Welcome! We’re glad to see you! Review the documents on the table and consider why education is important. Why do we care that all students learn? Who.

Welcome! We’re glad to see you!

• Review the documents on the table and consider why education is important.

• Why do we care that all students learn? Who benefits and how do they benefit?

• Discuss with your colleagues and be prepared to discuss after we begin today. Identify 2 reasons you feel it’s most important for students to learn.

CKEC SCIENCE LEADERSHIP NETWORK

JANUARY 28, 2015

Your Facilitation Team

Terry Rhodes-KDE/CKEC Science Instructional SpecialistDebbie Waggoner-KDE/CKEC Math & SS Instructional Specialist

Melinda Curless-KDE STEM ConsultantRebecca Krall-UK

Eve Proffitt-UKDavid Helm-Fayette Co Public Schools

So…Who is in the room?

Welcome, Who is in the

room?

http://www.scott.kyschools.us/index.aspx

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=aBO4R8BDnzSOIM&tbnid=ISMNLp3XsjEC6M:&ved=0CAcQjRw&url=http://www.menifee.k12.ky.us/school_NewsArticle.aspx?artID%3D67%26schoolID%3D1&ei=SQofVJvbJ4ixyATY9YGQDg&bvm=bv.75775273,d.aWw&psig=AFQjCNGNSuwWYRHdStopb-k9l8WJKetjDA&ust=1411406744493738

KSLN MEETING: STOP AND REFLECT

What do I want to remember?

How will I use this information, and how will I share it with others in my school and/or district?

Yellow

She

et

Also don’t forget to

do the online

Evaluation. We Need

your FEEDBACK!

Norms:Norms: Respect

Cell phone

Engagement

Restrooms

Being prepared

Side conversations

Use technology to enhance your day

Pillars again

TPGES –Teacher Professional Growth and Effectiveness System

Agend

a

• Welcome, Targets, Announcements• Updates and Things to Know• Intent of Leadership Networks• Norms for Discussion• Student Achievement• Breakout Sessions

Formative AssessmentStudent ExperiencesAssessment Task Evaluation Protocol

• Inquiry• Engaging in Argument from Evidence• Reflection/Evaluation• Keeley Books

Targ

et

s

• Develop a deeper understanding of and plan to implement strategies of formative assessment

• Analyze an assessment task to determine if it will provide an opportunity for students to produce defensible evidence of intended understanding

• Reach consensus on the intent of KCAS by exploring the necessity of scientific argument in the K-12 classroom

HTTP://YOUTU.BE/VEK1RQLIJAE

TUTORIAL AT HTTP://YOUTU.BE/KNKVIDZONNU?LIST=UUM5LDIJIO3OOL5PY3PEJFGW

It is the long history of humankind (and animal kind, too) those who learned to collaborate and improvise most effectively have prevailed.

-Charles Darwin

Pgs 12-15

http://youtu.be/KnkvIDZONNU?list=UUM5LDijiO3ool5PY3PEJFgw

THE INFORMAL EDUCATOR SCIENCE HUB

http://tinyurl/ngssmtoc

http://tinyurl/ngssmtoc

HTTPS://DOCS.GOOGLE.COM/FORMS/D/1UOCNTEV6GHVOOGKNUCZXS7A_GD7GDXOLC7AXVCIYCFC/VIEWFORM?C=0&W=1&USP=MAIL_FORM_LINK

https://docs.google.com/forms/d/1uocntEv6GhVOogKNUCzXs7A_gD7GdXoLc7axVcIYCFc/viewform?c=0&w=1&usp=mail_form_link



JOIN PROFESSIONAL LIST SERVES AT HTTP://WWW.COE.UKY.EDU/LISTS/KYLISTS.PHP

http://www.coe.uky.edu/lists/kylists.php

http://www.coe.uky.edu/lists/kylists.php

NGSS Evidence Statements Executive Summary of the Front Matter Overview

HOT OFF THE

PRESS!

NGSS Evidence Statements Executive Summary of the Front Matter Overview

•The NGSS identify assessable performance expectations (PEs), or what students should know and be able to do at the end of instruction.

•Each PE represents the integration of three “dimensions” of science education: scientific and engineering practices, disciplinary core ideas (DCIs), and crosscutting concepts (CCCs). As such, both student learning and assessment around the NGSS should be “three dimensional”.

