Science Leadership Network

Science Leadership NetworkFall 2014

Please complete the Science and Engineering Practices Implementation handout and return it to the sign in table.Framing the Day

high schoolDont get comfortable you will be working in grade level teams today.

The Geologic History of Science Education in the State of Washington

History of standards - Mike will add book images.Washington State Transition Plan

Explain the WA transition timeline.Assessment Timeline

https://www.k12.wa.us/Science/NGSS/NGSS-AssessmentDescriptionTimeline.pdf

Goals

What does infusing some Practices and Crosscutting Concepts look like in my classroom?

Apply the practice of Developing and Using Models to instructional design.

Connect the practices called Constructing Explanations & Designing Solutions, Engaging in Argument from Evidence to Developing and Using Models 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.Goals were developed based on participant feedback from Spring.Is It Developing and Using Models?

Administer the probe.

Share that they will be revisiting the probe later in the day.

Transition: What does implementing the SEPs look like in a classroom? Today we will engage in some adult experiences around SEP #2, #6, and #7

(Should we have an SEP and CCC handout? Maybe a half sheet?)The milk chocolate melts in your mouth, not in your hands.

https://www.youtube.com/watch?v=RRESIYTRZzU

Do you think the advertisers have their science right?

Human ScatterplotThe milk chocolate melts in your mouth, not in your hands.

Do you agree with the claim that the milk chocolate melts in your mouth, not in your hands?

Label one side of the room with the choices (A. B. C, etc.). This is the X axis of the graph.(A) Yes(B) Sort of(C) No

Label the adjacent wall with a range of low confidence to high confidence. This is the Y axis of the graph.

Read the question and have students position themselves according to their answer choice and level of confidence in that answer. Grade Level GroupsK-2

3-5

6-8

9-12

Have participants group together in teams of three by grade level.

Take a 15 minute Break!

Initial Thinking - ModelDraw 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.On chart paper draw the model- these will be small group models based on their current thinking. Competing IdeasHow does your explanation differ from others in the room? Or is it similar?

What should your model include?

Gallery Walk

Identify competing ideas

Create an Explanation ChecklistThe "Gotta-have" explanation checklist is not a list of vocabulary words that have to be included in drawn or written explanation. As the checklist is developed, lesson by lesson, it needs to be composed of IDEAS, or RELATIONSHIPS that the students now believe are important to a final explanation. These items on the checklist are not "giving away answers." They remind students of what is important to talk about or draw out, and these are ideas that they have come up with themselves during the unit.

Dissolving vs. Melting

More Evidence

Handout:Why do M&Ms Melt in Your Mouth, but not in Your Hand? | Ask Science Gimp at JimmerUK.com. (2006, July 12). Retrieved September 22, 2014, from http://www.jimmeruk.com/Ask-Science-Gimp/why-do-mams-melt-in-your-mouth-but-not-in-your-hand.html

Participants will read the article and use the graphic organizer to support their reading.

Take care of important Building or Department conversations.

Share the NGSS shifts you are infusing (or are considering) in your classroom this yearLunch!Adding to Our ModelWhat new information can you include in your model?orIs there anything you want to change in your model?

ConsiderWhat happened to the different parts of the candy?What is happening at the particle level?What is happening to the matter and energy?

Go back to the Gotta-Have checklistAdding to Our Model:Sticky-Notes and Language ScaffoldsAdded to our model -

Revised our model -

Questions we still have - We added.

We are wondering.

Use the Sentence Frames!

We used to think.

