May 1, 2014

Macomb Science Leadership Council

 As you consider the vision planning process we explored at our last meeting, which of these

quotes resonates with you?

  

 

 

 

 

 

 

 

 

Vision without action is merely a dream.

Action without vision just passes the time.

Vision with action can change the

world. Joel A. Barker

Be daring, be different, be impractical, be anything

that will assert integrity of purpose and imaginative vision against the play-it-safers, the creatures of the commonplace, the slaves of the ordinary.

Cecil BeatonLeadership is the capacity to translate vision

into reality.Warren G. Bennis

The vision must be followed by the venture. It is not enough to stare

up the steps – we must step up the

stairs.Vance Havner

When you have vision it affects your attitude.

Your attitude is optimistic rather than pessimistic.

Charles R. Swindoll

Good leaders must communicate vision clearly, creatively, and continually.

However, the vision doesn’t come alive

until the leader models it.

John C. Maxwell

Macomb Science Leadership Council

The purpose of this group is to provide professional learning, support, and

networking opportunities for district-level science curriculum and instruction leaders in

Macomb County.

Our work will center on supporting districts as we plan for the Next Generation Science

Standards.

Objectives for today

Sharing: How is your vision development going? What support do you need as you move forward?

NGSS Update: BOTA Assessment Report EQuIP Rubric for identifying NGSS-ready curricular

materialsGetting Started in your District:

Using the EQuIP Rubric for identifying NGSS-ready curricular materials

Thriving in times of change

It is unreasonable to ask a professional to

change much more than 10 percent a year,

but it is unprofessional to change by much

less than 10 percent a year.

~Steven Leinwand

VISION PLANNING

Sharing

“As-Is” ModelWhere are we now?

“To-Be” ModelWhere do we want to

be?

Culture

CompetenciesConditions

A Model for Change

Culture

CompetenciesConditions

Based on Harvard Change Leadership Group

?

Becoming NGSS Ready

At your table, please share your Planning Draft.

If you haven’t had a chance to complete it, jot down a few notes now.

Sharing your Vision Planning Draft

Please move to your group:

A: Elementary Teacher

B: Secondary Teacher

C: Coordinator/Teacher Leader

D: Building Administrator

E: Central Office Administrator

DEVELOPING ASSESSMENTS FOR THE NGSS REPORT

●EQUIP RUBRIC

NGSS Updates

Developing Assessments for the NGSS

Developing Assessments for the NGSS

http://www.nap.edu/catalog.php?record_id=18409

National Research Council

Board on Testing and Assessment

Board on Science Education

Division of Behavioral and Social Sciences and Education

Some of the Main Messages

New types of assessments are neededNGSS assessment should start with the needs

of classroom teaching and learningStates must create coherent systems of

assessment to support both classroom learning and policy/ monitoring functions

Implementation should be gradual, systematic, carefully prioritized, and attend to equity

Professional development and adequate support for teachers will be critical

System of Assessment

Assessment to support classroom teaching and learning

Assessment for monitoring student learning

Indicators of opportunity-to-learn (OTL)

What might these assessments look like?

Tasks should ask

students to apply

practices in the

context of

disciplinary core

ideas and

crosscutting

concepts.

Science and Engineering Practices

Crosscutting Concepts

Disciplinary Core Ideas

What might these assessments look like?

Need multi-component tasks that use a variety of response formats:

Selected response questions

Short and extended constructed response questions

Performance tasks

Classroom discourse

System of Assessment

Assessment to support classroom teaching and learning

Assessment for monitoring student learning

Indicators of opportunity-to-learn (OTL)

BIODIVERSITY IN THE SCHOOLYARD

5th Grade Example

5th grade example: Biodiversity in the schoolyard

Science and Engineering Practices

Crosscutting Concepts

Disciplinary Core Ideas

Where are the three dimensions assessed in this series of classroom assessment tasks?

Formative Assessment Tasks

• Collect data on the number of animals (abundance) and the number of different species (richness) in schoolyard zones

Task 1

• Create bar graphs that illustrate patterns in abundance and richness data from each of the schoolyard zones

Task 2

• Construct an explanation to support your answer to the question: Which zone of the schoolyard has the greatest biodiversity?

Task 3

Formative assessment

• Collect data on the number of animals (abundance) and the number of different species (richness) in schoolyard zones

Task 1

Formative assessment

• Create bar graphs that illustrate patterns in abundance and richness data from each of the schoolyard zones

Task 2

Formative assessment

• Construct an explanation to support your answer to the question: Which zone of the schoolyard has the greatest biodiversity?

Task 3scaffold

scaffold

Summative assessment

Construct an explanation to support an answer to the question: Which zone of the schoolyard has the greatest biodiversity?

5th grade example: Biodiversity in the schoolyard

• Disciplinary Core Idea

• Biodiversity

• Crosscutting Concept

• Patterns

• Practices • Planning and

carrying out investigations

• Analyzing and interpreting data

• Constructing explanations

Science and Engineering Practices

Crosscutting Concepts

Disciplinary Core Ideas

System of Assessment

Assessment to support classroom teaching and learning

Assessment for monitoring student learning

Indicators of opportunity-to-learn (OTL)

PLATE TECTONICS

Middle School Example

Middle school example: Plate tectonics

Science and Engineering Practices

Crosscutting Concepts

Disciplinary Core Ideas

Where are the three dimensions assessed in this performance task?

