Science Leadership Network

1. Science Leadership Network Please complete the “Science and Engineering Practices Implementation” handout and return it to the sign in table. Fall 2014

2. Framing the Day high school

3. The Geologic History of Science Education in the State of Washington

4. Washington State Transition Plan

5. Assessment Timeline

6. Goals What does infusing some “Practices” and “Crosscutting Concepts” look like in “my classroom”? • Apply the practice of Developing and UsingModels to instructional design. • Connect the practices called Constructing Explanations & Designing Solutions, Engaging in Argument from Evidence to Developing and UsingModels and WA State Learning Standards (ELA). • Develop the capacity to engage all learners in classroom discourse and the public representation of their ideas. • Identify an appropriate student growth goal.

7. Is It Developing and Using Models?

8. The milk chocolate melts in your mouth, not in your hands.

9. Human Scatterplot The milk chocolate melts in your mouth, not in your hands.

10. Grade Level Groups • K-2 • 3-5 • 6-8 • 9-12

11. Take a 15 minute Break!

12. Initial Thinking - Model • Draw a labeled diagram that describes what you think happens to an M&M in your mouth and in your hand that supports your claim. • Use your best scientific explanation based on your current understanding. • What is happening before, during, and after the candy goes from your mouth to your hand? • Be prepared to share your ideas.

13. Competing Ideas • How does your explanation differ from others’ in the room? Or is it similar? • What should your model include?

14. Dissolvingvs. Melting

16. More Evidence

17. Lunch! Take care of important Building or Department conversations.Share the NGSS shifts you are infusing (or are considering) in your classroom this year

18. Adding to Our Model • What new information can you include in your model? or • Is there anything you want to change in your model? • Consider… • What happened to the different parts of the candy? • What is happening at the particle level? • What is happening to the matter and energy?

19. Adding to Our Model:Sticky-Notes and Language Scaffolds Added to our model - Revised our model - Questions we still have - We added…. Use the Sentence Frames! We used to think…. We are wondering….

20. Reflecting on Developing and Using Models • How have your ideas changed? • Revisit the probe. Any new insights? • What should students at your grade band know and be able to do with the practice of developing and using models? (Appendix F p.6)

22. http://tinyurl.com/isitmelting

23. Make Your Probe Explanation Cl-Ev-R Claim • Relevant • Stands Alone Evidence • Appropriate • Sufficient Reasoning • Stands Out • Link Between Claim and Evidence

24. Reflecting on Formative Assessment • Reflect on the use of the Sticky-notes and Language Scaffolds, the “Gotta-have” checklist, and your small group model: • as an illustration of developing and modifying models • as a formative assessment tool • Reflect on the use of the probe as an assessment tool.

25. Take a 10 minute Break!

26. Application to Our Classroom

27. In Washington… G! RCW 28A.405.100 8 Criteria - Teachers 8 Criteria - Principals RCW 28A.405.100 Instructional and Leadership Frameworks G! RCW 28A.405.100 G! RCW 28A.405.100 EducatorEvaluation WAC Student Growth Rubrics G! RCW 28A.405.100 G! RCW 28A.405.100 g A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC). G! RCW 28A.405.100 A lower-case “g” indicates that the guidance represents research-based best practice but is not mandated by law or rules.

28. Reviewing Key Terms G! RCW 28A.405.100 • Student Achievement: The status of subject-matter knowledge,skills, understanding or performance at a given point in time. • Student Growth: The change in student achievement between two points in time. It is student growth, not student achievement, that is relevant in demonstrating impacts teachers and principals have on students.

29. Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning

30. Follow a Sequence: Determine the academic needs for the pertinent group (all-grade, one class, sub-group) Determine which of those needs are enduring or transferable knowledge or skills Determine which of those are in your control

31. SMART Goal Process for Student Growth

32. SPECIFIC • Does the goal identify a specific area of need within the content, based on a learning standard? • Is the goal necessary for the next level of instruction? • Is the goal clearly written?

33. MEASURABLE • Does the goal identify the sources of evidence/measures that will be used to show student growth? • Are the sources of evidence/measures appropriate for demonstrating growth for the identified area of need? • Are there two or more points in time indicated?

34. APPROPRIATE • Is the goal standards-based and directly related to the subject and students taught? • Does the content selected represent enduring skills, concepts or processes?

35. REALISTIC • Is the goal doable, but rigorous enough to stretch the outer bounds of what is attainable? • Is there a good match between the goal and the level of rigor expected in the standards addressed?

36. TIME-BOUND • Is there sufficient time within the interval of instruction to determine goal attainment? The goal is bound by a timeline that is definitive and allows for determining goal attainment.

37. What should our goal be around? • What did we learn today? • Developing and Using Models • Engaging in Argumentation From Evidence • Constructing Explanations • What are some resources to assist you? • Public Representations • Ambitious Science Teaching

38. Supporting Your Work • tools4teachingscience.org • Public representations of students’ thinking (PDF)

39. Getting Feedback • Pass the goals around the table • Each participant provides specific feedback to the writer on how to improve the goal • Keep passing until the goal returns to the writer • Once the goals are back with the author, he/she rewrites them based on feedback. • Shares with a partner • All participants select their best goal, and write it on a sticky note. Post the note on the chart.

40. Monitoring Student Progress 36

41. Between now and then... • Consider how you will monitor your students’ growth based on your written goal. • What strategies will you be implementing? • What evidence will you be able to share in January at our next meeting?

42. Goals What does infusing some “Practices” and “Crosscutting Concepts” look like in “my classroom”? • Apply the practice of Developing and UsingModels to instructional design. • Connect the practices called Constructing Explanations & Designing Solutions, Engaging in Argument from Evidence to Developing and UsingModels and WA State Learning Standards (ELA). • Develop the capacity to engage all learners in classroom discourse and the public representation of their ideas. • Identify an appropriate student growth goal.

43. Wrapping Up • Complete your postcard reminder and place it on the table in front. • Take the AESD Survey found here...

44. Science Leadership Network Fall 2014