Transcript File - Hallie Booth Kentucky Department of Education

Good Morning and Welcome to
the 2013-2014:
Northern Kentucky Leadership
Network Meetings!
Who Am I?
• Hallie Booth
– Special Education (K-12)
– Science 6-8 (Gifted and Talented 6th)
– Science Coach 6-12
– CTE LDC Coach 9-12
– Middle School LDC 6-8 – T2X Trainer
– Common Core National Trainer/Advocate
– LDC National Trainer
Introduce the Team
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Hallie Booth
Chris Crouch
Renee Yates
Robin Hill
Kathy Mansfield
Jenny Ray
Kelly Stidham
Molly Bowen
Ellen Sears
Who is in the Room??????
BEECHWOOD
INDEPENDENT
BELLEVUE
INDEPENDENT
BOONE COUNTY
BRACKEN
COUNTY
CAMPBELL
COUNTY
COVINGTON
INDEPENDENT
DAYTON
INDEPENDENT
ERLANGERELSMERE
INDEPENDENT
FORT THOMAS
INDEPENDENT
GRANT COUNTY
GATEWAY
COMMUNITY
AND
TECHNICAL
COLLEGE
KENTON
COUNTY
LUDLOW
INDEPENDENT
NEWPORT
INDEPENDENT
NORTHERN
KENTUCKY
UNIVERSITY
PENDLETON
COUNTY
SILVER GROVE
INDEPENDENT
SOUTHGATE
INDEPENDENT
WALTONVERONA
INDEPENDENT
WILLIAMSTOWN
INDEPENDENT
Group NORMS!!
Norms – Learning Forward
Network Vision and Goal
Vision and Goals of the Network
What kind of leader/team
member am I?
Competing Values Cards
Directions
• Spend 5 minutes moving around the room and
trading cards with other participants in order
to find cards that describe you the best.
• Spend 1 minute deciding which of your cards
describes you the best.
Break Time/Table Transition
10 minutes to
transition and “do”
whatever you need to
“do”
Which one are you?
Rate Your Familiarity with NGSS
• Choose one of the following that best describes your
familiarity with the NGSS and explain your choice:
1) I know there are new science standards
2) Know a little about them/I know they have different
colored sections on the paper
3) Read some of the framework/standards
4) I have a real deep understanding of standards their
meaning and the content taught
5) I could lead a PD or group planning on the standards.
P-12 MSOU of PIMSER
Facts and Myths About the NGSS
Scientific and Engineering Practices
• Place an X next to the descriptions you think
are correct.
• Which of your answers are you least sure
about? Explain your thinking.
• Discuss with a partner.
• What other questions do you have?
P-12 MSOU of PIMSER
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
P-12 MSOU of PIMSER
Sean Elkins’ TED TALK
• http://mediaportal.education.ky.gov/nextgeneration-schools-anddistricts/2013/09/speed-bumps-on-the-roadto-ngss/
What’s Different about the Next
Generation Science Standards?
Three Dimensions Intertwined
 The NGSS are written as
Performance Expectations
 NGSS will require
contextual application of
the three dimensions by
students.
 Focus is on how and why
as well as what
Instructional Shifts in the NGSS
1. Performance Expectations
2. Evidence of learning
3. Learning Progressions
4. Science and Engineering
5. Coherence of Science Instruction
6. Connections within Science and between Common
Core State Standards
• “…students cannot fully understand scientific
and engineering ideas without engaging in
the practices of inquiry and the discourses by
which such ideas are developed and refined.
At the same time, they cannot learn or show
competence in practices except in the context
of specific content.”
– A Framework for K-12 Science Education, pg. 218
P-12 MSOU of PIMSER
Standards: Nexus of 3 Dimensions
• Not separate treatment of
“content” and “inquiry” (No
“Chapter 1”)
• Curriculum and instruction
needs to do more than
present and assess scientific
ideas – they need to involve
learners in using scientific
practices to develop and
apply the scientific ideas.
Crosscutting
Concepts
Practices
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Core
Ideas
Science and Engineering Practices
Guiding Principles
• Students in K-12 should engage in all of the eight practices
over each grade band.
• Practices grow in complexity and sophistication across the
grades.
• Each practice may reflect science or engineering.
• Practices represent what students are expected to do, and
are not teaching methods or curriculum.
• The eight practices are not separate; they intentionally
overlap and interconnect.
• Performance expectations focus on some but not all
capabilities associated with a practice.
P-12 MSOU of PIMSER
Science and Engineering Practices
1. Asking questions (science)
and defining problems
(engineering)
5. Using mathematics and
computational thinking
2. Developing and using
models
6. Constructing explanations
(science) and designing
solutions (engineering)
3. Planning and carrying out
investigations
7. Engaging in argument from
evidence
4. Analyzing and interpreting
data
8. Obtaining, evaluating, and
communicating
information
P-12 MSOU of PIMSER
Crosscutting Concepts
1.Patterns
2.Cause and effect
3.Scale, proportion, and quantity
4.Systems and system models
5.Energy and matter
6.Structure and function
7.Stability and change
Framework 4-1
Physical Sciences
• PS 1: Matter and Its Interactions
• PS 2: Motion and Stability
• PS 3: Energy
• PS 4: Waves and Their
Applications
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
Earth and Space Sciences
• ESS 1: Earth’s Place in
the Universe
• ESS 2: Earth Systems
• ESS 3: Earth and
Human Activity
Engineering, Technology and
Applications of Sciences
• ETS 1: Engineering Design
• ETS 2: Links Among
Engineering,
Technology, Science
and Society
INSTRUCTIONAL SHIFTS FOR
MIDDLE SCHOOL
• NGSS Conceptual
Progressions Model for
Middle School
This model reflects an
integrated approach that
includes life, earth and
physical science concepts
in every grade
o Presented to KBOE
o Recommended model
