1. Lake County Schools Investing In Excellence! College and Career Readiness Academic Services C² Collaborative Cohort January 24 th, 2013 1

2. Protocol – Draw an outline of your hand – For each finger write something interesting Thumb – something you do well (thumbs up) First finger – something that makes you stand out from a crowd Middle finger – pet peeve/something that frustrates you Ring finger – something you’re passionate about/committed to Pinkie finger – a little known fact Activity Pass your hand to your shoulder partner On your partner’s ‘hand’, put a star on one or two things you would like to learn more about Elaborate Community Builder Activity with Table Group 2

3. FCIM and STEM Date : January 24, 2013 Benchmark: Domains 1, 2, and 3 Bell Ringer : Complete a Circle Map “What does STEM mean to you?” Essential Question: How do we revolutionize the way we teach, lead, and learn for 21 st century success? Vocabulary: STEM, FCIM, Progress Monitoring, Problem Based Learning Objective: After instruction, capacity builders will be able to: 1) effectively interpret data 2) create innovative activities to engage students and pique their interest in STEM subjects and careers 3) consistently use progress monitoring tools 4) accurately identify real world applications of STEM Objective: After instruction, capacity builders will be able to: 1) effectively interpret data 2) create innovative activities to engage students and pique their interest in STEM subjects and careers 3) consistently use progress monitoring tools 4) accurately identify real world applications of STEM Agenda: I Do: Review the importance of STEM and clear up lingering misconceptions. We Do: Examine ways to implement FCIM to design STEM Units using a Tree Map. You Do: Develop a plan, using the FCIM, to implement STEM Units at our school. Agenda: I Do: Review the importance of STEM and clear up lingering misconceptions. We Do: Examine ways to implement FCIM to design STEM Units using a Tree Map. You Do: Develop a plan, using the FCIM, to implement STEM Units at our school. Summarizing Activity: 3-2-1 Card Summarizing Activity: 3-2-1 Card Homework: Capacity Builders will use the FCIM and the CCSS Implementation Scale to increase the number of STEM units taught at their schools. Homework: Capacity Builders will use the FCIM and the CCSS Implementation Scale to increase the number of STEM units taught at their schools. Learning Goal: Capacity Builders will understand that STEM implementation is important to our students’ future success and C 2 Readiness. 3

4. Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Academic Services 4

5. Curriculum & Instruction ~ Professional Development ~ Teaching & LearningCurriculum & Instruction ~ Professional Development ~ Teaching & Learning The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with school s to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement. Assurances We will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes. We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards. We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns. We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty. Academic Services 5

6. 21 st Century Skills Tony Wagner, The Global Achievement Gap 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination Academic Services Read the assigned skill for your table then discuss with your group how STEM addresses that skill. Each table group will share out. 6

7. Academic Services 7

8. What Do You Already Know? In your role as a capacity builder: What does STEM mean to you? Each member will record on a sticky note. The group will choose two notes to place on the posted Circle Map. STEM 8

9. Framing Question Is there a specific point of view that influenced your response? Write your “frame” on a sticky note. Place your sticky note on the posted Circle Map. STEM 9

10. What is STEM? “STEM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy (Tsupros, 2009).” 10

11. Common Misconceptions I have to incorporate everything all the time. I will have to throw out every lesson plan I already have! A lot of funding is required. We need more computers! STEM is an add on – just one more thing! Just wait, it will go away…eventually! 11

12. A curriculum consisting of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career. What is Problem Based Learning? One way to infuse STEM at your school is by using PBL. This incorporates all content area. One way to infuse STEM at your school is by using PBL. This incorporates all content area. 12

13. Benefits of PBL/STEM at Your School TEACHER PERSPECTIVE The teacher actively engages students. Examples of “accountable talk” are evident. Teacher effectively uses Higher Order Questions. Assessment data indicates student growth. STUDENT PERSPECTIVE I am actively engaged during lecture or hands- on activities. Working collaboratively has improved my communication, thinking and learning skills. My grades reflect my learning. 13

14. Think Pair Share 14

15. Culturally Embedded Level 3 Intentionally Structured Level 2 In Name Only Level 1 Frequency of Problem-Based Learning Problem-based learning is used 3-4 times per semester/term across multiple subjects at all grade levels, so that a majority of learning experiences have high potential for student engagement (e.g. using technology tools to solve problems, participating in issues or community based activities, and completing performance based assessments that address real-world problems) Elementary, Middle and Traditional high schools will have 3-4 experiences per semester. High schools on or block schedules will have 6-8 experiences per term. Evidence: Documentation includes the following: Lesson Plans, Student Work, and CWT data indicates student engagement Problem-based learning is used at least twice per semester/term in more than 2 STEM subjects/grade levels, providing some learning experiences have high potential for student engagement (e.g. using technology tools to solve problems, participating in issues or community­ based activities, completing performance based assessments that address real-world problems) Evidence: Documentation includes the following: Lesson Plans, Student Work, and CWT data indicates inconsistent student engagement Problem-based learning is used rarely in one to two subject(s)/grade level(s), providing few learning experiences that have high potential for student engagement (e.g. using technology tools to solve problems, participating in issues- or community-based activities, and completing performance based assessments that address real-world problems) Evidence: Documentation includes the following: Lesson Plans, Student Work, and CWT data indicates lack of student engagement. Based on the Checklist (green sheet), FCIM and C 2 Readiness, where is your school now? 15

