Moving NGSS to KCAS and Beyond

1. Moving NGSS to KCAS and Beyond Terry Rhodes terry.rhodes@education.ky.gov 859-585-7762 www.terryrhodes1science.com

2. AGENDA • Introductions/Expectations/Targets • Commissioner’s Statement • What Exactly is KCAS? • Reflecting on the Conceptual Shifts in NGSS: T-P-S • The Architecture of NGSS • Unpacking vs Deconstruction • What’s Your Story? Thinking About Bundling • Building the Future • Resources for Deconstruction • Deconstruction Work

3. Fold the Card stock in half; use marker to write name, grade and school on the front On the back, write one expectation you have for this training; we will revisit later!

4. Norms • Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully. • Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials. • Be focused during meetings. Stick to goals/ targets, use technology to enhance work at hand, limit sidebar conversations. • Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.

5. Today’s Targets • I can identify the parts of KCAS • I can reflect on the instructional impact of the NGSS conceptual shifts • I can analyze the architecture of NGSS • I can contrast Unpacking vs Deconstruction • I can organize performance expectations into bundles • I can deconstruct performance expectations into learning targets

6. “The Kentucky Board of Education approved a motion to support Commissioner Holliday’s plan for moving ahead with teaching the Next-Generation Science Standards this fall in every grade, K-12, with development of a new test for elementary and middle school occurring after the 2014-15 school year. While there will be no K-PREP science test in 4th- and 7th-grades in the coming school year, students will still take science assessments as part of the EXPLORE (8th grade), PLAN (10th grade), ACT (11th grade) and End-of-Course (high school) tests.”

7. Kentucky Core Academic Standards Common Core State Standards KCAS English/ Language Arts Arts & Humanities Math Vocational Studies Technology Science Social Studies Practical Living

8. Kentucky Core Academic Standards KCAS English/ Language Arts Arts & Humanities Math Vocational Studies Technology Science NGSS Social Studies Practical Living

9. Kentucky Core Academic Standards KCAS English/ Language Arts Arts & Humanities Math Vocational Studies Technology Science Social Studies Practical Living C3 Framework

10. Kentucky Core Academic Standards KCAS English/ Language Arts Arts & Humanities Math Vocational Studies Technology Science Social Studies Practical Living NHES/NASPE Standards

11. Kentucky Core Academic Standards KCAS English/ Language Arts Arts & Humanities Math Vocational Studies Technology Science Social Studies Practical Living Career and Technical Education

12. Kentucky Core Academic Standards Program Review/State Standards KCAS English/ Language Arts Arts & Humanities Math Vocational Studies Technology Science Social Studies Practical Living

13. Speed Bumps on the Road to NGSS • What speed bumps on the road to NGSS most threatens your districts’ implementation?

14. REFLECTING ON THE NGSS CONCEPTUAL SHIFTS • Think-Pair-Share • Take ONE page from the center of the table, read and think about the accompanying question • Pair up with someone else who has the same color dot as you; together, write a response in the box • Now, find two other pairs who have the other two colors and share with them the basis of your shifts and how you responded

15. Interpreting the Architecture of the Next Generation Science Standards

16. Title and Code Performance Exp. Clarification Statement Assessment Box Assessment Boundary Engineering Component Science and Engineering Practices Crosscutting Concepts DCI Foundation Boxes Science and Engineering Practices Disciplinary Core Ideas CoctiEngineering, Technology and Applications of Science; Nature of Science; Connections to other DCI’s Articulation of DCI’s CCSS Connections: ELE/Literacy and Mathematics Connection Boxes P.E. Codes

17. Assessable Component What Foundation Boxes How Why Connection Box

18. VS Unpacking vs Deconstruction

19. Life Science Standard CCD-4.1/POS Life Science Standard NGSS

20. 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 Minimal “Unpacking”

21. 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”

22. Types of Learning Targets

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)

25. Skill Students perform an action or task that must be observed to be assessed (measure, observe, use equipment)

26. 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)

27. Developing Quality Learning Targets

28. CASL Activity • Each table takes a sheet of chart paper, make 3 columns; label the first “Brainstorm” • At your table, brainstorm what criteria makes a good learning target; list in the column • Read the CASL #3 sheet and discuss • Label 2nd column CASL and use that column to revise your first list based on the reading • Now, discuss whether NGSS requires anything more; what is unique about NGSS that must be considered as you create learning targets? Label 3rd column NGSS and once again revise your list • Gallery walk

29. You Be the Judge-Learning Target or Not? • I can analyze the change in position over time (motion) of an object • I can model radioactive decay by counting pennies that land face-up to represent nuclear fission • I can describe how materials change when they are heated or cooled • I can flip a coin one hundred times to determine the probability of heads • I can use authentic ancient Egyptian techniques to mummify a chicken • I can use evidence to construct explanations of plant and animal life cycles

30. Putting it all together…

31. Take an piece of paper from the center of the table and draw a picture of an engineer on the left (stick figures allowed) • On the right, draw a picture (or write words) of what an engineer does • You’ll figure out what to do on the back! Building the Future A TED talk by Tim Minshall • Table Talk: How can I imbed the engineering practices?

32. Your Grade? Your School? Your District?

33. How Do They Go Together? Thinking About Bundling • Close Ipads, laptops, phones and Standards books! NO CHEATING! • In pairs, choose an envelope with a grade level (ES/MS) or content (HS) you will teach • Lay out the strips and begin reading the Performance Expectations • Start thinking about how they fit together; where do they overlap? What PE’s will be bridges to other concepts? How do the engineering expectations fit in?

34. Once partners have come to consensus, tape the strips to chart paper and use markers to write in additional information such as essential/overarching questions, unit names or cross-discipline ideas • Remember…some may go in more than one place! • Hang the posters by grade/by school, starting with K

36. Gallery Walk • Look for the flow • Find the connections • What’s Your Story??

37. Tools for Deconstruction Internet

38. www.terryrhodes1science.com Click on NGSS, then Deconstruction Tools PDF Download Save to your desktop

40. Long Term Unit Planning Have grade level discussions about long term planning; Word copy on website with today’s materials

41. Flowchart for Deconstructing Performance Expectations (PEs)

43. Performance Expectation, Clarification Statement, Assessment Boundary Appendix E Framework What content needs to be addressed?? Appendix F Framework What Practices need to be addressed?? Appendix G Framework What XCC’s need to be addressed? Connections Boxes, other resources What else?? Math? Literacy? Misconceptions?

46. http://concord.org/ngss/

47. http://www.readworks.org/

48. Moving NGSS to KCAS and Beyond Terry Rhodes terry.rhodes@education.ky.gov 859-585-7762 www.terryrhodes1science.com