•The evidence statements are meant to show what it looks like for students to fully satisfy the PE.

Evidence Statement

PDF’s for Evidence Statements can be found under NGSS tab at

www.terryrhodes1science.com

K-8 coming soon!

ALSOHOT OFF

THE PRESS! Guide to

Implementing the Next Generation Science Standards

The Guide to Implementing the Next Generation Science Standards gives recommendations for the major elements needed to be considered when implementing NGSS:

•Instruction•Teacher and Leader Learning•Curriculum Materials•Assessment•Collaboration, Networks and Partnerships•Policy and Communication

Those who should read this report are district/school leaders and teachers charged with developing and implementing NGSS

The report addresses 7 overarching principles that can help guide planning:

•Attend to coherence across levels (state, district, schools), across grades, and across different components of the system (instruction, professional learning, curriculum, and assessment)•Attend to what is unique about science•Develop and provide continuing support for leadership in science at the state, district, and school levels•Build and leverage collaborations, networks, and partnerships•Take enough time to implement well•Make equity a priority•Ensure that communication is ongoing and relevant

Kentucky Leadership Networks

The Purpose of the Networks is to:

•Provide equal representation to all school districts (i.e., a ‘senate’ model) to contribute to setting the statewide expectations for and implementation of new standards and assessments

•Build capacity at the DISTRICT level to understand Kentucky’s Core Academic Standards and their implications for instruction and assessment

•Create a professional learning community of content and administrator leaders

•Build the capacity of every member to identify and implement highly effective teaching, learning and assessment practices around Kentucky’s Core Academic Standards

•Provide the leadership skills, tools, resources necessary for all members to break down or deconstruct standards into clear learning targets design/recognize high-quality formative and summative assessments plan/identify rigorous and congruent learning experiences for instruction select evidence-based strategies and resources to enhance instruction support other educators in their districts as they do these same processes

The Purpose of the Networks is NOT to:

•Disseminate finished products created by others

•Create an opportunity to merely comply with EILA or PD hour requirements

•Be out of the school/district for a day to “hear from” the KDE

•Practice a packaged lesson/presentation that is intended to be replicated in every classroom/school (‘train the trainer’ model)

•Focus on test preparation at the expense of effective instruction

Participants in the networks will:

•Commit to preparing for and attending every session (8 full days per year)

•Work to understand the standards deeply, then use that understanding to deconstruct them into learning targets

•Work toward becoming assessment literate

•Develop common assessments (formative and summative) from these targets

•Explore how best to implement this learning in own their school/district

•Participate on a district leadership team, utilizing new knowledge and resources, to plan an effective model for scaling up the work in their own district—and then enacting that plan

Participants in the networks will NOT:

•Develop practice assessments that are unconnected to new standards

•Be passive recipients of information and resources

•Implement a ‘programmed’ PD regimen (‘train the trainer’ model)

•Focus on test preparation at the expense of effective instruction

(For additional information, visit: www.education.ky.gov and search Unbridled Learning Summit)

General principle: The purpose of a good discussion is to work with others to come up with the best set of ideas or ways to deal with a situation. In an argument or a debate, only one side wins. In a good discussion, everybody wins!

•Think before you speak.•Listen carefully to what others have to say.•Do not interrupt when some one else is speaking.•Make use of what others have to say when it is your turn to speak.•Only say what you truly believe.•Do not remain silent. Make sure to contribute to the discussion.•Let other people speak. Do not hog the discussion. Once you are done speaking, let at least two other people talk before you speak again.•Support good ideas that other people have, even if they are different from your own.•Search for the best solution even if it is different from the way that you thought at first.

Norms for Discussion

WHY DOES EDUCATION MATTER?

WHY do we care about student achievement?

•Shoulder talk with the person closest to you, referring back to the materials you looked at earlier

•Each small group share their top three with the rest of your table

•As a table, using the discussion norms, come to consensus as to WHY we care about student achievement.

How do we get there?

If we all agree education is crucial, then how do you get the most bang for your buck?

How do we get there?

• Go to the card that you think has made the most difference.

• As a group, at your card, talk and decide why you think this is the best approach to an effective classroom and be prepared to share out

What is Formative Assessment?