Create a half sheet handout with the sentence frames on it for participants.You will need pink, yellow, and blue sticky notes for each group.Add to model * We added [describe what you added] because [evidence from activity, reading, discussions, or other groups' hypotheses]. * We think __ supports our model, but it also tells us that __ should be added to make it even more accurate. Revise model * We changed [description of what you changed] because [evidence from activity, reading, discussion with other groups]. * We used to think__, but now we think __, because __. * We think __ contradicts __ in our original model because __. Questions * We are wondering about [part of model] because __. * We think that if we knew __, it would help us explain __. Tips: * Students are often reluctant to comment on others' drawings, so we have them practice by placing notes on their own models. They learn how to write notes in full sentences that provide reasons for requesting possible changes. * We always provide students with sentence frames. * One sentence frame should be about a puzzle or a question that a group has. This opens the door to really new ideas or to gaps in the potential explanation that could not be expressed in any other way. * Allow time after the commentary for the creators of the model to read the notes and decide if they should act upon the suggestions.

Reflecting on Developing and Using ModelsHow 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)

Should they get page 6 as a handout?

Share answers to probe.

http://tinyurl.com/isitmeltingWe have focused on the SEPs and now we would like to look at formative assessment. Lets uncover some of our thinking.

You will select from the list online, but just think about your rule for now. You will be engaging in a protocol to develop your explanation.

Link to poll online: http://tinyurl.com/isitmelting

Keeley, P., Eberle, F., & Farrin, L. (2005). Uncovering student ideas in science (Vol. 1, p. 73). Arlington, Va.: NSTA Press.

Permissions:Permission is granted in advance for photocopying brief excerpts for one-time use in a classroom or workshop.

Make Your Probe ExplanationCl-Ev-RClaimRelevantStands AloneEvidenceAppropriateSufficientReasoningStands OutLink Between Claim and EvidenceYour team will come up with an explanation or rule for why you selected the choices you did. Follow the protocol.

HandoutAdapted from a poster designed by William Rewitz, Puyallup, WA based on Explanation Analysis from Science Formative Assessment, Keeley 2008. Based on the C-E-R Framework, McNeil et al. 2011.

Reflecting on Formative AssessmentReflect 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 modelsas a formative assessment tool

Reflect on the use of the probe as an assessment tool.

Reflecting on Developing and Using ModelsReflect 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 modelsas a formative assessment toolReflect on the use of the probe as an assessment tool.

Take a 10 minute Break!

Application to Our Classroom

Where we are heading

Application to the classroomCreate a student growth goal related to the goals of the day.Provide scaffoldingPublish the goal on a chart or google form

Teachers should visit: http://tpep-wa.org/student-growth-overview/student-growth-teacher-resources/ for copies of the ppt.

In Washington A capital G! indicates that the guidance represents Washington state law (RCW) or rules (WAC).A lower-case g indicates that the guidance represents research-based best practice but is not mandated by law or rules.gG!RCW 28A.405.100G!RCW 28A.405.100G!RCW 28A.405.100G!RCW 28A.405.100G!RCW 28A.405.100G!RCW 28A.405.100Educator EvaluationWACRCW 28A.405.1008 Criteria - Teachers8 Criteria - PrincipalsInstructional and Leadership FrameworksStudent Growth Rubrics

In Washington there are several key documents, two of which are RCW 5895 which is the legislation and the Washington Administrative Code (WAC) which are the procedures for implementation of the RCW.

A capital G! indicates that the guidance represents the Revised Code of Washington (RCW), or Washington Administrative Code (WAC).

The RCW establishes the criteria for evaluations of certificated employees, including administrators; these include legislative findings about the purpose of evaluations, training for evaluators, training for educators on required evaluation procedures, and assistance for teachers following evaluations.

The WAC establishes the minimum criteria and minimum procedural standards to be adopted in accordance with Chapter 41.59 RCW by districts for the evaluation of the professional performance capabilities and development of certificated classroom teachers and certificated support personnel.

The lower case g represents research-based best practice.

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.

Reviewing Key TermsIt is student growth, not student achievement, that is relevant in demonstrating impacts teachers and principals have on students.

G!RCW 28A.405.100Quick Review Ask, what is the difference between Student Achievement and Student Growth?

Discuss connection to Washington State Learning Standards on this one.

