FYI

1. Ways to ask questions: Raise your hand Parking Lot Ask facilitator as they come around Email If you need to leave early, please: See a facilitator to get materials. Notify your administrator FYI

2. Preparing All Students for Success (PASS) Meeting 1 January 18, 2011 Grant funding from CPE Facilitated by the P-12 Math and Science Outreach Unit of PIMSER P-12 Math & Science Outreach

3. Welcome to the Future!

4. PASS Facilitators • Kim Zeidler-Watters, Director P-12 M & S Outreach Unit of UK PIMSER • Diane Johnson, UK PIMSER RTP

5. Who’s In the Room? Primary Intermediate Middle High Curriculum Coach Administrator Other

6. People Hunt • Fill in your information. • Hunt for someone who has a different response and record his/her reply.

7. What is PASS? • Answer T or NT for each statement concerning the PASS grant. • Use the handout to find evidence to support or refute each statement.

8. Intent of Meetings • Capacity-building NOT train-the-trainer • SB 1 calls for professional development in: • Highly effective teaching and learning • Assessment literacy • Kentucky’s Core Academic Standards • Leadership to implement

9. What are our roles? • Facilitators: • To deliver the best professional development for each participant. • Participants: • What is a good PASS participant?

10. Let’s Answer That Last Question • Use the KINDLING form to answer the question. Things to focus on: • Behavior as a group • Individual responsibilities • Leadership role in district

11. What makes a good PASS participant? HEAD HANDS STOMACH HEART FEET

14. Group NormsRESPECT • Rejoin whole group when signaled • Everyone participates • Side conversations to a minimum • Prepared for meeting • Expect to be here and present in the work • Cell phone and other electronics etiquette • Two feet rule

16. Roadmap for the Day What is PASS? Putting It All Together Energy Transformations KCAS Literacy Standards for Science

17. T-Chart Time!

18. Baseline Data • Focus: Energy Transformations. • Use the last 4-digits of social security number. • For data purposes required by grant. • Will post test at end of year. • When finished turn in forms and take a break.

19. Ball Drop • Learning Targets • I can use data to make inferences and draw conclusions. • I can support a claim with evidence.

20. Is energy conserved when a ball is dropped? How do we know? • Self-sort into Elementary, Middle and High School groups---ONLY 3 per group. • Complete the “Ball Drop” FA probe on your own. Be sure to write your explanation. • Discuss your probe thoughts with your group.

21. Let’s Find Out! • Obtain a ball from a facilitator. • Using the probe as your guide, explore the question concerning the ball. • Develop a plan to test your hypothesis. • Be sure to record your observations and any data collected in your notebook. • Materials available: • Ball, meter stick, stop watch, LabQuest with motion detector (at stations around room), thermal paper, sound meter

22. Let’s Do a Little Research • To help you gather more information to answer your question, use the organizer as you read the excerpt from The Story of Science: Newton at The Center by Joy Hakim.

23. Let’s Re-test! • Discuss any changes in your experimental design, based on your reading, with your group. • Obtain a ball from your facilitators. • Re-test as needed.

24. What about the FA probe? • Discuss your findings with your group. • Re-visit the probe used at the beginning. • Are you satisfied with your choice & explanation? • Explanation should discuss energy conservation, transfer, and transformation. • Modify if needed.

25. Use the frame to guide your writing When a ball is dropped, ___________________. The data provide evidence that _____________________ . Therefore, I think ____________________________. What’s Your Claim? Your claim Include qualitative & quantitative data Reasoning for claim

26. Ball Drop • Learning Targets • I can use data to make inferences and draw conclusions. • I can support a claim with evidence.

27. Let’s Debrief • D

28. T-Chart Time!

29. If National Standards are the answer, then what are the questions?

30. Literacy Standards for Science Learning Targets I can describe the reading and writing standards for science for my grade level.

31. What matters most? What does our investment in teaching students mean? What do we want students to walk away with from our schools and classrooms? What should we teach?