16. Florida Continuous Improvement Model How does FCIM improve student achievement ? How does FCIM improve student achievement ? 16

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19. Modeling the Development of a STEM Lesson Using the FCIM Process 19

20. Look at the Mid-Year LBA to determine the NGSSS that are in “needs” area. Where in the Curriculum Blueprint are the “need” NGSSS located? Are those NGSSS in a focus lesson? Refer to the CCSS Implementation Scale, section 4. 20

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24. Data Disaggregation The process: – Review LBAs for Math, Science, Reading, and Writing – Note the benchmarks that are below and partial mastery – Have these benchmarks been taught? – Can these benchmarks be integrated into a STEM/PBL unit? 24

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26. Select a STEM PBL activity for focus areas based on the LBA data. Select a STEM PBL activity for focus areas based on the LBA data. Utilize the green Look-For checklist Utilize the green Look-For checklist Incorporate the Benchmark Task Card Incorporate the Benchmark Task Card Refer to the CCSS Implementation Scale, Section 4. Refer to the CCSS Implementation Scale, Section 4 26

27. Through an integrated approach to STEM education Focused on real-world, authentic problems Students learn to reflect on the process they take in problem solving and retain the knowledge and skills they gain Through explanation of hypothesis and ideas, they make connections between problem-solving goals and the processes to achieve those goals Kolodner, et al., 2003 Considerations 27

28. Checklist 28

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32. STEM Unit Planning 32

33. The Bungee Jump Tree Map 33

34. Bungee Jumping Barbie © Date : January 24, 2013 Benchmark: MA.912.A.3.8, MA.912.A.3.9, MA.912.A.3.10, SC.8.N.1.1, Writing Element 3, Benchmark: MA.912.A.3.8, MA.912.A.3.9, MA.912.A.3.10, SC.8.N.1.1, Writing Element 3, Bell Ringer : How is the proper length of bungee cord determined? Essential Question: Why is it important to calculate the length of bungee cord needed for a jump? What factors could alter the results? Vocabulary: potential energy, kinetic energy, gravity, slope, velocity, acceleration, scatter plot, line of best fit, extrapolation Objective: After instruction, students will be able to: 1)Design and conduct an experiment to determine the proper length of a “bungee cord” 2)Plot data on a graph and determine the slope of the resulting line using more than one method 3)Calculate the number of rubber bands needed to safely allow the doll to “bungee jump” from a fixed height 4)Demonstrate the relationship between line of best fit and extrapolation Objective: After instruction, students will be able to: 1)Design and conduct an experiment to determine the proper length of a “bungee cord” 2)Plot data on a graph and determine the slope of the resulting line using more than one method 3)Calculate the number of rubber bands needed to safely allow the doll to “bungee jump” from a fixed height 4)Demonstrate the relationship between line of best fit and extrapolation Agenda: I Do: Review the line of best fit, scatter plots and Q- Points with a graph. We Do: Practice methods of determining the slope of a line (math). Investigate how height and weight affect potential energy (science). You Do: Design an experiment to determine the number of rubber bands you will need in all to have Barbie © drop from the top of the _____ to the floor without touching. Agenda: I Do: Review the line of best fit, scatter plots and Q- Points with a graph. We Do: Practice methods of determining the slope of a line (math). Investigate how height and weight affect potential energy (science). You Do: Design an experiment to determine the number of rubber bands you will need in all to have Barbie © drop from the top of the _____ to the floor without touching. Summarizing Activity: Compare the results of slope calculations and discuss the merits of each. Summarizing Activity: Compare the results of slope calculations and discuss the merits of each. Homework: Write an extension to your experiment to test other variables that might affect the results of the “bungee” jump. Learning Goal: Students will learn how math and science are used in a real world application of bungee jumping. 34

35. Activity Set Up CBC Introduce activity Gather materials Make predictions/hypothesis Conduct experiment Gather Data Modify prediction Discussion on the process 35

36. VIDEO OF A STEM LESSON As you watch the video clip mark the checklist for areas under Elements I and II. 36

37. Evidence Compare your checklist with your face partner 37

38. Why will students embrace STEM/PBL? 38 Natural curiosity… especially true at K- 5 level Real world relevance… especially important for 9-12 students Real world relevance… especially important for 9-12 students relevant to all levels, especially for older elementary through high school! Personal connections…

