Learning

Teaching

Enhancing

Supporting

Sharing

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ISLN participants!

• Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready.

• Build an infrastructure to support PGES to full scale.

ISLN

Continuous formative assessment question:

What new learning have you discovered you need as a

result of this meeting?

http://padlet.com/wall/OVECISLN1013

Social Studies Update…Informing Highly Effective Practice

Instruction

Curriculum

Assessments

Teacher Development

CurrentState Standards(KCAS SS and Literacy in History/SS

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TPGES –Teacher Professional Growth and Effectiveness System

Pillars of Leadership NetworksNetwork Foundations….

Navigating KCASCHETLFormative Assessment StrategiesLiteracy ConnectionsReading StrategiesRigor & Student Engagement

Amy Treeceamy.treece@eduation.ky.govInstructional Specialist

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

A New Vision of Science Learning that Leads to

a New Vision of Teaching

The Framework establishes three dimensions of science learning:

Structure of the Framework:

Science and

Engineering Practices

Crosscutting

Concepts

Disciplinary Core

Ideas

Dimension 1: Science and Engineering Practices

1. Asking questions (science) and defining problems (engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (science) and designing solutions (engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about progression over time.

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Crosscutting Concepts

1.Patterns2.Cause and effect3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter6.Structure and function 7.Stability and change

Framework 4-1

NGSS Architecture

Integration of practices, crosscutting concepts, and

core ideas.

Conceptual Shifts in the NGSS1. K–12 Science Education Should Reflect the Real World

Interconnections in Science

2. The standards are written as student performance expectations - they are NOT a curriculum

3. Science concepts build coherently across K-12

4. The NGSS Focus on Deeper Understanding and Application of Content

5. Integration of science and engineering from K-126. Designed to prepare students for college, career,

citizenship

7. Coordination with Common Core State Standards

Why the Practices?

Following the progression of the Practices

• Number 1-8• Regroup into 8 groups by number• Read the narrative from the Framework

describing that practice

Following the progression of the Practices

• Working as a team, read the Performance Expectations (and Foundation Boxes) to discover how your practice is implemented in each grade

• Create a “progression map” on chart paper to show how your practice progresses from K-2, 3-5, 6-8 to HS

• Post your maps, be prepared to share

What might assessment look like in NGSS?

Construct and compare linear, quadratic, and exponential

models and solve problems.

For exponential models, express as a logarithm the solution to abct=d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

2. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*

1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*

Cause and E

ffect

Syste

ms and S

ystem

Mo

dels

NGSS LS4: Biological Evolution

NGSS LS2: Ecosystems

Bundling Math and ScienceM

odel

ing

; R

easo

ning

Abs

tra

ctly

and

Qua

ntit

ativ

ely

Giant African Land Snail

In 1966, a Miami boy smuggled three Giant African Land Snails into the country. His grandmother eventually released them into the garden, and in seven years there were approximately 18,000 of them. The snails are very destructive and had to be eradicated. They consume over 500 different types of plants, lay over 1,200 eggs per year, and have been shown to cause indigenous snails’ populations to decrease over time. According to the USDA, it took 10 years and cost $1 million to eradicate them. Now, Dade County, Florida faces the same infestation.

Giant African Land Snail

a. Assuming the snail population grows exponentially, write an expression for the population, P, in terms of the number, t, of years since their release in 1966.

b. How long does it take for the population to double?c. Assuming the cost of eradicating the snails is

proportional to the population, how much would it have cost to eradicate them ifi. they had started the eradication program a year earlier?ii. they had let the population grow unchecked for another

year?

Giant African Land Snaild. Construct a possible food web of Dade County in current day. The

web should include the Wolf Snail and at least three indigenous plants. Be sure to include mathematical or computational representations about the current carrying capacity of the ecosystem as well as the energy dissipation as energy is transferred from organism to organism.

e. Given the population growth and the destructive nature of the Land Snails, insert the Land Snails into the previously constructed food web. Using your previous representation, construct an argument based on the competitive relationships and the mathematical comparisons between a normally functioning ecosystem versus one with the Land Snails . The argument should also include the Land Snails effect on other organisms within the food web.

Giant African Land Snail

f. Given the attached data on current day Dade County before the introduction of the Land Snails and after, construct an explanation of the effect of Land Snails on the ecosystem. The explanation should include a mathematical representation of the Land Snails effect on biodiversity and populations of the wolf snail.

g. Construct an explanation that the Land Snails, left unabated, will have an evolutionary advantage over the wolf snail. The explanation should include a statistical analysis of key traits and their affect on the probability that the Land Snails will prove to have an evolutionary advantage.

