecisln.wikispaces

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

  2. The Fun Theory http://www.youtube.com/watch?v=2lXh2n0aPyw

  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. Today’s Targets • Identify necessary shifts (changes) in teaching and learning needed to fully implement the Next Generation Science Standards (NGSS). • Use the guiding questions to coach a teacher through the student growth goal setting process. • Identify what resources are available to support PGES implementation and how to access them.

  5. Continuous formative assessment question: What new learning have you discovered you need as a result of this meeting? http://padlet.com/wall/gzv98bgyv2 

  6. Social Studies/Science standards update

  7. UPDATESocial Studies Standards Work in Kentucky Goal: Establish a set of Social Studies standards (in addition to ELA-Literacy in History/Social Studies) that fully address the needs of Kentucky’s 21st Century Learners.

  8. Time Line Social Studies Standards Work in Kentucky

  9. UPDATES Progress Updates Available Network Meetings ISN Newsletters Webcasts Amy Treece – amy.treece@education.ky.gov Instructional Specialist Social Studies

  10. SCIENCE STANDARDS UPDATE sean.elkins@education.ky.gov

  11. 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

  12. Organization of Framework Dimensions of the Framework • Scientific and Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas Realizing the Vision • Integrating the Three Dimensions • Implementation • Equity and Diversity • Guidance for Standards Development • Looking Toward the Future: Research to Inform K-12 Science Education Standards

  13. 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.

  14. 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

  15. Physical Sciences • PS 1: Matter and Its Interactions • PS 2: Motion and Stability • PS 3: Energy • PS 4: Waves and Their Applications

  16. 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

  17. Earth and Space Sciences • ESS 1: Earth’s Place in the Universe • ESS 2: Earth Systems • ESS 3: Earth and Human Activity

  18. Engineering, Technology andApplications of Sciences • ETS 1: Engineering Design • ETS 2: Links Among Engineering, Technology, Science and Society

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

  20. T3 KDE School Turnaround 2012-2013

  21. Instruction Curricula Assessments Teacher Development Lots of work completed, underway, and left to do

  22. Table Talk • How do the new standards differ from the old? • What instructional shifts will the new standards likely require?

  23. Conceptual Shifts in the NGSS • K–12 Science Education Should Reflect the Real World Interconnections in Science • Science and Engineering Practices and Crosscutting Concepts should not be taught in a vacuum; they should always be integrated with multiple core concepts throughout the year. • Science concepts build coherently across K-12 • The NGSS Focus on Deeper Understanding and Application of Content • Integration of science and engineering • Coordination with Common Core State Standards

  24. Engineering Integration • Topic vs DCI view • MS grades • Timeline for assessment • Standards, not curriculum

  25. Speed bumps on the road to NGSS

  26. Old dullness can trump new standards

  27. 5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.] • Read some stuff • Grow some plants and measure soil mass before/after • Write an argumentative passage • Prove it to yourself • Read some stuff • Do some worksheets • Write an argumentative passage • Answer an ORQ • Take it on faith

  28. HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. • Read some stuff • Conduct investigations using compounds of varied structures… • Select an appropriate format… • Prove it to yourself • Read some stuff • Do some worksheets • Write report with data tables or diagrams • Answer an ORQ • Take it on faith

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

  30. Crosswalk?

  31. Avoid the folder swap

  32. “The new standards don’t really impact me very much because I teach high school but I don’t teach biology”

  33. The nebular theory of curriculum accretion in action

  34. “We already do that”

  35. Death march through the bullets

  36. http://youtu.be/GO6B1K1ciBI

  37. Student Growth in the TPGES

  38. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth

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

  40. Student Growth Process

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