39. Culturally Embedded Level 3 Intentionally Structured Level 2 In Name Only Level 1 Frequency of Problem-Based Learning Problem-based learning is used 3-4 times per semester/term across multiple subjects at all grade levels, so that a majority of learning experiences have high potential for student engagement (e.g. using technology tools to solve problems, participating in issues or community based activities, and completing performance based assessments that address real-world problems) Elementary, Middle and Traditional high schools will have 3-4 experiences per semester. High schools on or block schedules will have 6-8 experiences per term. Problem-based learning is used at least twice per semester/term in more than 2 STEM subjects/grade levels, providing some learning experiences have high potential for student engagement (e.g. using technology tools to solve problems, participating in issues or community­ based activities, completing performance based assessments that address real- world problems) Problem-based learning is used rarely in one to two subject(s)/grade level(s), providing few learning experiences that have high potential for student engagement (e.g. using technology tools to solve problems, participating in issues- or community-based activities, and completing performance based assessments that address real-world problems) Evidence: Documentation includes the following: Lesson Plans, Student Work, CWT data indicates student engagement (Checklist) Evidence: Documentation includes the following: Lesson Plans, Student Work, CWT data indicates student engagement (Checklist) Evidence: Documentation includes the following: Lesson Plans, Student Work, CWT data indicates student engagement (Checklist) 39

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41. Teacher observations, reflection journal, peer review of product/process, end product (labs, graphs, stories, picture) Daily review: issues, misconception Unit/Chapter Test, Quiz LBAs, FCAT, FAIR, DBQs, Look-Fors, Mini Assessments Refer to the CCSS Implementation Scale, section 4. R & W M & S 41

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44. 44 What are the next steps ?

45. Guided Practice Lab: Group the students that need reinforcement on a NGSSS. This group will be paired with a student that has “mastered” the NGSSS Enrichment Options: How can you extend the lesson/activity? Refer to the PBL Implementation Scale 45

46. 46 What are the next steps at your school? Quick Write

47. 47 Discuss with your group the “Act Steps” you have seen at your school.

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49. FCIM and STEM Date : January 24, 2013 Benchmark: Domains 1, 2, and 3 Bell Ringer : Complete a Circle Map “What does STEM mean to you?” Essential Question: How do we revolutionize the way we teach, lead, and learn for 21 st century success? Vocabulary: STEM, FCIM, Progress Monitoring, Problem Based Learning Objective: After instruction, capacity builders will be able to: 1) effectively interpret data 2) create innovative activities to engage students and pique their interest in STEM subjects and careers 3) consistently use progress monitoring tools 4) accurately identify real world applications of STEM Objective: After instruction, capacity builders will be able to: 1) effectively interpret data 2) create innovative activities to engage students and pique their interest in STEM subjects and careers 3) consistently use progress monitoring tools 4) accurately identify real world applications of STEM Agenda: I Do: Review the importance of STEM and clear up lingering misconceptions. We Do: Examine ways to implement FCIM to design STEM Units using a Tree Map. You Do: Develop a plan, using the FCIM, to implement STEM Units at our school. Agenda: I Do: Review the importance of STEM and clear up lingering misconceptions. We Do: Examine ways to implement FCIM to design STEM Units using a Tree Map. You Do: Develop a plan, using the FCIM, to implement STEM Units at our school. Summarizing Activity: 3-2-1 Card Summarizing Activity: 3-2-1 Card Homework: Capacity Builders will use the FCIM and the CCSS Implementation Scale to increase the number of STEM units taught at their schools. Homework: Capacity Builders will use the FCIM and the CCSS Implementation Scale to increase the number of STEM units taught at their schools. Learning Goal: Capacity Builders will understand that STEM implementation is important to our students’ future success and C 2 Readiness. 49

50. Summarizing Activity 3 – 2 – 1 Card: 3 things you found out 2 interesting things you learned 1 question you still have 50

51. Resources Benchmark Accountability Task Cards & FCIM Support Benchmark Accountability Task Cards & FCIM Support Mid Year Look-fors and Next Steps Form Videos: – The Bungee Jump – Math and Engineering The Bungee Jump – Math and Engineering – Heat Loss – Science and Engineering Heat Loss – Science and Engineering – The Catapult Project – Science and Probability The Catapult Project – Science and Probability – Roller Coaster Physics – Science and Motion Roller Coaster Physics – Science and Motion 51

52. Participant Scale and Reflection In addition to criteria of Applying, I have enhanced under- standing of ways to integrate STEM and the use of FCIM. 4 - Innovative 2- Developing 1 - Beginning 0 – Not Using 3 - Applying I have a consistent under- standing of ways to integrate STEM and the use of FCIM. I have moderate under- standing of ways to integrate STEM or the use of FCIM. I have little under- standing of ways to integrate STEM or the use of FCIM. I have no under- standing of ways to integrate STEM or the use of FCIM. 52