32. The Five-Minute University What is Guido Sarducci telling us about 20th century learning?

33. BP Oil Spill: A Teachable Moment What can we learn about the nature of the challenges our students will face in the 21st century from this ecological disaster?

34. The challenges and problems our students will face in the 21st Century are: unpredictable. As in the case of the BP oil spill, we can wake up facing new and significant challenges we didn’t know we had yesterday. ambiguous. We may not have the knowledge we need to solve the problems when they occur and will have to acquire new knowledge as a result. interdependent. No single person or entity can solve the problem of the BP oil spill. 21st century problems are situated in a global economy in which individuals, organizations, corporations, and governments often have to work together to solve large-scale problems.

35. What is the Common Core State Standard (CCSS) Initiative? • State-led initiative, led by the National Governors Association and the Council of Chief School Officers. 48 states, Puerto Rico, District of Columbia, and the U.S. Virgin Islands

36. What is the Common Core State Standard (CCSS) Initiative? • Collaboration based on multiple drafts and feedback from school administrators, teachers, experts, and the public. Interesting fact: There were almost 10,000 responses when the final draft was opened for public review.

37. What is the Common Core State Standard (CCSS) Initiative? Draws upon the best practices of existing curricular models in the United States, as well as internationally—cognizant of the fact that we are preparing our students to be active participants in a global society and economy. Designed with a focus on coherence and consistency, rigorous content and its application through higher order thinking skills—to best prepare students for college and careers. Emphasis on literacy across the content areas.

38. How are the Common Core State Standards designed? ELA & Literacy in Science, Social Studies/History, & Technical Subjects Mathematics The CCSS are divided up into 2 categories:

39. ELA Standards—An Overview • K-12 Standards for • Reading • Writing • Speaking and Listening • Language • Reading and Writing Standards for History/Social Studies • Reading and Writing Standards for Science and Technical Subjects

40. ELA Standards—StructureThis hierarchy describes how to read the CCSS documents for ELA & Literacy in Science, Social Studies/History, Science & Technical Subjects College and Career Readiness Anchor Standards ELA • 4 sets: Reading, Writing, Language, and Speaking and Listening • Social Studies/History, Science, and Technical Subjects—2 sets: Reading and Writing • All of the standards within the grade bands are linked to these anchors with building complexity as the grades increase Strands Within each set, the anchors are divided into strands Grade Bands The ELA anchors are grouped K-5 and 6-12 (6-12 only for Social Studies, History/Science, and Technical Subjects) Standards The standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor Appendices Exemplar texts, performance tasks, student work

41. Strand

42. Standards Grade Band

43. Appendices • Exemplar texts, performance tasks, student work

44. Literacy Standards for Science: Writing Examine the College and Career Readiness Anchor Standards for Writing (pg. 63) and the Writing Standards for Literacy in Science (pgs. 64-66). What are the types of writing specified in the CAS for science? What are some curricular and instructional implications based on the “Research to Build and Present Knowledge” strand and the “Range of Writing” strand? How is this similar and different from your current practices?

45. Literacy Standards for Science: Writing Would the notebooking frame we used today help address these writing standards? What evidence can you cite to support your thinking? Why would it be important to help students develop this type of thinking and writing in science classes?

46. Literacy Standards for Science: Reading • Examine the College and Career Readiness Anchor Standards for Reading (pg. 60) and the Reading Standards for Literacy in Science (pg. 62). • Highlight and summarize key expectations. • What are some curricular and instructional implications based on the “Integration of Knowledge and Ideas” strand and the “Range of Reading and Level of Text Complexity” strand? How is this similar and different from your current practices?

47. Literacy Standards for Science: Reading • Skim the excerpt from The Story of Science: Newton at the Center by Joy Hakim. • Determine what grade level you think this excerpt would best serve based on reading level. • Share at your tables.

50. Text Complexity and the Common Core State Standards