1. April 16, 2015 Macomb Science Leadership Council

2. 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.

3. This year, the best science professional learning in our district happened when… Move to your group and discuss your answers: K-5 teachers 6-12 teachers Building Leadership District Leadership

4. 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

5. Objectives for today Sharing:  Where is your district now?  Solution Room NGSS Update:  MDE Update Getting Started in your District:  Engineering Design  Planning for next year

6. At our previous meetings…

7. Guideposts for Designing Effective Professional Development What are some ways your district might ensure that science professional development is… …coherent?…integrated? …engaged?…practical? Read page 5

8. Developing a Professional Development Plan What are our priorities for this year? What PD opportunities are available? MISD workshops Pages 8-13 of book Webinars Book study Call Jen or Mike or Paul Etc… What time might we capture? PLC Department Mtgs Staff Mtgs PD Days After School Etc…

10. “As-Is” Model Where are we now? “As-Is” Model Where are we now? “To-Be” Model Where do we want to be? “To-Be” Model Where do we want to be? A Model for Change Based on Harvard Change Leadership Group ? What’s the plan to move toward the “To-Be” Model?

11. Adopting NGSS in your District Instructional Alignment 3 Dimensional Teaching and Learning Curricular Alignment Scope and Sequence When do they learn about volcanoes? Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

13. Some Possible NGSS Readiness Pathways 2014-152015-162016-172017-182018-19 Option 1 NGSS Awareness and Urgency Instructional Alignment Adopt Curricular Materials Curricular Alignment Option 2 NGSS Awareness and Urgency Curricular and Instructional Alignment Instructional Alignment Option 3 NGSS Awareness and Urgency Curricular Alignment in grades K, 3, 6, 9 Curricular Alignment in grades 1, 4, 7, 10 Curricular Alignment in grades 2, 5, 8, 11 Curricular Alignment in grade 12 Instructional Alignment All dates are speculative…

14. Finding resources from previous meetings http://www.macombscience.org/science-leadership-council.html

15. Sharing

16. Where is your district now? Work as a district team to complete the charts around the room. Write your district name on each sticky note. What % of the teachers in your district have an “awareness-level” understanding of the NGSS? 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0

17. Where are we now? What patterns do you notice? What questions do you have?

18. NGSS Updates

19. MDE Updates New standards were presented to the State Board of Education in November as the Michigan Science Standards Adoption vote has been postponed until May or June MISD (along with other ISDs) is moving forward as if they have been adopted

20. Getting Started in your District

21. Activity 9: Exploring Crosscutting Concepts Pages 81-84

22. Activity 7: Engineering Design Pages 58-65

23. Activity 7: What are the characteristics of the engineering design process? http://www.pbslearningmedia.org/resource/adptech12.sci.engin.design.ds205/ designing-swimming-prosthetics-for-a-dancer/ Brainstorm at your tables

24. Activity 7: Touchdown Activity What dangers would astronauts face if they landed here?

25. Activity 7: Touchdown Activity The Challenge: Design and build a shock-absorbing system that will protect two “astronauts” when they land.

26. Activity 7: How does the Touchdown Activity connect to content? What are some ways students could connect an experience like this to content?

27. Activity 7: A New Model for the Practice of Science…

28. …and Engineering In this sphere, engineers define a problem’s specifications and constraints and collect data that informs possible solutions. In this sphere, engineers critique and analyze proposed solutions. They engage in argumentation to evaluate solutions with the purpose of creating a design that effectively meets the problem’s specifications and constraints. In this sphere, engineers identify possible solutions to a problem and develop models and prototypes that can be tested, analyzed, and improved. How did you engage in each of these during the Touchdown Activity?

29. Critique the Touchdown Activity  Is the design activity connected to appropriate science content?  Are students engaged in defining a problem?  Are students encouraged to brainstorm multiple possible solutions?  Do students have the opportunity to test and improve designs?  Does the activity provide an opportunity for students to engage in argumentation from evidence – justifying their design decisions and/or critiquing the solutions of others?

30. Activity 7: Engineering Design Pages 58-65 How might Activity 7 be useful in your work as a leader?

31. MISD Support for 2015-16

32. Adopting NGSS in your District Instructional Alignment 3 Dimensional Teaching and Learning Curricular Alignment Scope and Sequence When do they learn about volcanoes? Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

33. Middle School Course Sequencing Conceptual Progressions Model Domains Model

34. Adopting NGSS in your District Instructional Alignment 3 Dimensional Teaching and Learning Curricular Alignment Scope and Sequence When do they learn about volcanoes? Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

35. High quality professional learning is… …job-embedded …ongoing and routine …impacts student learning …sustained over time

36. DRAFT Professional Learning Options at MISD for 2015-16 and Beyond… SeptOctNovDecJanFebMarAprMay Overview Day 3-D Teaching and Learning Action Research Managing Exploration and Modeling Argument and Explanation Development Embedding Engineering K Physical Science Grade 1 Physical Science Grade 2 Physical Science Grade 3 Physical Science Grade 4 Physical Science Grade 5 Physical Science Data Analysis Day Evening Learning Showcase: Action Research Projects Displayed

37. Prerequisite: Understand the vision and conceptual shifts of the NGSS

38. Prerequisite: Understand the vision and conceptual shifts of the NGSS Ways to meet the prerequisite: At MISD:  Attendance at any 2013-14 or 2014-15 MISD science workshops  MISD Workshop: Introduction to the Next Generation Science Standards (June 23, 2015 OR August 10, 2015) In your district:  Workshops in your district facilitated by Mike, Jennifer, or Paul during the 2013-14 or 2014-15 school years (ask us if you’re not sure….)  Department NGSS Book Study, etc… Self-Study:  NSTA Webinars NSTA Webinars  A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

40. What might you add to your district professional learning plan?

41. OCTOBER 1, 2015 JANUARY 13, 2016 APRIL 14, 2016 1:00 – 4:00 PM Science Leadership Council 2015-16

42. Paul Drummond pdrummond@misd.net Jennifer Gottlieb jgottlieb@misd.net Mike Klein mklein@misd.net Questions?