WELCOMEFall 2011- Winter 2012 RESA Meeting

SCIENCE Essential Standards Implementation

Facilitator: Jami InmanNCDPI Science Consultant

Expected OutcomesBy the end of this session participants will…Identify resources and supports for implementation of Science Essential Standards.

Increase understanding of K-12 vertical strands .

Use Curriculum Topic Study (CTS) to connect standards and research on learning to classroom practice.

Today’s Agenda•DPI Updates

SCOS and Essential Standards ACRE, Race to the Top, and Next Generation Accountability

•BREAK•Themes, Strands, and Organization of Standards•LUNCH•Curriculum Topic Study•Implementation Strategies

The Science Section Curriculum and Instruction, DPI

Beverly Vance, Science Section Chief

Debra Hall , K-5 consultantDonna Kenestrick, K-5 consultant

Benita Tipton, 6-8 consultant Jami Inman, 9-12 consultant Ragan Spain, 9-12 consultant

Victoria Ewing, program assistant

Lincoln

DurhamAlamance

Alleghany

Anson

Ashe

Avery

Beaufort

Bertie

Bladen

Brunswick

Buncombe

Burke

Cabarrus

Caldwell

Carteret

Caswell

CatawbaChatham

CherokeeClay

Cleveland

Columbus

Craven

Cumberland

DareDavidson

Davie

Duplin

Edgecombe

Forsyth

Franklin

Gaston

Gates

Graham

Granville

Greene

Guilford

Halifax

Harnett

Haywood

Henderson

Hertford

Hoke

Hyde

Iredell

Jackson

Johnston

Jones

Lee

Lenoir

McDowell

Macon

MadisonMartin

Mecklenburg

Mitchell

MontgomeryMoore

Nash

NewHanover

Northampton

Onslow

Orange

Pamlico

Pender

Person

Pitt

Polk

Randolph

Richmond

Robeson

Rockingham

Rowan

Rutherford

Sampson

Scotland

Stanly

StokesSurry

Swain

Transylvania

Tyrrell

Union

Vance

Wake

Warren

Washington

Watauga

Wayne

Wilkes

Wilson

Yadkin

Yancey

Perquimans

Chowan

Pasquotank

Camden

Currituck

Alexander

Region 1 Ragan Spain – ragan.spain@dpi.nc.gov--(919)-807-3950

Region 2 Benita Tipton – benita.tipton@dpi.nc.gov--(919)-807-3933

Region 3 Debra H/Donna K

Region 4 Jami Inman – jami.inman@dpi.nc.gov--(919)-807-3607

Region 5 Donna Kenestrick – donna.kenestrick@dpi.nc.gov--(919)-807-3863

Region 6 Debra Hall – debra.hall@dpi.nc.gov--(919)-807-3814

Region 7 Jami Inman

Region 8 Ragan S/ Benita T

Science Service Delivery Assignments

Beverly G. Vance, Science Section Chief

beverly.vance@dpi.nc.gov919-807-3936

Victoria EwingProgram Assistant/Science

919-807-3929victoria.ewing@dpi.nc.gov

…saying Goodbye to the current SCOS…

Remember!

Even though we are preparing for the new Essential Standards, the SCOS will be taught and tested during the 2011-2012 school year.

Instructional Resources for SCOS

• 2004 SCOS http://dpi.state.nc.us/curriculum/science/scos/

• Middle Grades Resources http://dpi.state.nc.us/curriculum/science/middlegrades/

• High School Resources http://dpi.state.nc.us/curriculum/science/secondary/

Instructional Resources for SCOS

• K-12 2004 Units, Differentiation Strategies and 5E http://dpi.state.nc.us/curriculum/science/units/

• EOGs grade 5 & 8 http://dpi.state.nc.us/accountability/testing/eog/science/

• EOCs http://dpi.state.nc.us/accountability/testing/eoc/

SCIENCE Essential Standards

• Approved since February 2010

• Can be accessed at http://www.dpi.state.nc.us/acre/standards/new-standards/#science

• Click on support tools in the left menu to access– Crosswalks– Content Descriptions

Supports for Implementation

DPI Modules• On the DPI ACRE web site, find the PD

menu on the left side of the page: http://www.ncpublicschools.org/acre/profdev/

• Includes online, onsite, real-time and asynchronous offerings https://center.ncsu.edu/nc/

NC’s lens for classifying standards: RBT

Revised Bloom’s Taxonomy (RBT)• Why was the original taxonomy revised?

