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  Resources for Deconstruction/Implementation  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

REFLECTING ON THE NGSS CONCEPTUAL SHIFTS Think-Pair-Share  Read the text on Conceptual shifts and think about the questions posed  Pair with a partner; one respond to page 1 (1), the other to page 2(2)  Share recorded responses with each other and then together answer page 3(B)

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) 21

Reasoning Students use and apply what they know to reason and solve problems (use, formulate, Analyze, infer) 22

Skill Students perform an action or task that must be observed to be assessed (measure, observe, use equipment) 23

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) 24

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?

 Once partners have come to consensus, tape the strips to chart paper and use markers to write in additional information such as 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??

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

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

Flowchart for Deconstructing Performance Expectations (PEs) 32

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

Moving NGSS to KCAS and Beyond Terry Rhodes