Macomb Science Leadership Council

1. Macomb Science Leadership Council May 1, 2014

2. Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world. • Joel A. Barker • Be daring, be different, be impractical, be anything that will assert integrity of purpose and imaginative vision against the play-it-safers, the creatures of the commonplace, the slaves of the ordinary. • Cecil Beaton • When you have vision it affects your attitude. Your attitude is optimistic rather than pessimistic. • Charles R. Swindoll • Leadership is the capacity to translate vision into reality. • Warren G. Bennis • The vision must be followed by the venture. It is not enough to stare up the steps – we must step up the stairs. • Vance Havner • Good leaders must communicate vision clearly, creatively, and continually. However, the vision doesn’t come alive until the leader models it. • John C. Maxwell As you consider the vision planning process we explored at our last meeting, which of these quotes resonates with you?

3. Macomb Science Leadership Council The purpose of this group is to provide professional learning, support, and networking opportunities for district-level science curriculum and instruction leaders in Macomb County. Our work will center on supporting districts as we plan for the Next Generation Science Standards.

4. Objectives for today • Sharing: • How is your vision development going? • What support do you need as you move forward? • NGSS Update: • BOTA Assessment Report • EQuIP Rubric for identifying NGSS-ready curricular materials • Getting Started in your District: • Using the EQuIP Rubric for identifying NGSS-ready curricular materials

5. Thriving in times of change It is unreasonable to ask a professional to change much more than 10 percent a year, but it is unprofessional to change by much less than 10 percent a year. ~Steven Leinwand

6. Sharing Vision Planning

7. A Model for Change “As-Is” Model Where are we now? “To-Be” Model Where do we want to be? ? Based on Harvard Change Leadership Group

8. Becoming NGSS Ready At your table, please share your Planning Draft. If you haven’t had a chance to complete it, jot down a few notes now.

9. Sharing your Vision Planning Draft Please move to your group: A: Elementary Teacher B: Secondary Teacher C: Coordinator/Teacher Leader D: Building Administrator E: Central Office Administrator

10. NGSS Updates Developing Assessments for the NGSS Report ● EQuIP Rubric

11. Developing Assessments for the NGSS

12. Developing Assessments for the NGSS http://www.nap.edu/catalog.php?record_id=18409 National Research Council Board on Testing and Assessment Board on Science Education Division of Behavioral and Social Sciences and Education

13. Some of the Main Messages • New types of assessments are needed • NGSS assessment should start with the needs of classroom teaching and learning • States must create coherent systems of assessment to support both classroom learning and policy/ monitoring functions • Implementation should be gradual, systematic, carefully prioritized, and attend to equity • Professional development and adequate support for teachers will be critical

14. System of Assessment • Assessment to support classroom teaching and learning • Assessment for monitoring student learning • Indicators of opportunity-to-learn (OTL)

15. What might these assessments look like? Tasks should ask students to apply practices in the context of disciplinary core ideas and crosscutting concepts. Disciplinary Core Ideas Science and Engineering Practices Crosscutting Concepts

16. What might these assessments look like? Need multi-component tasks that use a variety of response formats: • Selected response questions • Short and extended constructed response questions • Performance tasks • Classroom discourse

17. System of Assessment • Assessment to support classroom teaching and learning • Assessment for monitoring student learning • Indicators of opportunity-to-learn (OTL)

18. 5th Grade Example Biodiversity in the schoolyard

19. 5th grade example: Biodiversity in the schoolyard Where are the three dimensions assessed in this series of classroom assessment tasks? Disciplinary Core Ideas Science and Engineering Practices Crosscutting Concepts

20. Formative Assessment Tasks

21. Formative assessment

22. Formative assessment

23. Formative assessment scaffold scaffold

24. Summative assessment Construct an explanation to support an answer to the question: Which zone of the schoolyard has the greatest biodiversity?