Performance Task

Draw a model of a volcano formation at a hot spot using arrows to show movement in the model. Be sure to label all parts of the model.

Use your model to explain what happens with the plate and what happens at the hot spot when a volcano forms.

Draw a model to show the side view (cross-section) of volcano formation near a plate boundary (at a subduction zone or divergent boundary). Be sure to label all parts of your model.

Use your model to explain what happens when a volcano forms near a plate boundary.

Performance Task

The hot spot allows the magma to move up into the crust where it forms a volcano.

The magma pushes up through the crust and goes up and erupts.

Middle school example: Plate tectonics

• Disciplinary Core Idea

• Plate tectonics

• Crosscutting Concept

• Patterns• Scale

• Practices • Developing and

using models

Science and Engineering Practices

Crosscutting Concepts

Disciplinary Core Ideas

Developing Assessments for the NGSS

http://www.nap.edu/catalog.php?record_id=18409

Remember:

This is a report about what kind of assessments need to be developed for NGSS.

No one has developed these assessments yet.

The examples included in the report (and today’s presentation) are things the committee saw and said…”Oh yes…something like that might work…”

Write Around

"It is through our assessment that we communicate most clearly to students

which activities and learning outcomes we value." ~NCTM Assessment Standards

As we consider the values outlined in the NGSS, what are

some things we need to consider as we reflect on our current district assessment system?

“…these practices are clearly identified not as separate learning goals that define what students should know about the process of

science. Instead, the scientific practices identify the reasoning behind, discourse

about, and application of the core ideas in science.”  ~Reiser, Berland, and Kenyon

As we reflect on these ideas, what shifts in instruction will we

need to consider as we move forward?

“Too often, standards are long lists of detailed and disconnected facts, reinforcing the

criticism that science curricula in the United States tend to be ‘a mile wide and an inch

deep.’ Not only is such an approach alienating to young people, but it can also leave them with just fragments of knowledge and little

sense of the creative achievements of science, its inherent logic and consistency, and its

universality.”  ~NGSS Framework

How do these ideas inform our district curriculum work?

NGSS and CIA

• Classroom Assessment (K-5)

• Classroom Assessment (6-12)

• Managing Exploration and Modeling (4-8)

• Argumentation and Explanation Development (3-5)

• Argumentation and Explanation Development (6-12)

• Creating Meaning through the Crosscutting Concepts (K-12)

2014-15 Workshops at MISD

2014-15 Workshops at the Detroit Zoo(information coming soon)

Hold off on big

curricular decisions until after

state adoption!

IDENTIFYING CURRICULAR RESOURCES THAT ARE ALIGNED TO THE NGSS

EQuIP Rubric

EQuIP Rubric

Educators Evaluating the Quality of Instructional Products

Similar to EQuIP Rubrics for Math and ELA

BECOMING NGSS READY:IDENTIFYING NGSS -READY CURRICULAR

MATERIALS

Getting started in your district

FIND A PARTNER!

NGSS Catch Phrase!

Partner A Partner B

Performance Expectation

Science and Engineering Practices

EnergyHeredityPlate tectonics

Crosscutting Concepts

Disciplinary Core Ideas

DNAClimateMolecule

NGSS Catch Phrase

JOIN A GROUP!

Curricular Materials to Review

Identifying NGSS-Ready Curricular Materials

Individually, review the lesson or unit and score it with the first column of the rubric.

Individually, complete the response form.

Evidence-Based Consensogram

Each person on your team places a

sticker on the consensogram that

reflects their thoughts about the

evidence they found to support

each statement on the rubric.

Evidence-Based Consensogram

As a team, discuss each of the criteria.

Focus on understanding the

interpretations from each person on the

team and the evidence they

have found.

The power of this process lies in this

discussion!

Identifying NGSS-Ready Curricular Materials

Continue the process with the other two columns.

Identifying NGSS-Ready Curricular Materials

Continue the process with the other two columns.

Tug of War Reflection

NGSS ReadyNOT NGSS Ready

Crosscutting

Concepts not

evident

Students use SEP: Planning

and carrying

out investigati

ons

From Making Thinking Visible by Ritchhart, Church, and Morrison

SEPTEMBER 22, 2014

JANUARY 15, 2015

APRIL 16, 2015

1:00 – 4 :00 PM

Science Leadership Council2014-15

Science Leadership Council Reflection

Big Ideas to Keep: Extensions to my Learning:

Someone to Connect With:

To Try:

Science Leadership Council Reflection

Big Ideas to Keep: Extensions to my Learning:

Someone to Connect With:

To Try:

Science Leadership Council Reflection

Big Ideas to Keep: Extensions to my Learning:

Someone to Connect With:

To Try:

Resources

Next Generation Science Standards: http://

www.nextgenscience.org/next-generation-science-standards

Developing Assessments for the NGSS http://www.nap.edu/catalog.php?record_id=18409

EQuIP Rubric http://www.nextgenscience.org/resources

Paul Drummondpdrummond@misd .net

Jenni fer Gott l i ebjgot t l i eb@misd .net

Mike Kle inmkle in@misd .net

Questions?