Background Info from Student Growth Module:OSPI Assessment uses these key terms it is important that we use consistent language.

Washington has taken great care over the last three years to consider the shift away from a focus on achievement to a focus on growth. In 2011-12 the state convened a TPEP Student Growth Task Force and focused on creating a student growth rubric, where the TPEP Pilots and the TPEP Steering Committee were heavily involved in providing recommendations and feedback. Student growth is the focus and thinking about the continuous learning process over time.

FAQ Does increased attendance or decrease in behavior issues constitute a learning goal?No - The intent is that they center around the content and standards. Even more specifically, the big standards not the smaller learning of a single concept.

Possible Activity - Take a look at these terms and their definitions what do you notice?Possible discussion top[ics:

Would you build these definitions out any further?

What additions might you make?

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

Share the checklist and rubrics. Have participants look at the difference between a level 3 and level 4. They should notice that the Distinguished level is really a leadership role.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 skillsDetermine which of those are in your control Follow a Sequence:SMART Goal Process for Student Growth

Go through this slide. This is an example of best practice in goal writing. You may mention that for teachers and principals in Washington State in their Pro Cert programs, SMART goals are used.

Let the group know that this slide and the next 5 slides may be used as resourcesnot requirements.

Take 20 minutes for the next five slides. SPECIFICDoes 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?

Specific also means that whatever content the teacher chooses as the basis for the goal, it represents essential or enduring skills/learning, concepts or processes.

MEASURABLEDoes 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? Measurable means that the teacher has chosen an appropriate instrument(s) or measure(s) to assess where students are in order to establish the baseline for goal-setting. These sources should be clearly identified within the goal.

It is also important to make sure that the measures identified in the goal can be used to demonstrate growth in the area or areas of identified need. APPROPRIATEIs the goal standards-based and directly related to the subject and students taught?

Does the content selected represent enduring skills, concepts or processes?

A goal is appropriate when it is clearly related to the roles and responsibilities of the teacher. Is the goal within the teachers realm of responsibility? Of course, all teachers have content area standards for which they are responsible and that is what students should master. Goals should be directly related to the subject and the students the teacher teaches. REALISTICIs 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? A realistic goal is one that is rigorous. In other words, it is challenging, but doable. Ask, Does your district have a definition of or framework for Rigor? If so, what are you using?

TIME-BOUNDIs 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.And finally, the T in SMART means time bound. Keep in mind that the interval of instruction must to be sufficient so its possible to determine if the goal was met. What should our goal be around?What did we learn today?Developing and Using ModelsEngaging in Argumentation From EvidenceConstructing Explanations

What are some resources to assist you?Public RepresentationsAmbitious Science Teachinghttp://tools4teachingscience.org/tools/public/index.html

Share the resources found on this site.

Supporting Your Worktools4teachingscience.orgPublic representations of students thinking (PDF)

Show how to get to the document that shares the various strategies we presented today. You may want to make copies if your participants dont have access to web enabled devices, however it is 13 pages.Pass the goals around the tableEach participant provides specific feedback to the writer on how to improve the goalKeep passing until the goal returns to the writerOnce 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. Getting FeedbackHave posters up and ready for 3.1, 6.1 and 8.1 Student Growth Goal samples.

Let the group know that these goals might be shared in regional resources.

Take 20 minutes for this part of the activity,.

Monitoring Student Progress36

As you monitor student progress through ongoing formative assessment, you will continue to revisit and reflect upon your strategy choices and revise as needed based on what you learn as you formatively assess. 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?

Goals

What does infusing some Practices and Crosscutting Concepts look like in my classroom?

Apply the practice of Developing and Using Models to instructional design.

Connect the practices called Constructing Explanations & Designing Solutions, Engaging in Argument from Evidence to Developing and Using Models 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.Goals were developed based on participant feedback from Spring.Wrapping UpComplete your postcard reminder and place it on the table in front.

Take the AESD Survey found here...

Science Leadership NetworkFall 2014