• Cognitive research revealed that learning was not linear (e.g., analysis may have to precede understanding....)

• Over the years, too many verbs were used (and misused) to describe the levels.

• Type of knowledge makes a difference.

1.Remem-

ber

2.Under-stand

3. Apply

4. Analyze

5.Evaluate

6.Create

A.FactualKnowledge

B. Conceptual Knowledge

C.ProceduralKnowledge

D.Meta-CognitiveKnowledge

Four Types of KnowledgeA. Factual knowledge- terms, details, symbols,

informational sources (vocabulary)

B. Conceptual knowledge- classification, generalizations, theories, models (Taxonomy of a bug/tree)

C. Procedural knowledge- employing a method or technique, using skills, procedures to solve a problem (Scientific processes)

D. Metacognitive knowledge- strategic, self- knowledge , critiquing, cognitive demands of specific tasks, (experimentation)

Understand Defined as… “To construct meaning from instructional messages, including oral, written, and graphic communication”

Verbs alternative names

•Interpreting clarifying, paraphrasing, representing, translating•Exemplifying illustrating, instantiating•Classifying categorizing, subsuming•Summarizing abstracting, generalizing•Inferring concluding, extrapolating, interpolating, predicting•Comparing contrasting, mapping, matching •Explaining constructing models

LIVE Training Sessions• Summer Institutes for LEAs, IHE Institutes

• RESA presentations in all regions during November, January and February

• Informal Educator Institutes in December

• Live Webinars throughout the 2011-2012 school year

January 26, 2012Greensboro Coliseum

Greensboro, NC

Region 5

January 24, 2012Senator Bob Martin Eastern Agriculture Ctr, Williamston, NC

Region 1

February 16, 2012A-B Tech

Candler, NC

Region 8

January 31, 2012Mid Pines Inn1010 Midland RoadSouthern Pines, NC

Region 4

January 12, 2012River Landing Clubhouse116 Paddle Wheel Dr.Wallace, NC

Region 2

January 19, 2012Holiday Inn Express

N. Wilkesboro

Region 7

November 2, 2011NCSBA Building

Raleigh, NC

Region 3

January 9, 2012 UNC Charlotte

Charlotte

Region 6

Science Webinars September 22, 2011 Webinar I

November 29, 2011 Webinar II

February 28, 2012 Webinar III

April 25, 2012 Webinar IV

*all webinars will be archived and

posted to our Science WIKI

Science Web PagesScience WIKI

http://scnces.ncdpi.wikispaces.net/

Science Sharp School site

http://science.ncwiseowl.org/

ACRE Science

http://www.dpi.state.nc.us/acre/standards/new-standards/

SCOS

http://www.dpi.state.nc.us/curriculum/science/

Science WIKI

You can enter as a guest OR

create a wiki account and send a request to join us

http://scnces.ncdpi.wikispaces.net/

Race to the Top Career and College Ready, Set, Go!

• NC is one of 12 states awarded• Nearly $400 million over the grant period• Designed to spur public school innovation

North Carolina’s Four Pillars:Great Teachers and Principals

Quality Standards and AssessmentsTurn around the lowest achieving schools

Data System to improve instruction

• *Special Section devoted to STEM education

STEM is EVERYWHERE!

Literacy in Science

• Common Core Literacy Standards in Science and Technical Subjects

• The standards begin at grade 6. (Note: Standards for K–5 reading in history/social studies, science, and technical subjects are

integrated into the K–5 Reading standards.) • For more information: http://www.corestandards.org

Writing in Science

Online Writing Instruction (OWI)

•designed to provide students with opportunities to have a variety of experiences throughout the school year•not an assessment, but a formative tool to monitor the progress of students in writing and adjust instruction•replaces the previous Writing Instruction System

Assessment Updates

• Test Development

• ACT framework

• ABCs

A Word about Assessment…

Online Assessment Website - http://dpi.state.nc.us/acre/assessment/online/

Please contact the following NC DPI staff for more information:

Kayla Siler Kayla.siler@dpi.nc.gov

Jim Kroening Jim.kroenig@dpi.nc.gov

Tracey Greggs Tracey.greggs@dpi.nc.gov

…Assessment continued…Best Practices Guidehttp://www.ncpublicschools.org/acre/assessment/guide/

Roadmaphttp://www.pearsonassessments.com/pai/ai/Products/NextGeneration/roadmap.htm

NC Education  https://center.ncsu.edu/nc 

• Includes tutorials and other informative links – to access NC FALCON, Online Writing Instruction, Primary Artifact Questions (PAQs), NC Test, etc.

