Powerpoint - GRREC Science Content Leadership Network
Transcript Powerpoint - GRREC Science Content Leadership Network
July 17, 2014
What is happening with
NGSS in KY?
4 Key Clarifications
The focus is science
With KBE’s support, teachers will focus fully on classroom
implementation of the Next-Generation Science Standards
(NGSS) during the upcoming school year. Teachers will
continue developing proficiency and understanding of the
science standards with the support of teacher networks,
develop new curriculum and units, and engage students in
the kind of classroom experiences expected with more
rigorous, performance-oriented standards. This provides
teachers the time to develop facility with pedagogical
strategies that support the three-dimensional learning as
required by the standards: integration of content with
science and engineering practices and cross-cutting concepts.
While implementing new standards, there
is no need to prepare students for a test
of outdated standards.
In 2014-15, students will NOT complete a science test during K-PREP at
grades 4 and 7. The current test available measures Core Content 4.1.
In 2014-15, high school students will continue to take the End-of-Course
test in Biology. In April, the KBE reaffirmed its commitment to
continue EOC testing in high school. The ACT QualityCore ® EOC test
was not developed to measure Core Content 4.1, but reflects standards
aligned to the ACT that is required of all Kentucky juniors.
Students will also continue to take science tests as part of ACT Explore
(grade 8), ACT Plan (grade 10) and the ACT (grade 11). There is no
change to how the results of these assessments are used. For example,
the results will NOT replace science scores at grades 4 and 7.
The new standards will require a different kind of assessment. KDE is
working to define the concepts and testing framework for a new
science test; then, will move forward with test development.
Accountability is adjusted to move
the contribution from the science
test to other subject area tests.
The Next-Generation Learners regulation (703 KAR
5:200) states “if data cannot be calculated for any
category of next-generation learners, the weights shall
be redistributed using an equal proportion to categories
that shall be reported for the school or district.”
The Annual Measurable
Objective (AMO) for 2014-15
will be adjusted.
Until all components of the accountability system are
fully implemented, an annual goal (i.e., AMO) for
improving the Overall Score is set. The annual goal,
released each fall, includes the pieces of the assessment
and accountability system expected for the upcoming
school year. The 2014-15 AMO will reflect the changes for
the 2014-15 school year; removing science at grades 4
and 7 and adding K-3 Program Review.
Reaching Consensus on
the Intent of the NGSS
How do we know we are interpreting the PEs the same
Describe the intended learning - knowledge,
reasoning, performance & product creation
capabilities standards require in students
Collectively meet the intent of the standard
Reflect all 3-dimensions of NGSS
NOT an activity, a lesson plan or an
After forming 2 teams, send one
representative to the to select a folder
with the PE your team will review.
Take the folder to the table and review
You may WRITE ON THE
Read the PE (written on the folder) and
respond to the questions posted on the
outside of the folder.
Take a look at the draft deconstructions and
answer the questions on the feedback form.
If your team has suggestions, pose them on
Give a final rating (red, yellow, green)
Place all work back in the folder and return it
to the table.
Review the feedback on
Take a Break
Writing the Story
To plan a year of instruction
Bundle standards together
Sequence the bundles to create a
coherent story of science
Form grade level groups if you are K8th grade. All high school teachers
form a group.
Send one representative to collect PE
strips for your grade. High school will
divide the high school standards into
In small groups, follow steps 1-6 on the
protocol at your table (1-4 without
using other NGSS resources)
Take a Break
A Process to Identify the
Enduring Skills, Processes, &
Concepts for your Content Area
Goals of this process
Guide teachers to collaboratively identify
the enduring skills in their content area
Support a meaningful student growth goalsetting process for development of quality
student growth goals
This activity will
guide you through a process for identifying
enduring skills in your content area.
help you differentiate between enduring
skills and other skills needed for learning
How do we get Started?
1) Identify Enduring Skills,
Understandings, and Processes for
subjects & courses
2) Identify how you are going to
3) Identify how you are going to know
where the students are at the
beginning of the course
What About ENDURING?
In order to get to a quality
student growth goal, you need to
move beyond skills to identifying
the ENDURING SKILLS,
CONCEPTS, or PROCESSES for
your content area.
ENDURES beyond a single test date,
is of value in other disciplines,
is relevant beyond the classroom,
is worthy of embedded, course-long focus,
may be necessary for the next level of
What larger guidance supports the
cohesiveness of all the grade level NGSS
Where in our standards do you find the
big rocks, big concepts, underlying
practices & processes that support
Develop models using an
Create a model of an
analogy, example, or
erupting volcano using
abstract representation to vinegar and baking soda.
describe a scientific
principle or design solution.
Identify the sources of evidence that
will need to be in place to measure
student’s level of proficiency in the
Identify what proficiency looks like
for the Enduring Skills
Identify the Enduring Skills in the
content area standards
Know the expectation of
content area standards
What does How would I
proficiency assess this?