KDE Math Science Partnership Grant

ADVANC3E

ADvancing Vertical Alignment of the NGSS Core/Cross- Cutting Concept Energy

Jefferson County Public SchoolsUniversity of Louisville

Project Goals Teachers will: gain greater content knowledge on the theme of energy, particularly how energy

concepts relate to a wide variety of scientific phenomena. develop greater pedagogical knowledge for teaching the topic of energy, including

use of a structured argumentation approach and increase their understanding of how students’ ideas grow in sophistication on this topic over their schooling years.

Students will: gain greater knowledge of science content, particularly on the theme of energy and

increased knowledge of how science knowledge is constructed. gain improved ability to develop scientific explanations.

Administrators will: gain greater understanding of how to support science teachers engaged in teaching

the science practice of argumentation from evidence, and increase their understanding of how to structure PLCs at the school level to systematically study each other’s teaching and use student work samples to inform future teaching.

Project DesignLeadership Team:

JCPS K-12 Science Specialist Part-time retired teacher/UofL Adjunct Instructor

University of Louisville 2 Science Educators 2 Chemistry Professors

Participants: K-12 model: 5 elementary, 4 middle, 2 high schools School Teams: 3 classroom teachers and Goal Clarity Coach Total participants: 28 classroom teachers, 10 Goal Clarity

Coaches, 10 Administrators

Project DesignYear 1 PD:

2 day Page Keeley Curriculum Topic Study School-based PLC follow-up CTS work 1 week Summer Workshop – NGSS content focus

Participant resources provided for grant work: Keeley CTS, FA probes K-12 NGSS Standards – district printed Framework for K-12 Science Education Various resources on student misconceptions

Project DesignYear 2 PD:

3 PD Cycles: Cycle focus of either Scientific Explanation, Systems, or

Energy (school selects sequence of foci) School-based PLC work: preparing lesson, teaching

lesson with video or peer observation, collecting and analyzing study work samples in order to determine next steps instruction, and uploading GO and student work samples to online grant community site (GCC Facilitates)

1 whole group full day PD per cycle: content deepening, pedagogy, student work analysis, and collegial support

1 week Summer Workshop: Further development of district capacity

Data Collection and Evaluation

Pre and post Content Assessment: DTAMS-UofL developed and scored K-12 energy focus across science domains Pre-test data informs Year 1 Summer Workshop

Participant Feedback and Evaluation: Exit Slips, Parking Lots, FA Probes, Reflections and

discussions informs school year sessions ADVANC3E Community Website postings UofL Research Component:

Extended partnership with 1 elem, 1 middle, 1 high including visitations to PLCs and classrooms

Project Successes to Date

K-16 capacity building for NGSS rollout K-12 vertical understanding and

appreciation Content deepening and confidence Scientific explanation pedagogy: leadership,

teacher, and student component understanding

K-12 cross district collegial support

Project Challenges to Date

HS Commitment and participation Lack of pedagogical content knowledge

associated with scientific explanation K-12 differentiation based on PCK Meshing of grant PLC model with individual

school PLC structures (focus and timing) Time coordination: leadership, K-12

schedules, instructional time Administrator buy-in