o Districts have final decision
o See Appendix K of NGSS for
more information.
•
NGSS Connections to
53
Practices in Mathematics, Science, and English Language Arts*
Math
Science
English Language Arts
M1. Make sense of problems
and persevere in solving
them.
S1. Asking questions (for science) and
defining problems (for engineering).
E1. They demonstrate
independence.
S2. Developing and using models.
M2. Reason abstractly and
quantitatively.
S3. Planning and carrying out
investigations.
E2. They build strong content
knowledge.
M3. Construct viable arguments S4. Analyzing and interpreting data.
and critique the reasoning
S5. Using mathematics, information and
of others.
computer technology, and
M4. Model with mathematics.
computational thinking.
M5. Use appropriate tools
S6. Constructing explanations (for
strategically.
science) and designing solutions (for
M6. Attend to precision.
M7. Look for and make use of
structure.
M8. Look for and express
regularity in repeated
reasoning.
E3. They respond to the varying
demands of audience, task,
purpose, and discipline.
E4. They comprehend as well as
critique.
E5. They value evidence.
E6. They use technology and
engineering).
digital media strategically and
capably.
S7. Engaging in argument from evidence.
E7. They come to understanding
S8. Obtaining, evaluating, and
other perspectives and
communicating information.
cultures.
* The Common Core English Language Arts uses the term “student capacities” rather than the
term “practices” used in Common Core Mathematics and the Next Generation Science Standards.
Coherent Science Instruction
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 scientific and engineering
practices and apply crosscutting concepts to deepen their
understanding of the core ideas in these fields.
P-12 MSOU of PIMSER
Framework pg. 8-9
Instruction Builds Toward PEs
Performance
Expectations
Implications
Curriculum
Instruction
Assessment
NGSS
P-12 MSOU of PIMSER
Lots of work completed, underway,
and left to do
Assessments
Curricula
Instruction
Teacher
Development
Table Talk - What is your role?
What do the new standards tell us about
the shifts in instruction and what will your
role be in supporting your teachers in
your districts?
Respond on your personal response sheet
How do I read this document?
Inside the
NGSS Box
Title and Code
Performance Expectations
The titles of standard pages are not necessarily unique and may be
reused at several different grade levels . The code, however, is a
unique identifier for each set based on the grade level, content
area, and topic it addresses.
A statement that combines practices, core ideas,
and crosscutting concepts together to describe
how students can show what they have learned.
Clarification Statement
A statement that supplies examples or additional
clarification to the performance expectation.
What is Assessed
Assessment Boundary
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
A statement that provides guidance about the
scope of the performance expectation at a
particular grade level.
Engineering Connection (*)
An asterisk indicates an engineering connection
in the practice, core idea or crosscutting concept
that supports the performance expectation.
Scientific & Engineering Practices
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Connections to Engineering, Technology
and Applications of Science
Connection Box
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Other standards in the Next
Generation Science Standards
or in the Common Core State
Standards that are related
to this standard
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Codes for Performance Expectations
Based on the
January 2013
Draft of NGSS
Codes designate the relevant performance expectation for an item in the
foundation box and connection box. In the connections to common core, italics
indicate a potential connection rather than a required prerequisite connection.
Inside the Box Activity
• Within your table group read the given part of
the Inside the Box and summarize what your
part of the performance expectation is
• Make sure to summarize
• Put into simple everyday terms
• Why is this important to the whole?
Exploring a Performance Expectation
• Choose a PE for a concept you are least
familiar with, but one that connects to a big
idea in your current curriculum.
• Find the Disciplinary Core Idea (DCI) for that
PE, and work your way through the NGSS to
find the other connections in the TOP of the
chart.
• If you finish one PE, try repeating the process
for another PE.
Lunch Break !
Break Out Session!
Exploring the Performance Expectation
Scavenger Hunt
• Consider the PE you chose in the morning
activity.
• Now, find a PE for each of the four boxes at
the bottom half of your chart. There may be
one PE that works for more than one box. Or,
there maybe a different PE in each box.
• The PE in each box should connect to the PE at
the top of the chart.
Performance Expectation Scavenger
Hunt -Discussion
• Share at your table what you learned about
the PEs as a result of mapping it this way.
• How will this inform your teaching?
• What was the most useful thing about doing
this mapping?
• How can you incorporate this mapping in your
own school?
Table/Discussion of the
activities
• At your tables groups discuss your findings
and what were the:
• Areas of concern
• Ahha moments
• Common findings
• Overall arching discussion points from the
group
Building Capacity Around the 4 Pillars
Kentucky’s Core Academic Standards
Characteristics of Highly Effective
Teaching and Learning
Assessment/Assessment Literacy
Leadership
1. Kentucky’s Core Academic Standards

