SCIENCE TEACHER LEADERSHIP NETWORK

1. SCIENCE TEACHER LEADERSHIP NETWORK STLN Feb. 28th, 2014 kevin.crump@education.ky.govwww.kevincrumpscience.weebly.com

2. Announcements - Agenda with map for Breakout Sessions - Today’s Objectives - CASL Second Edition - Flash Drive

3. NAME TAGS • Purple is Elementary • Orange is Middle School • Blue is High School Take a strip and write the grade or grades you teach For high school teachers also include what specific science discipline you teach

4. Network Goal • Building Capacity around the Four Pillars

5. Felicia Cumings Smith Associate Commissioner Office of Next Generation Learners Kentucky Department of Education http://media.education.ky.gov/video1/On-Demand2014/F_Smith_1-7-2014.mp4 • The Network Goals • - Building Capacity for each District • Senate Bill 1 • KCAS • Assessment Literacy • Characteristics of Highly Effective Teaching and Learning • Leadership

6. Timeline Activity Learning Targets Different roles of Teacher Leaders Deconstruction of Performance Expectations

7. Timeline Activity Each person will take a strip of the card stock at your table

8. Instruction Curricula Assessments Teacher Development Lots of work completed, underway, and left to do www.kevincrumpscience.weebly.com

9. VS Unpacking vs Deconstruction

10. Life Science Standard 4.1 Life Science Standard NGSS

11. The NGSS are already unpacked

12. The NGSS are already unpacked The document shows the specific Practices, Core Ideas and Crosscutting Concepts that make up each Performance Expectation. NGSS also includes: - clarification statements - assessment boundaries - Math and ELE Connections - Grade Specific

13. The NGSS are already unpacked The document shows the specific Practices, Core Ideas and Crosscutting Concepts that make up each Performance Expectation. NGSS also includes: - clarification statements - assessment boundaries - Math and ELE Connections - Grade Specific

14. The NGSS are already unpacked The document shows the specific Practices, Core Ideas and Crosscutting Concepts that make up each Performance Expectation. NGSS also includes: - clarification statements - assessment boundaries - Math and ELE Connections - Grade Specific

15. The NGSS are already unpacked The document shows the specific Practices, Core Ideas and Crosscutting Concepts that make up each Performance Expectation. NGSS also includes: - clarification statements - assessment boundaries - Math and ELE Connections - Grade Specific

16. The NGSS are already unpacked The document shows the specific Practices, Core Ideas and Crosscutting Concepts that make up each Performance Expectation. NGSS also includes: - clarification statements - assessment boundaries - Math and ELE Connections - Grade Specific

17. The NGSS are already unpacked The document shows the specific Practices, Core Ideas and Crosscutting Concepts that make up each Performance Expectation. NGSS also includes: - clarification statements - assessment boundaries - Math and ELE Connections - Grade Specific

18. The NGSS are already unpacked The document shows the specific Practices, Core Ideas and Crosscutting Concepts that make up each Performance Expectation. NGSS also includes: - clarification statements - assessment boundaries - Math and ELE Connections - Grade Specific

19. NGSS Y Y Y Y Y Y Y Y Components Core Ideas Clarification Statement Assessment Boundary Practices XCC Math Connections Literacy Connections Grade Specific 4.1 Y Y Some N N N N Y “Unpacking”

20. NGSS Y Y Y Y Y Y Y Y N Components Core Ideas Clarification Statement Assessment Boundary Practices XCC Math Connections Literacy Connections Grade Specific Targets 4.1 Y Y Some N N N N Minimal N “Deconstructing”

21. Types of Learning Targets (Look at CASL Point #2)

22. CASLClassroom Assessment for Student LearningDoing It Right – Using It Well

23. Knowledge The underlying facts and concepts of the discipline that students need to know (describe, explain, recall, identify)

24. Reasoning Students use and apply what they know to reason and solve problems (use, formulate, analyze, infer) Skill Students perform an action or task that must be observed to be assessed (measure, observe, use equipment)

25. Product The product itself is the focus of the standard and there must be a product to determine if the student can create it (constructs, creates, develops)

26. Cognitive Scaffolding and Targets

27. Knowledge Reasoning Intent of Performance Expectation Performance Skills Product

28. Criteria for Quality Learning Targets 1. Discuss with your table and identify what you think are the criteria for quality learning targets.

29. Criteria for Quality Learning Targets 2. Look at the handout CASL Point #3 and identify the criteria listed for quality learning targets

30. Criteria for Quality Learning Targets 3. Highlight any criteria you came up with that was not listed in CASL Point #3. 4. Underline any criteria in CASL Point #3 that was not on the list you created. _______________

31. Criteria for Quality Learning Targets 5. What did other groups identify as criteria for quality learning targets?

32. Criteria for Quality Learning Targets CASL was written before NGSS 6. What is unique about the structure of NGSS that affects the development of quality learning targets?

33. BREAK TIME The Breakout Sessions will start at 10:15 Please look at the back of your agenda to find your room

34. After Lunch Breakout session will start at 12:30 Here are your room numbers

35. www.kevincrumpscience.weebly.com Look on the back of CASL Packet

36. Using the Flowchart and the NGSS Framework to deconstruct Performance Expectations into Learning Targets

37. We are working with science teachers across the state to deconstruct the NGSS performance expectations into Learning Targets

38. Collaboration Plan • Over the next 3 meetings, the science networks will begin a collaborative deconstruction of K-12 progressions across 4 identified DCI’s. • The end result will be learning targets and sample classroom performance assessments for the 4 progressions • Two co-ops will collaborate on each K-12 progression; we are paired with Northern Kentucky

39. DCI Collaboration Plan High School teachers will work within their content specialty

40. DCI Collaboration Plan High School teachers will work within their content specialty

41. DCI Collaboration Plan High School teachers will work within their content specialty