25. 5th grade example: Biodiversity in the schoolyard Disciplinary Core Ideas • Disciplinary Core Idea • Biodiversity • Crosscutting Concept • Patterns • Practices • Planning and carrying out investigations • Analyzing and interpreting data • Constructing explanations Science and Engineering Practices Crosscutting Concepts

26. System of Assessment • Assessment to support classroom teaching and learning • Assessment for monitoring student learning • Indicators of opportunity-to-learn (OTL)

27. Middle School Example Plate Tectonics

28. Middle school example: Plate tectonics Where are the three dimensions assessed in this performance task? Disciplinary Core Ideas Science and Engineering Practices Crosscutting Concepts

29. Performance Task • Draw a model of a volcano formation at a hot spot using arrows to show movement in the model. Be sure to label all parts of the model. • Use your model to explain what happens with the plate and what happens at the hot spot when a volcano forms. • Draw a model to show the side view (cross-section) of volcano formation near a plate boundary (at a subduction zone or divergent boundary). Be sure to label all parts of your model. • Use your model to explain what happens when a volcano forms near a plate boundary.

30. Performance Task The hot spot allows the magma to move up into the crust where it forms a volcano. The magma pushes up through the crust and goes up and erupts.

31. Middle school example: Plate tectonics Disciplinary Core Ideas • Disciplinary Core Idea • Plate tectonics • Crosscutting Concept • Patterns • Scale • Practices • Developing and using models Science and Engineering Practices Crosscutting Concepts

32. Developing Assessments for the NGSS http://www.nap.edu/catalog.php?record_id=18409 Remember: This is a report about what kind of assessments need to be developed for NGSS. No one has developed these assessments yet. The examples included in the report (and today’s presentation) are things the committee saw and said…”Oh yes…something like that might work…”

33. "It is through our assessment that we communicate most clearly to students which activities and learning outcomes we value."   ~NCTM Assessment Standards As we consider the values outlined in the NGSS, what are some things we need to consider as we reflect on our current district assessment system? “…these practices are clearly identified not as separate learning goals that define what students should know about the process of science. Instead, the scientific practices identify the reasoning behind, discourse about, and application of the core ideas in science.” ~Reiser, Berland, and Kenyon As we reflect on these ideas, what shifts in instruction will we need to consider as we move forward? “Too often, standards are long lists of detailed and disconnected facts, reinforcing the criticism that science curricula in the United States tend to be ‘a mile wide and an inch deep.’ Not only is such an approach alienating to young people, but it can also leave them with just fragments of knowledge and little sense of the creative achievements of science, its inherent logic and consistency, and its universality.” ~NGSS Framework How do these ideas inform our district curriculum work? Write Around

34. NGSS and CIA • Managing Exploration and Modeling (4-8) • Argumentation and Explanation Development (3-5) • Argumentation and Explanation Development (6-12) • Creating Meaning through the Crosscutting Concepts (K-12) 2014-15 Workshops at MISD 2014-15 Workshops at the Detroit Zoo (information coming soon) Hold off on big curricular decisions until after state adoption! • Classroom Assessment (K-5) • Classroom Assessment (6-12)

35. EQuIP Rubric Identifying Curricular resources that are aligned to the NGSS

36. EQuIP Rubric Educators Evaluating the Quality of Instructional Products Similar to EQuIP Rubrics for Math and ELA

37. Getting started in your district Becoming NGSS Ready: Identifying NGSS-Ready Curricular Materials

38. NGSS Catch Phrase! Find a Partner!

39. NGSS Catch Phrase Partner A Partner B • Performance Expectation • Science and Engineering Practices • Energy • Heredity • Plate tectonics • Crosscutting Concepts • Disciplinary Core Ideas • DNA • Climate • Molecule

40. Curricular Materials to Review Join a group!

41. Identifying NGSS-Ready Curricular Materials Individually, review the lesson or unit and score it with the first column of the rubric. Individually, complete the response form.

42. Evidence-Based Consensogram Each person on your team places a sticker on the consensogram that reflects their thoughts about the evidence they found to support each statement on the rubric.

43. Evidence-Based Consensogram As a team, discuss each of the criteria. Focus on understanding the interpretations from each person on the team and the evidence they have found. The power of this process lies in this discussion!

44. Identifying NGSS-Ready Curricular Materials Continue the process with the other two columns.

45. Identifying NGSS-Ready Curricular Materials Continue the process with the other two columns.

46. Tug of War Reflection Students use SEP: Planning and carrying out investigations Crosscutting Concepts not evident NOT NGSS Ready NGSS Ready From Making Thinking Visible by Ritchhart, Church, and Morrison

47. Science Leadership Council2014-15 September 22, 2014 January 15, 2015 April 16, 2015 1:00 – 4:00 PM

48. Science Leadership Council Reflection

49. Science Leadership Council Reflection

50. Science Leadership Council Reflection