• Large-scale managed Moodle system with specialized additions to support professional development, student learning, accountability processes, and information delivery.

ABCs Reports• http://www.ncreportcards.org/src/

The Conceptual Framework & Next

Generation Science Standards

NEW National Standards in Science

• Conceptual framework was released during the past summer

• ACHIEVE is in the process of developing draft versions of the next generation of standards

• North Carolina is one of the lead states

BREAK

Themes, Strands and Organizational Structure

Constructing a map…

Themes, Strands and Organizational Structure

Building A Map

• Remove the contents of the envelope and place on the table so the group can easily read the statements related to force and motion.

• Discuss which statements could be understood (learned) at K-2, 3-5, 6-8, and 9-12.

Building A Map• Have one person keep notes of the

conversation and questions that arise.

• Once consensus on the grade range placements have been reached, try to arrange them on the template provided showing how one statement contributes to the understanding of another.

• Tape the statements to the template.

Building A Map

• Use a vis-à-vis marker to draw arrows to show the connections.

• Prepare to give feedback to large group on the process and the discussion within your group.

Building A Map

Compare your map to the NC Science Essential Standards map for Relative Motion.

Referencing an Atlas Map…

Motion: Laws of Motion Map

Quick Write: Make a quick list of 3 ideas shared today and

share how each will impact your practice.

List 1 idea that

“Squares” with your thoughts:

List 1 idea that’s

still rolling “Around”:

“I’m just not sure about

that!”

List 1 idea you would

like to “Change”:

Lunch Break

Curriculum TopicStudy

A look at the powerful process of curriculum Topic Study…..

DPI Science Consultants

Bookmark our WIKI !

Open your browser.

Go to this site

http://scnces.ncdpi.wikispaces.net/home

State and National Standards Are Not Enough…

“What has been missing is a systematic, scholarly, deliberate process to help educators intellectually engage with standards and research on student learning so they can make effective use of them.”

Keeley, 2005

CTS provides that “missing link”.

What is CTS?

A process that incorporates a systematic study of standards and research

A set of tools and resources for improving curriculum, instruction, and assessment

An intellectually rigorous and engaging professional development experience to improve teacher content and pedagogical knowledge

WHY is Curriculum Topic Study IMPORTANT to UNPACKING

North Carolina’s Science Essential Standards?

Bridging the Gap

National Standards

Research on Learning

Classroom Practice

State Standards

Resources for CTS…Experts at Your Fingertips 24/7

Indicates the resource or parts of it are online

Additional Resources…• The National Research Council’s

(NRC) A Framework for K-12 Science Education was released in July 2011 and will serve as the basis for the Next Generation Science Standards managed by Achieve, Inc.

• Science College Board Standards for College Success defines the knowledge and skills students in grades 6-12 need to be college and career ready.

Components of a Curriculum Topic Study

• CTS Sections and Outcomes• Selected Readings from CTS Resources • Web Site- Supplementary Material www.curriculumtopicstudy.org

The CTS Guide

• 6 sections– Purposes of the sections

• I : Identify Adult Content Knowledge• II : Consider Instructional Implications• III : Identify Concepts and Specific Ideas• IV : Examine Research on Student Learning• V : Examine Coherency and Articulation• VI : Clarify State Standards and District

Curriculum

• Each section links to CTS collective resources

Types of CTS Guides

• Published Guides• Customized Guides

Published Guides

• Produced by Page Keeley• 147 CTS Topic Study Guides• Organized in 11 Categories• Closely aligned to national

documents

Published Guides• Diversity of Life (7 topics)• Ecology (11 topics)• Biological Structure and Function (11 topics)• Life’s Continuity and Change (10 topics)• Matter (16 topics)• Earth (18 topics)• Astronomy (10 topics)• Energy, Force, and Motion (23 topics)• Inquiry and the Nature of Science and Technology (26

topics)• Implications of Science and Technology (11 topics)• Unifying Themes (4 topics)

Looking at a Customized Guide

Customized NC Guide

FORCE & MOTION Standards- and Research-Based Study of a Curricular Topic

Section and Outcome

Selected Sources and Readings for Study and ReflectionRead and examine related parts of

I. Identify Adult Content Knowledge

IA. Science for All Americans Chapter 4, Motion, pages 52-55; Forces of Nature, pages 55-57Chapter 10, Uniting the Heavens and Earth, pages 149-150 *Optional Resource:IB. Science MattersChapter 1, The Clockwork Universe, pages 7-18Chapter 3, Electricity and Magnetism, pages 44-49Chapter 9, The Four Forces, pages 157-163 

