Moving NGSS to KCAS and Beyond Terry Rhodes

AGENDA  Introductions/Expectations/Targets  Commissioner’s Statement  What Exactly is KCAS?  Reflecting on the Conceptual Shifts in NGSS: T-P-S  The Architecture of NGSS  Unpacking vs Deconstruction  What’s Your Story? Thinking About Bundling  Building the Future  Resources for Deconstruction  Deconstruction Work

Norms Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully. Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials. Be focused during meetings. Stick to goals/ targets, use technology to enhance work at hand, limit sidebar conversations. Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.

Today’s Targets  I can identify the parts of KCAS  I can reflect on the instructional impact of the NGSS conceptual shifts  I can analyze the architecture of NGSS  I can contrast Unpacking vs Deconstruction  I can organize performance expectations into bundles  I can deconstruct performance expectations into learning targets

“The Kentucky Board of Education approved a motion to support Commissioner Holliday’s plan for moving ahead with teaching the Next-Generation Science Standards this fall in every grade, K-12, with development of a new test for elementary and middle school occurring after the school year. While there will be no K-PREP science test in 4th- and 7th-grades in the coming school year, students will still take science assessments as part of the EXPLORE (8th grade), PLAN (10th grade), ACT (11th grade) and End-of-Course (high school) tests.”

Kentucky Core Academic Standards KCAS English/ Language Arts Science Math Social StudiesPractical Living Technology Vocational Studies Arts & Humanities Common Core State Standards

Kentucky Core Academic Standards KCAS English/ Language Arts Science Math Social StudiesPractical Living Technology Vocational Studies Arts & Humanities NGSS

Kentucky Core Academic Standards KCAS English/ Language Arts Science Math Social StudiesPractical Living Technology Vocational Studies Arts & Humanities C3 Framework

Kentucky Core Academic Standards KCAS English/ Language Arts Science Math Social StudiesPractical Living Technology Vocational Studies Arts & Humanities NHES/NASPE Standards

Kentucky Core Academic Standards KCAS English/ Language Arts Science Math Social StudiesPractical Living Technology Vocational Studies Arts & Humanities Career and Technical Education

Kentucky Core Academic Standards KCAS English/ Language Arts Science Math Social StudiesPractical Living Technology Vocational Studies Arts & Humanities Program Review/State Standards

What speed bumps on the road to NGSS most threatens your districts’ implementation? Speed Bumps on the Road to NGSS

REFLECTING ON THE NGSS CONCEPTUAL SHIFTS Think-Pair-Share  Take ONE page from the center of the table, read and think about the accompanying question  Pair up with someone else who has the same color dot as you; together, write a response in the box  Now, find two other pairs who have the other two colors and share with them the basis of your shifts and how you responded

INTERPRETING THE ARCHITECTURE OF THE NEXT GENERATION SCIENCE STANDARDS

Performance Exp. Assessment Box Foundation Boxes Connection Boxes Title and Code Clarification Statement Assessment Boundary Engineering Component Science and Engineering Practices Disciplinary Core Ideas Cocti Engineering, Technology and Applications of Science; Nature of Science; Connections to other DCI’s Articulation of DCI’s CCSS Connections: ELE/Literacy and Mathematics P.E. Codes Crosscutting Concepts DCI Science and Engineering Practices

Assessable Component Foundation Boxes How What Why Connection Box

VS Unpacking vs Deconstruction

Life Science Standard CCD-4.1/POS Life Science Standard NGSS

Components Core Ideas Clarification Statement Assessment Boundary Practices XCC Math Connections Literacy Connections Grade Specific 4.1 Y Y Some N N N N Minimal NGSS Y Y Y Y Y Y Y Y “Unpacking”

Components Core Ideas Clarification Statement Assessment Boundary Practices XCC Math Connections Literacy Connections Grade Specific Targets 4.1 Y Y Some N N N N Minimal N NGSS Y Y Y Y Y Y Y Y N “Deconstructing”

Types of Learning Targets

Knowledge The underlying facts and concepts of the discipline that students need to know (describe, explain, recall, identify) 22

Reasoning Students use and apply what they know to reason and solve problems (use, formulate, Analyze, infer) 23

Skill Students perform an action or task that must be observed to be assessed (measure, observe, use equipment) 24

Product The product itself is the focus of the standard and there must be a product to determine if the student can create it (constructs, creates, develops) 25

26 Developing Quality Learning Targets

CASL Activity  Each table takes a sheet of chart paper, make 3 columns; label the first “Brainstorm”  At your table, brainstorm what criteria makes a good learning target; list in the column  Read the CASL #3 sheet and discuss  Label 2 nd column CASL and use that column to revise your first list based on the reading  Now, discuss whether NGSS requires anything more; what is unique about NGSS that must be considered as you create learning targets? Label 3 rd column NGSS and once again revise your list  Gallery walk

Look at the Talking Points handout Briefly discuss in relation to the chart activity

You Be the Judge-Learning Target or Not? I can analyze the change in position over time (motion) of an object I can model radioactive decay by counting pennies that land face-up to represent nuclear fission I can describe how materials change when they are heated or cooled I can flip a coin one hundred times to determine the probability of heads I can use authentic ancient Egyptian techniques to mummify a chicken I can use evidence to construct explanations of plant and animal life cycles

Putting it all together… 30

Building the Future A TED talk by Tim Minshall  Take an piece of paper from the center of the table and draw a picture of an engineer on the left (stick figures allowed)  On the right, draw a picture (or write words) of what an engineer does  You’ll figure out what to do on the back!  Table Talk: How can I imbed the engineering practices?

How Do They Go Together? Thinking About Bundling  Close Ipads, laptops, phones and Standards books! NO CHEATING!  In pairs, choose an envelope with a grade level (ES/MS) or content (HS) you will teach  Lay out the strips and begin reading the Performance Expectations  Start thinking about how they fit together; where do they overlap? What PE’s will be bridges to other concepts? How do the engineering expectations fit in?

 Once partners have come to consensus, tape the strips to chart paper and use markers to write in additional information such as essential/overarching questions, unit names or cross-discipline ideas  Remember…some may go in more than one place!  Hang the posters by grade/by school, starting with K

Gallery Walk o Look for the flow o Find the connections o What’s Your Story??

Tools for Deconstruction Internet

Click on NGSS, then Deconstruction Tools PDF Download Save to your desktop

Long Term Unit Planning Have grade level discussions about long term planning; Word copy on website with today’s materials

Flowchart for Deconstructing Performance Expectations (PEs) 41

What content needs to be addressed?? What Practices need to be addressed?? What XCC’s need to be addressed? What else?? Math? Literacy? Misconceptions? Connections Boxes, other resources Appendix F Framework Appendix G Framework Appendix E Framework Performance Expectation, Clarification Statement, Assessment Boundary

Moving NGSS to KCAS and Beyond Terry Rhodes