Formative Assessment

Students and teachersUsing evidence of learningTo adapt teaching and learningTo meet immediate learning needsMinute-to-minute and day-by-day

From Content then Process by Dylan Wiliam

5 Strategies of FA

1. Clarifying learning intentions and sharing criteria for success

2. Engineering effective classroom discussions, questions, and learning tasks that elicit evidence of learning

3. Providing feedback that moves learning forward4. Activating students as the owners of their own

learning5. Activating students as instructional resources for

one another

Unpacking Formative AssessmentDylan Wiliam

IT SAYS…I SAY…

Classroom Assessment:Classroom Assessment:Minute by Minute, Day by DayMinute by Minute, Day by Day

Educational Leadership, Nov 2005

Take a few moments to read the article, dividing up the numbered sections at your table in a Jigsaw

As you read, fill in both columns with the key elements for your “assessment FOR learning” strategy and a personal connection or reaction

As a group, discuss each section; using the explanation of others/discussion with others to complete the remainder of both columns

Connecting 5 Strategies to PGES

Remember: there is no such thing as a ‘formative TEST’ – formative refers to a PROCESS/a set of instructional PRACTICES to SUPPORT student learning and growth…for example, MAP Tests are NOT ‘formative’—they are interim or benchmark tests)

Reminder: The definition in SB 1 is: Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

GradeBands

Session 1Session 1 Session 2Session 2 Session 3Session 3

K-5K-5 Side HallwaySide HallwayFormativeFormativeAssessmentAssessment

Main RoomMain RoomAssessment Item Assessment Item ReviewReview

Front RoomFront RoomStudent Lesson Student Lesson DevelopmentDevelopment

6-86-8 Main RoomMain RoomAssessment Item Assessment Item ReviewReview


Side HallwaySide HallwayFormative Formative AssessmentAssessment

HSHS Front RoomFront RoomStudent Lesson Student Lesson DevelopmentDevelopment



Breakout SessionsBreakout Sessions

STUDENT LESSON DEVELOPMENT

GradeBands












FACTSFACTS

Debbie WaggonerKDE/CKEC Instructional Specialist

www.debbiewaggoner.com

NOVEMBER focus on: PROVIDE FEEDBACKPROVIDE FEEDBACK#5 CCC-Collaborative Clued Corrections pgs 59-62#23 Guided Reciprocal Peer Questioning pgs106-111#26 Interest Scale pgs 115-117#41 Pass the Question pgs 149-150#53 Scientists’ Ideas Comparison pgs 173-176#70 Two Stars and a Wish pgs 207-209

Go around your table and give each person 2-3minutes to share:1.Which FACT did you try in your classroom? 2.How did it go? What went well? What would you do differently next time?3.How did you use the results of the FACT to inform and adjust your instruction?

OCTOBER focus on: Formal Concept Development and TransferFormal Concept Development and Transfer::#3 Annotated Student Drawings pgs53-56#6 Chain Notes pgs62-64#8 Concept Card Mapping pgs68-70#20 Frayer Model pgs99-101#35 Missed Conception pgs135-138#51 Representation Analysis pgs169-171#75 Whiteboarding pgs218-221

PEER AND SELF ASSESSMENTPEER AND SELF ASSESSMENT#12 Explanation Analysis pgs79-82

Explanation Analysis encourages self and peer assessment of students ability to both construct and analyze a well-crafted scientific explanation. Teachers and students constructively critique scientific explanations for accuracy and inclusion of key components that distinguish scientific explanations from other types of explanations: the claim, appropriate and sufficient evidence, and reasoning that links the evidence to the claim using a scientific principle

A Chemical Reaction Assessment Item required studentsto analyze a data table to answer the following:

Write a scientific explanation that states whether a chemical reaction occurred when Carlos stirred and

heated butanic acid and butanol.

Use the rubric below to analyze the four samples of student work.

Student work sample A

Student work sample B

Student work sample C

Student work sample D

FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES (FACTS): 75 STRATEGIES LISTED ON PGS 42-44

JANUARY focus on: Peer and Self AssessmentPeer and Self Assessment

#12 Explanation Analysis pgs79-82 (already discussed)

#33 Learning Goals and Self Inventory pgs131-133

#36 Muddiest Point pgs138-140

#65 Traffic Light Cards pgs199-201

#67 Traffic Light Dots pgs203-204

#71 Two-Thirds Testing pgs209-211

JIGSAW - Divide up the other 5 FACTs (33, 36, 65, 67, 71) listed above at your table. Read your assigned FACTs and be ready to summarize it for your table group.

