1. Finding & Evaluating Resources for NGSS: The EQuIP Rubric & the NGSS@NSTA Hub NSTA National Conference Boston, Massachusetts April 5, 2014

2. Basics of the rubric

3. The EQuIP Rubrics math ELA science

4. Purpose review existing instructional materials to determine what revisions are needed; provide constructive criterion-based feedback to developers; and identify exemplars/models for teachers’ use within and across states

5. Power of the Rubrics the review process the constructive, criterion-based feedback on how to revise a lesson

6. Future of the Rubric this is version 1.0 of the rubric rating scales will be added as it is used, it may change as instructional materials become more aligned and of higher quality, it may change

7. Development Achieve and NSTA many iterations standards writers focus groups of teachers states

8. Supporting Materials criterion discussion guide professional development materials publishers’ criteria

9. Rubric Layout

10. Response Form

11. A closer look at the rubric

12. A Focus on 3-Dimensioal Learning The EQuIP Rubric focus on 3-Dimensional Learning Alignment to NGSS The lesson/unit aligns with the conceptual shifts of the NGSS: Elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), blend and work together to support students in three- dimensional learning to make sense of phenomena or design solutions.

13. 3-Dimensional Learning What is it? Blending the three dimensions (core ideas, crosscutting concepts and scientific and engineering practices) to focus instruction and assessment Three-dimensional learning shifts the focus of the science classroom to environments where students use core ideas, crosscutting concepts with scientific practices to explore, examine, and use science ideas to explain how and why phenomena occur.

14. Content and Practices Work together to Build Understanding: 3 – Dimensional Learning To form useable understanding, knowing and doing cannot be separated Scientific ideas are best learned when students engage in practices Allows for problem-solving, decisions making, explaining real- world phenomena, and integrating new ideas Core Ideas Practices Crosscutting Concepts

15. Kitchen Tools & Techniques (Practices) An Analogy between 3-Dimensional Learning and Cooking Basic Ingredients (Core Ideas) Vegetables, Herbs, Spices, & Seasonings (Crosscutting Concepts) Preparing a Meal (Three dimensional Learning)

16. I. Alignment to the NGSS The lesson/unit aligns with the conceptual shifts of the NGSS: Elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), blend and work together to support students in three-dimensional learning to make sense of phenomena or design solutions. – Provides opportunities to use specific elements of the practice(s) to make sense of phenomena or design solutions.

17. I. Alignment to the NGSS Provides opportunities to construct and use elements of scientific or engineering practices(s) to make sense of phenomena or design solutions Ask: – Is the practices explicitly cited? – Do the materials clearly point out how the practices is used to make sense of phenomena or design solutions? – Can you clearly see how the practice is used?

18. I. Alignment to the NGSS The lesson/unit aligns with the conceptual shifts of the NGSS: Elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), blend and work together to support students in three-dimensional learning to make sense of phenomena or design solutions. – Provides opportunities to construct and use the disciplinary core idea(s) to make sense of phenomena or design solutions

19. I. Alignment to the NGSS Provides opportunities to construct and use the disciplinary core idea(s) to make sense of phenomena or design solutions Ask: – Is the element of the disciplinary core idea explicitly cited? – Do the materials clearly point out how the disciplinary core idea is used to make sense of phenomena or design solutions? – Or can you clearly see how the element of the disciplinary core idea is used to make sense of phenomena or design solutions.

20. I. Alignment to the NGSS The lesson/unit aligns with the conceptual shifts of the NGSS: Elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), blend and work together to support students in three-dimensional learning to make sense of phenomena or design solutions. – Provides opportunities to construct and use the crosscutting concept(s) to make sense of phenomena or design solutions.

21. I. Alignment to the NGSS Provides opportunities to construct and use the crosscutting concept(s) to make sense of phenomena or design solutions. Ask: – Is the element of the crosscutting concept explicitly cited? – Do the materials clearly point out how crosscutting concept is used to make sense of phenomena or design solutions? – Or can you see how how the materials clearly point out how the crosscutting concept is used to make sense of phenomena or design solutions.

22. II. Instructional Supports The lesson/unit supports instruction and learning for all students: Engages students in authentic and meaningful scenarios that reflect the practice of science and engineering as experienced in the real world and that provide students with a purpose (e.g., making sense of phenomena or designing solutions). – Provides students with multiple phenomena (either firsthand experiences or through representations) that support students in engaging in the practices. – Engages students in multiple practices that blend and work together with disciplinary core ideas and crosscutting concepts to support students in making sense of phenomena or designing solutions.