Customized NC Guide Force & Motion (continued)

II. Consider Instructional Implications

IIA: Benchmarks for Science Literacy4F, Motion general essay, pages 87-88; grade span essays, pages 89-914G, Forces of Nature general essay, page 93; grade span essays, pages 94-9610B, Uniting the Heavens and Earth essay, page 242 IIB: National Science Education Standards Download free pdf version for easier navigationGrades K-4, Standard B essay, pages 123, 126; Vignette Science Olympiad, pages 39-40Grades 5-8, Standard B essay, pages 149, 154; Vignette The Insect and the Spider, pages 80-81Grades 9-12, Standard B essay, pages 177-178 *Optional Resource:IIC: A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas Download free pdf version Core Idea PS2: Motion and Stability: Forces and Interaction, pages 5-7 – 5-11

Customized NC Guide Force & Motion (continued)

III. Identify Concepts and Specific Ideas

IIIA: Benchmarks for Science Literacy4F, Motion, pages 89-92, bulleted list of statements for each grade span10B, Uniting the Heavens and Earth, page 243, bulleted list for 9-124G, Forces of Nature, pages 94-97, bulleted list of statements for each grade span IIIB: National Science Education Standards Download free pdf version for easier navigationGrades K-4, Standard B, Position and Motion of Objects, page 127Grades 5-8, Standard B, Motion and Forces, page 154 Grades 9-12, Standard B, Motion and Forces, pages 179-180 

Customized NC Guide Force & Motion (continued)

IV. Examine Research on Student Learning

IVA: Benchmarks for Science Literacy Click onto section; then click “View Research” box beside section heading or go to Chapter 15 from the Table of Contents

4F, Motion - The Concept of Force, page 339; Newton’s Laws of Motion, page 339-340

4G, Forces of Nature, page 340 *Optional Resource:IVB: Making Sense of Secondary Science: Research into Children’s Ideas Chapter 21, Forces, pages 148-153 Chapter 22, Horizontal Motion, pages 154-162 Chapter 23, Gravity, pages 163-167 

Customized NC Guide Force & Motion (continued)

V. Examine Coherency and Articulation

VA: Atlas of Science Literacy link to Science Literacy Maps on the National Science Digital Library(NSDL)website

Volume 1, Laws of Motion, pages 62-63; Gravity, pages 42-43 Volume 2, Classical Mechanics, pages 74-75 On-line, The Physical Setting maps Gravity, Laws of Motion and Waves;

Historical Perspectives map Classical Mechanics VB: Science College Board Standards for College SuccessTM Download free pdf

version Foundational Knowledge upon entering sixth grade, page 88; Physical Science (6-8): Standard PS.1: Interactions, Forces and Motion,

pages 89-95 Physics (9-12): Standard P.1: Interactions, Motion and Forces, pages 142-

150; Objective P.2.2 Conservation of Linear Momentum, pages 152-154 

Customized NC Guide Force & Motion (continued)

VI. Clarify State Standards and District Curriculum

VIA: State Standards: Link Sections II-IV to learning goals and information from your state standards or frameworks that are informed by the results of the topic study. See NC 2009 Science Essential Standards, Crosswalk and Unpacked Content documents.  VIB: District Curriculum Guide or Instructional Materials: Link Sections II-IV to learning goals and information from your district curriculum guide or instructional materials that are informed by the results of the topic study. 

Exploring the

Guide

NC Customized CTS Guide for K-12 Force & Motion Strand

Curriculum Topic Study Whirl-Away

Activity Instructions

•Follow the CTS section study directions for your assigned section.•You have 45-minutes to read the resource(s), discuss, identify important information and create a poster.•Designate a group reporter to share out to the whole group.

CTS Share Out

Curriculum Topic Study Take-Away

Reflection Activity

Think-Pair-Share

How will you use CTS in preparing for implementation of

the Science Essential Standards?

Information, Technology & Science

5 W’s of the Information and Technology Essential Standards

• Who – Classroom teachers

• Where – In the classroom

• When – K-12 beginning 2011-2012

• Why – 21st Century Skills

• What – NC Information and Technology Standards

Strands of the Information and Technology Essential Standards

• Sources of Information

• Informational Text (K-5)

• Research Process

• Technology as a Tool

• Safety and Ethics

Evaluations

Thank you for your participation!-Jami Inman, NCDPI