District and school leaders January 22 or March 4, 2016

Articulate the conceptual shifts in Iowa Core Science Standards Be able to recognize the three dimensional components in a science lesson Articulate their district’s thinking about timeline and implementation plans Learning Goals:

Why new standards? The Conceptual Shifts V.A.S.T. Center resources Three Dimensional Learning District Leadership and Support Agenda

Create opportunities for collaboration. District and school leaders should create and systematically support opportunities for teachers and administrators to collaborate within and across districts and schools, with support from relevant experts, with a focus on how to improve instruction to support students’ learning in science as described in A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas and the Next Generation Science Standards. RECOMMENDATION 15

Advances in science and technology Advances in understanding of learning Inclusion of engineering and technological design Opportunities for authentic science learning Why New Science Standards? 66

Why?

2009 NAEP Science Results Grade 4 34% of students perform at or above Proficient National Assessment of Educational Progress (NAEP), 2009 Science Assessment, p. 8

2009 NAEP Science Results Grade 8 30% of students perform at or above Proficient National Assessment of Educational Progress (NAEP), 2009 Science Assessment, p. 25

2009 NAEP Science Results Grade 12 21% of students perform at or above Proficient National Assessment of Educational Progress (NAEP), 2009 Science Assessment, p. 46

Why new Science Standards? Table Talk Video Table Talk

Conceptual Shifts in the Standards

● Established in 1992 (named VAST Center in 2001) ● Serves four AEAs in Eastern Iowa ● Committed to: ○ ALL students (equity) ○ Providing opportunities to learn in a hands-on, minds- on oriented classroom using research based, comprehensive curriculum. ○ Providing the structure to experience science with the integration of reading, writing and mathematics. Van Allen Science Teaching Center

– EISC (Eastern Iowa Science Collaborative) ● EISC begins with 26 partner elementaries and 7 middle schools. ● Today EISC has grown to include 78 partner elementaries and 25 middle schools.

Over $2,000,000 Supported through Circulation Fees ($ per unit per Elementary Classroom) within GWAEA ($ per unit per Elementary Classroom) outside GWAEA Provides integrated engineering opportunities in science investigations Framework Upgrade

– VAST Center Statistics from ● Over 5,200 science units ● Over 2,000 teachers from 70 school districts ● Over 60,000 students

– Example of the Framework VAST Center Earth Science Framework Grade Title K Trees and Weather 1st Air and Weather 2nd Pebbles, Sand and Silt 3rd Water and Climate 4th Soils, Rocks and Landforms 5th Sun, Moon and Planets 6th Weather on Earth The VAST Center has 28 Kindergarten through 8th grade units available to all teachers

– So...what’s the impact? ● Often or always learned science concepts (100%) ● Actively engaged (98%) ● Integrated literacy skills (89%) EISC Earth Science Survey (Fall 2014)

– Professional Development

– Professional Development Feedback Data ● Over 1,500 teachers attended VAST Academy training in ● 97% familiar with the materials and investigations ● 91% engaged in meaningful learning ● 99% agree the training is relevant to their work ● 92% their own science content knowledge was increased

Break

Components of Three- Dimensional Learning

Science and Engineering Practices Science In Action As you watch the video, identify some “action words” that describe what scientists did as they identified the spider.

What happened to the scientific method?

Disciplinary Core Ideas

Life SciencePhysical Science LS1: From Molecules to Organisms: Structures & Processes LS2: Ecosystems: Interactions, Energy, & Dynamics LS3: Heredity: Inheritance & Variation of Traits LS4: Biological Evolution: Unity & Diversity of Life PS1: Matter & Its Interactions PS2: Motion & Stability: Forces & Interactions PS3: Energy PS4: Waves & Their Applications in Technologies for Information Transfer Earth & Space ScienceEngineering & Technology ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth & Human Activity ETS1: Engineering Design Disciplinary Core Ideas

ESS 1: Earth’s Place in the Universe ESS 2: Earth Systems ESS 3: Earth and Human Activity Earth and Space Sciences

PS 1: Matter and Its Interactions PS 2: Motion and Stability PS 3: Energy PS 4: Waves and Their Applications Physical Sciences

Life Sciences LS 1: From Molecules to Organisms: Structures and Processes LS 2: Ecosystems: Interactions, Energy, and Dynamics LS 3: Heredity: Inheritance and Variation of Traits LS 4: Biological Evolution: Unity and Diversity

ETS 1: Engineering Design Engineering Design

Cross-Cutting Concepts

Patterns Scale, Proportion, and Quantity Cause and Effect

Systems and System Models Energy and Matter Structure and Function Stability and Change

What is new? There are a number of significant shifts called for with instruction (see this summary and this table for details). These shifts should guide where resources, supports, and monitoring are focused. Implementing the new vision for science education will be challenging. It should be done slowly and systematically.this summarythis tableImplementing the new vision for science education will be challenging

Iowa Core Science Standards What students are expected to know and be able to do as a result of instruction. The standards are written as three- dimensional (3D) performance expectations that integrate science and engineering practices, disciplinary core ideas, and crosscutting concepts. 39

Iowa DE Timeline Timeline and Expectation: Exploration, Awareness and Statewide Capacity Building Classroom Transitions, Shifts, and Practices Leveraging Materials, Resources, and Expertise Full K-12 Implementation* Because of the unique nature of the assigned middle school/junior high grade level standards, the implementation process must include at least one grade by ; a second grade level must be included by , etc.

Iowa DE Timeline Timeline and Expectation: Exploration, Awareness and Statewide Capacity Building Classroom Transitions, Shifts, and Practices Leveraging Materials, Resources, and Expertise Full K-12 Implementation* Because of the unique nature of the assigned middle school/junior high grade level standards, the implementation process must include at least one grade by ; a second grade level must be included by , etc.

Messaging Building level coherence Resourcing Recommended Actions you can take:

How should districts and schools focus professional development when starting to implement NGSS?

Iowa CORE Science Standards

What’s Missing Questions? What’s Working

Three guiding questions 1. Which changes will be the most challenging for your district? 2. Describe the change. Where is your district now? Where do you want to be? 3. As you think about the change, what are the first two or three things you will do?