How are you understanding & implementing
the standards in your classroom, school & district?
2. Highly Effective Teaching and Learning

How are you emphasizing highly effective teaching and learning
characteristics in your classroom, school & district?
3. Assessment Literacy

How are you using formative/summative assessment to improve
instruction & learning in your classroom, school & district?
4. Leadership

How are you using the leadership capacity you are building to
share information in your school & district?
Kentucky Department of Education
Network
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Self Assessment
Please respond to the
statements about
“Assessment Literacy”
using your current confidence
level.
Share and Discuss
Count off at your tables 1 – 5.
Move to like number groups and discuss the
survey and self assessment.
What KEY WORDS and IDEAS do you find
important? Chart them.
Professional Growth and
Effectiveness System
KY Framework for Teaching
(adapted from Danielson 2011)
Assessment Literacy and
Kentucky Framework for Teaching
1. In your groups, read the component,
elements, indicators, critical attributes, and
possible examples for the Accomplished and
Exemplary performance levels.
2. Identify the key words/phrases/ideas that
connect with assessment literacy.
3. Choose someone from your group to briefly
share the component and the connections to
assessment literacy
1F: Designing Student Assessments
• Congruence with Instructional
Outcomes
• Criteria and Standards
• Design of Formative Assessments
• Use for Planning
2B - Establishing a Culture for Learning
• Importance of the Content
• Expectations for Learning and
Achievement
• Student Pride in Work
3B - Questioning and Discussion Techniques
• Quality of Questions
• Discussion Techniques
• Student Participation
4D - Participating in a Professional
Community
• Relationships with Colleagues
• Involvement in a Culture of Professional
Inquiry
• Service to the School
• Participation in School and District
Projects
5A – Student Growth
• Student Growth Goal Setting Results
• Rigorous Student Growth Goals
• Student Growth Goal Setting Process
Fidelity
• Student Growth Percentiles
Wrap-Up
A-Z Summary
• Create a one sentence summary of the most
important idea(s) from today, beginning your
sentence with your assigned letter.
• Add a second sentence to your summary by
completing this sentence starter “This is
important because …”
• Post your summary in the designated area.
P-12 MSOU of PIMSER
Take Home Messages
• According to the intent of the Framework, the
practices are not to be done in isolation.
• The practices are essential for learning the
content.
• We won’t have to start from scratch on
everything!
• Learning experiences should have the student
doing the doing (hands-on and minds-on).
P-12 MSOU of PIMSER
Take Home Messages 2
• Slow and steady
• 2013-2014 is not an “official”
implementation year it is a trial year…..learn
and get feet wet
• Conversations will take place all year long
and will encompass topics such as,
curriculum mapping, performance based
instruction, etc.
• Begin to use the practices to implement core
content in classroom activities
Homework
1. Who is on your District Leadership
Team and what the plan to scale
the Network goals ?
2. Read over and become familiar with “
your” grade level standards
Next Meeting
October
st
21