HOMEWORK: HOMEWORK: TRY one FACT from the PEER and SELF ASSESSMENT PEER and SELF ASSESSMENT category with your

students before our FEBRUARYFEBRUARY meeting

GradeBands












These were pulled together with other teachers’ questions from across the state.

From that, the Assessment Task Evaluation Protocol was developed; this is still in DRAFT format.

Assessment Task Evaluation Protocol Draft

1.Use writing to demonstrate thinking2.Are SEP and CCC included specific to the PE at the appropriate depth and congruency?3.Be sure to check assessment boundary statements4.Is it congruent vs “correlated’? Check verbiage and language.5.Revise item after getting student work6.Would a rubric be appropriate for the item/task?7.Which of the 3 dimensions is it measuring?8.Does it measure 2 in a way that’s effective in meeting the intent?9.What is the intent of the PE? (paying critical attention to thinking ,CCC, SEP)10.Different protocols for different types of tasks? (m/c, erq, performance task)11.Different protocols for different assessment purposes?12.Draw from multiple experiences/multiple sources of information?13.Is the task the “best way” to measure what I’m trying to get evidence of?14.What are common misconceptions and does the task get evidence to determine if the misconceptions still exist?

Turn and talk about this draft protocol; does it address the elements of an effective item/task?

USING THE DRAFT ASSESSMENT TASK EVALUATION PROTOCOL

Analyze the item ______________

Be prepared to share your analysis.

Make note of additional questions that bubbled up during the analysis for revision of the protocol.

Share an assessment item you brought for the table team to analyze.

WHAT QUESTIONS DO YOU ASK WHEN DETERMINING IF A LESSON IDEA SUPPORTS THE INTENT OF NGSS?

HOW WOULD YOU MODIFY THE PROTOCOL WE USED FOR ASSESSMENT TO HELP YOU ANALYZE LESSON IDEAS?

How could you modify the assessment protocol for use with lesson ideas?

Creating an Assessment Item/Task

GradeBands












Scientific Inquiry in Schools• Consider for a minute how you might explain

scientific inquiry for K-12 students• How does your concept compare to this process?

– Asking a question– Devising a means to collect data– Interpreting the data– Formulating a conclusion

• What skills would students need to be successful with this approach to inquiry?

• Problems with this “skills” approach? Is it because it is “skills based?” Why did “we” go down this path?

What is our GOAL for having students engage in inquiry?

• Reasoned thinking by students – constructing scientific explanations / argumentation

• What’s important if that’s the goal?• The QUALITY of argument becomes the focus. • The result is students evaluating and critiquing…• Previous “skills” are developed for different

reasons• Genuine engagement!

Turn the page over…

• Read the passage….• Underline any “skills that inquiry develops in

students” as you read• Argumentation… WHY is that an effective

approach to student learning? • Inquiry vs. Practices – why “we” arrived at

“practices” -- consider the implications for other unintended consequences in education.

Generate an Argument

Instructional Model

The Teacher Identifies the Task and Question

• Consider where learning experience falls instructionally (Natural Selection review)

• Share process of argumentation

• Share success criteria

• Share details of task & research question

Natural Selection Review• Individuals in a population have traits that vary

• Traits may be an advantage / disadvantage to survival – depends on environment

• Traits are heritable – passed to offspring

• Individuals with favorable traits produce more offspring than individuals with non-favorable traits

• So, over time, the favorable traits are more common within a population • Consider where learning

experience falls instructionally • Share process of argumentation• Share success criteria• Share details of task

Natural Selection

Image obtained from University of California Museum of Paleontology's Understanding Evolution (http://evolution.berkeley.edu)

Argumentation Process

• Construct initial claim in 4 person group (20 min)

• Round-robin rotation (10 min)– One Informer stays at table– 2-3 Travelers– Rotate twice (4 min each rotation)

• Refine argument with base group (10 min)

• Reflective discussion (5-10 min)

• Written argument

• Consider where learning experience falls instructionally


• Share success criteria• Share details of task

Components of an Argument



• Share success criteria• Share details of task

Example of HS Student Argument

Success Criteria for Argument Strong Moderate WeakClaim A concise response that

accurately answers the research question without irrelevant information.

