Moving NGSS to KCAS and Beyond

1. Moving NGSS to KCAS and Beyond Terry Rhodes terry.rhodes@education.ky.gov 859-585-7762 www.terryrhodes1science.com

2. Norms • Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully. • Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials. • Be focused during meetings. Stick to goals/ targets, use technology to enhance work at hand, limit sidebar conversations. • Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.

3. “The Kentucky Board of Education approved a motion to support Commissioner Holliday’s plan for moving ahead with teaching the Next-Generation Science Standards this fall in every grade, K-12, with development of a new test for elementary and middle school occurring after the 2014-15 school year. While there will be no K-PREP science test in 4th- and 7th-grades in the coming school year, students will still take science assessments as part of the EXPLORE (8th grade), PLAN (10th grade), ACT (11th grade) and End-of-Course (high school) tests.”

4. Types of Learning Targets

5. Knowledge The underlying facts and concepts of the discipline that students need to know (describe, explain, recall, identify)

6. Reasoning Students use and apply what they know to reason and solve problems (use, formulate, Analyze, infer)

7. Skill Students perform an action or task that must be observed to be assessed (measure, observe, use equipment)

8. Product The product itself is the focus of the standard and there must be a product to determine if the student can create it (constructs, creates, develops)

9. Your Grade? Your School? Your District?

10. How Do They Go Together? Thinking About Bundling • Close Ipads, laptops, phones and Standards books! NO CHEATING! • In pairs, choose an envelope with a grade level (ES/MS) or content (HS) you will teach • Lay out the strips and begin reading the Performance Expectations • Start thinking about how they fit together; where do they overlap? What PE’s will be bridges to other concepts?

11. Once partners have come to consensus, tape the strips to chart paper and use markers to write in additional information such as unit names or cross-discipline ideas • Remember…some may go in more than one place! • Hang the posters by grade/by school, starting with K

12. Gallery Walk • Look for the flow • Find the connections • What’s Your Story??

14. Performance Expectation, Clarification Statement, Assessment Boundary Appendix E Framework What content needs to be addressed?? Appendix F Framework What Practices need to be addressed?? Appendix G Framework What XCC’s need to be addressed? Connections Boxes, other resources What else?? Math? Literacy? Misconceptions?

15. Long Term Unit Planning Have grade level discussions about long term planning; Word copy on website with today’s materials

16. Flowchart for Deconstructing Performance Expectations (PEs)

17. Deconstructing Standards Activity

18. Flowchart for Deconstructing Performance Expectations (PEs)

19. Deconstructing Standards Activity Performance Expectations/Knowledge • Performance Expectations/Skills • Performance Expectations/Products

20. Brainstorming Knowledge

21. Flowchart for Deconstructing Performance Expectations (PEs)

22. Writing Learning Targets

23. Flowchart for Deconstructing Performance Expectations (PEs)

24. Writing “I can…” Statements

25. Flowchart for Deconstructing Performance Expectations (PEs)

29. Moving NGSS to KCAS and Beyond Terry Rhodes terry.rhodes@education.ky.gov 859-585-7762 www.terryrhodes1science.com