23. III. Monitoring Student Progress The lesson/unit supports monitoring student progress: Assessments are aligned to the three-dimensional learning. Elicits direct, observable evidence of students’ performance of practices connected with their understanding of core ideas and crosscutting concepts.

24. A Focus on 3-Dimensioal Learning The EQuIP Rubric focus on 3-Dimensional Learning Alignment to NGSS The lesson/unit aligns with the conceptual shifts of the NGSS: Elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), blend and work together to support students in three- dimensional learning to make sense of phenomena or design solutions.

26. A Critical Piece of the Teacher Learning Solution Self-Directed Access 11,500+ resources Free tools to help teachers diagnose, organize, personalize, and document their learning Immediate free access to online advisors and colleagues through chat and discussion Recognition system with badges tied to personal profiles http://learningcenter.nsta.org

27. NGSS Learning Resources: Journal Articles e-Chapters e-Books/Books Web Seminar Archives/Podcasts NGSS Opportunities: Live Web Seminars Online Short Courses Virtual Conferences Emily Morgan NSTA Press Author

28. Store NSTA resources Upload personal resources Review, annotate, recommend resources Create, share, make collections public My Library

29. Over 5,000 public collections shared Over 50,000 personal resources uploaded Two GB free space for your personal files My Library

30. Integrated Community Forums 14 Community Forums 2,300+ Topics 24,000+ Posts by Users NGSS STEM Informal Science General Science Physical, Life, Earth/space Pedagogy Evaluation/Assessment Research in Science Ed Elementary, Early Childhood

33. The Hub

34. The NGSS@NSTA Hub A Digital Destination for Educators to: Browse the Standards Find and Share Resources Collaborate with Colleagues Plan Instruction and Professional Learning

35. Tour of the Hub

36. Coming Soon to the Hub… Tools To organize standards and resources To conduct advanced searches of the standards Resources Evaluated by NGSS@NSTA Curators Crowd sourced by educators across the country

37. 55 Topics for Curation Life ScienceEarth & Space SciencePhysical ScienceEngineering Elementary School K K.Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment K.Weather and Climate K.Forces and Interactions: Pushes and Pulls K-2.Engineering Design 1 1.Structure, Function, and Information Processing 1.Space Systems: Patterns and Cycles 1.Waves: Light and Sound 2 2.Interdependent Relationships in Ecosystems 2.Earth’s Systems: Processes that Shape the Earth 2.Structure and Properties of Matter 3 3.Interdependent Relationships in Ecosystems 3.Inheritance and Variation of Traits: Life Cycles and Traits 3.Weather and Climate3.Forces and Interactions 3-5.Engineering Design 4 4.Structure, Function, and Information Processing 4.Earth’s Systems: Processes that Shape the Earth 4.Energy 4.Waves: Waves and Information 5 5.Matter and Energy in Organisms and Ecosystems 5.Earth’s Systems 5.Space Systems: Stars and the Solar System 5.Structure and Properties of Matter Middle School MS.Structure, Function, and Information Processing MS.Matter and Energy in Organisms and Ecosystems MS.Interdependent Relationships in Ecosystems MS.Natural Selection and Adaptations MS.Growth, Development, and Reproduction of Organisms MS.Space Systems MS.History of Earth MS.Earth’s Systems MS.Weather and Climate MS.Human Impacts MS.Structure and Properties of Matter MS.Chemical Reactions MS.Forces and Interactions MS.Energy MS.Waves and Electromagnetic Radiation MS.Engineering Design High School HS.Structure and Function HS.Inheritance and Variation of Traits HS.Matter and Energy in Organisms and Ecosystems HS.Interdependent Relationships in Ecosystems HS.Natural Selection and Evolution HS.Space Systems HS.History of Earth HS.Earth’s Systems HS.Weather and Climate HS.Human Impacts HS.Structure and Properties of Matter HS.Chemical Reactions HS.Forces and Interactions HS.Energy HS.Waves and Electromagnetic Radiation HS.Engineering Design

38. The NGSS@NSTA Curators

39. Special Thanks for Hub Development NSTA Staff Jennifer Horak Ryan Foley Martin Lopong Al Byers New City Media

40. Questions?