Provides a correct claim but includes some irrelevant, incomplete, or inaccurate information

ORConfuses the foundation explanatory response with other, perhaps indirect or dependent phenomena.

Does not answer the research question

Evidence (a) Effectively (helpful format) presents relevant specific data (can include graphs, numbers, descriptions, etc.)

(b) Connects those data to particular claim(s) or pieces of the claim

(c) Includes all available relevant evidence

(a) NOT effective presentation of relevant specific data (e.g. wrong format) OR non-specific data (e.g. “went up”)

(b) Data connection to claim tenuous or ill-formed

(c) Includes some of the available relevant evidence OR includes a minor amount of irrelevant evidence

(a) No direct reference to specific data

(b) Connections of data to particular claim(s) not effectively made

(c) Incorrect or Irrelevant evidence used OR substantial amount of this mixed with relatively minor amount of helpful evidence

Justification (a) Clear logical connections between evidence and claim offered

(b) Explicit and correct reference to underlying science principles

(c) Nuances addressed when appropriate (e.g. interaction of variables, limitations of data range or applicability)

(a) Implied or incomplete connection between evidence and claim

(b) Incomplete reference to appropriate underlying science principles

(c) Incomplete justification (e.g. missing some relevant evidence or logical connections)

(a) No reasonable connections between evidence and claim

(b) Inaccurate or absence of reference to underlying science principles

(c) Substantial amounts of relevant evidence overlooked OR inappropriate evidence used

What causes the color trends in the guppies?



• Share success criteria• Share details of task &

research question


Instructional Model


Instructional Model

Argumentation Process

• Construct initial claim in 4 person group (20 min)

• Round-robin rotation (10 min)– One Informer stays at table– 2-3 Travelers– Rotate twice (4 min each rotation)

• Refine argument with base group (10 min)

• Reflective discussion (5-10 min)

• Written argument (skip)

Specific Roles during Rotations

– Informer: stay at table and explains initial claim and reasoning; carefully considers questions posed – no defending the claim at this point.

– Travelers: listen to the explanation (all three rotate to the same table) and pose questions for clarity – no telling your group’s ideas


Instructional Model

How does argumentation lead to deeper learning?Assessment for Learning

(Wiliam & Thompson)

1. Clarifying learning intentions and sharing criteria for success

2. Engineering effective classroom discussions, questions, and learning tasks that elicit evidence of learning

3. Providing feedback that moves learning forward

4. Activating students as the owners of their own learning

5. Activating students as instructional resources for one another

Gathering

Reasoning

Communicating

•Otain Information•Ask Questions/Define Problems•Plan & Carry Out Investigations•Use Models to Gather Data•Use Mathematics & Computational Thinking

•Evaluate Information•Analyze Data •Use Mathematics and Computational Thinking

•Construct Explanations/Solve Problems•Developing Arguments from Evidence •Use Models to Predict & Develop Evidence

•Communicate Information•Using Arguments from Evidence (written/oral)

•Use Models to Communicate

Guppy Debriefing, continued…

• Brainstorm specific pieces of evidence of student learning in ALL three dimensions

• Compare rubric from Argumentation book (appendix B) with the Success Criteria shared at the beginning

• Consider “Teacher Behaviors” (Table 1) (read right column – which will you have most

trouble with? read left column…)

Guppy Debriefing, continued…

• Brainstorm topics you teach or data sets to which you could apply the argumentation process – we’d like to create resources to share for all grade levels

Go back to the “Minute-by-Minute, Day-by-Day article and discuss at your table:

Which of the 5 strategies were prevalent in this experience?

How and why is argumentation important for student learning?

How can you use this at your grade level/content area?

Was the success criteria useful?

How can it be better?

How could this have been better facilitated?

What are the challenges of implementing this strategy?

Plan…Do…ReviewHow will you share the information from today?

Page 11

One set per district; whoever takes them must sign for them

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

Terry Rhodes KDE/[email protected]

Don’t forget the Evaluation!

Welcome! We’re glad to see you! Review the documents on the table and consider why education is important. Why do we care that all students learn? Who.

Documents

link slide

tinyurlngssmtoc slide

sharing slide

day slide

classroom slide

effectiveness system

uum5ldijio3ool5py3pejfgw

student learning