Giant African Land Snail

h. In Hawaii, a new species of snail was introduced to combat the Land Snails. While it showed some progress, there was an extinction of some indigenous snails as a result of the new species. Construct a possible alternative to eradicating the Land Snails and the new species. The plan should include clear discussions regarding the criteria, trade-offs, and the plan for the mitigation of human intervention.

Configuration Maps

• Collaboration effort between– Kentucky Department of Education– Appalachia Regional Comprehensive Center at

Edvantia– Learning Forward

• Created over the past two years and released last year through ISLN. Innovation

Purpose

• To aid in the implementation of the Kentucky Core Academic Standards

• A little too late for our use with Reading and Math.

• However, how can we use moving forward.

Next Generation Science Standards

• Pull out your Configuration Maps from the WIKI space.

• As an individual highlight your school or district depending on your job where you are.– This is individual not group at this point, take 5.

• As a group, discuss your ratings and gather 2 talking points about how you could use the Configuration Map to drive your work with the NGSS that you would like to share with the group.

• Take 5

Share Out

• What would you like to share out with the big group about the science standards and how you can use the Configuration Map..

PGES

• On Page 10 of the Configuration Map; assessment literacy is discussed.

• Please look over this as a group and see if there is a possibility of how to incorporate the Configuration Map in integrating TPGES or PPGES/assessment literacy?

Share Out

• Please share your thoughts on the using the Configuration Maps as a resource in your district or school?

Teacher Professional Growth and Effectiveness System (TPGES)

Supporting you to build capacity

Student Growth in the TPGES

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Proposed Multiple Measures

Teacher Professional Growth and Effectiveness System

Observation

Peer Observation

Professional Growth

Self-Reflection

Student Voice

Student Growth

All measures are supported through evidence.

State Contribution:Student Growth %

Local Contribution: Student Growth Goals

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Student Growth ProcessStep 1:Determine

needs

Step 2:

Create

specific

learning

goals based

on pre-

assessment

Step 3:

Create and implement teach

ing and

learning

strategies

Step 4:Monit

or studen

t progre

ss throug

h ongoin

g format

ive assessment

Step 5:

Determine whether

students

achieved the

goals

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Determine Needs: Your Starting Line

Know the expectations of your content area standards

Know your students

Identify appropriate sources of evidence

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Sources of Evidence: Variety

Interim Assessments

LDC/MDC Classroom Evidence

Projects

Products

Student Portfolios

Student Performances

Common Assessments

DistrictLearning Checks

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Share & discuss your teachers’ student growth goal samples

Guiding Questions

for Student

Growth Goal

Setting

Use

6th grade science sample goal

This school year, all of my 6th grade science students will demonstrate measureable growth in their ability to apply the scientific practices. Each student will improve by two or more levels on the districts’ science rubric in the areas of engaging in argument from evidence, and obtaining, evaluating and communicating information. 80% of students will perform at level 3 on the 4-point science rubric.

District Share Out

A principal’s perspective: How am I making student growth goal-setting meaningful for my teachers?

District Share Out

District leaders’ perspective: How are we supporting principals in making student growth goal-setting meaningful?

Chart as a district team

What do I need to do to support my teachers?

What’s my school plan?

PGES calendar

Next round of observations begin November 1st for pilot schools

Continue conversations with teachers about student growth goal setting

Continue capacity buildingBring a sample Professional Growth goal

• Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready.

• Build an infrastructure to support PGES to full scale.

ISLN

To-Do List:

Bring a sample professional growth goal developed by a pilot teacher in your district.

Share what you learned today with other principals and administrators in your district.

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Session Review and List of “To Do”Topic & Activities Suggested Follow-up in District For 11-26

ISLN

Social Studies Standards-update

Contact Amy Treece for information and support

Science Standards-update-further understanding of practices & concepts

Meet with Science leaders to establish or further district practices to promote the standards

Innovation Configuration Maps-review-planning

Use the ICM with appropriate groups to move forward implementation of SS and Science standards and PGES

Session Review and List of “To Do”

Topic & Activities Suggested Follow-up in District For 11-26 ISLN

PGES-further understanding of student growth-update on 2013-14 evaluation

Share information from today with other administrators

Principals continue to discuss student growth with teachers

Pilot principals begin next round of observations (11-1)

Bring a sample of a professional growth goal

THANK YOU . . .

Presenters, Facilitators, PARTICIPANTS

Please complete the evaluation