WELCOME BACK!Year 3 September Science Network MeetingSeptember 22, 2015 Website www.grrecscinet.com

Twitter #kyscinet

Facilitation Team

Teresa Emmert, KDE GRREC Instructional Specialist

Brian Womack, GRREC Instructional Specialist

Barb Degraaf, GRREC Instructional Specialist

Donna Link, GRREC Associate Director of Learning Services and District Support

Rae McEntyre, KDE Instructional Specialist

Rico Tyler, WKU Liaison

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Four Pillars

Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day.

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Leadership Network Vision

Explore and describe the role of capacity development as related to the work of the DLT

Analyze & refine the existing structure/ system in your district for educators to learn together and communicate learning

Set goals, set tone, establish plans to monitor and reflect as a DLT

Who makes up the District Leadership Team? 6 ISLN members

Central Office Staff Principals

Science Teacher Leaders

Social Studies Teacher Leaders

Math Teacher Leaders

ELA Teacher Leaders

Administrators (ISLN)

Science TLs

Social Studies TLs

Math TLs

ELA TLs

DLT

What makes an effective team?

Turn and Talk

Compare your DLT to the teams from the video considering • positive behaviors • toxic behaviors

The Power of Teamwork

What about your team?

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Click on September 2015 Materials

Take the survey: DLT Practices

How do our practices compare toa highly functioning DLT?

Question Focus

“Leadership is not about position; it's about influence.”

-John C. Maxwell

Question Focus

“Leadership is not about position; it's about influence.”-John C. Maxwell

Producing QuestionsWrite down as many questions as you can.

Do not stop to answer, judge, or discuss.

Write down every question exactly as it was stated.

Change any statements into questions.

Categorizing your Questions

Identify your questions as Closed-ended - those that can be answered with a

‘yes’ or ‘no’ or with a one-word answer.Open-ended - those that require more explanation

Use a ‘C’ or ‘O’ to identify each question.

Change CLOSED to OPEN – Ended Questions (Divergent Thinking)

Take one Closed Question and change into an Open – Ended Question

Closed Question

Open Question

Prioritizing Questions

Review your list of questions Choose the 3 questions you consider the most important While prioritizing, consider your question focus:

“Leadership is not about position; it's about influence.”

-John C. Maxwell

Prioritizing Questions

Why did you choose those three questions as the most important?

Where are your priority questions in the sequence of your entire list of questions?

Share

1. Your three priority questions and their numbers in your original sequence

2. Rationale for choosing priority questions

Create a TABLE LIST of 3 QUESTIONS from your shared priority questions

Taking the Lead

Read the blog post individually while focusing on your table’s 3 priority questions.

Annotate the blog post by underlining the parts that help answer any of the 3 priority questions.

After reading, discuss how the blog post helped answer your priority questions.

Setting Goals

As a district science team, decide on one thing you would like to accomplish by the end of the semester.

Create steps to achieve this goal for each month.

We will be working on these again in October.

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Science and Engineering Practice 1

Asking Questions and Defining Problems

The Question Formulation Technique TM

Right Question Institutewww.rightquestion.org

If you would like more about QFT, please indicate on your evaluation.

Utilize appropriate resources/ protocols to facilitate deeper learning around specific content standards in order to provide targeted support for teachers

“Every Domain, Every Day”

The third grade team at Highly Exemplary Elementary school has asked your district leadership team to help them as they develop a 3 to 5 day lesson sequence addressing KAS Science performance Expectation 3-ESS2-1.

3-ESS2-1- Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]

The third grade team at Highly Exemplary Elementary school has asked your district leadership team to help them as they develop a 3 to 5 day lesson sequence addressing KAS Science performance Expectation 3-ESS2-1.

The third grade team wants to design the sequence around the phenomenon of school snow days.

Question – “Why does our school district usually have more snow days in February?”

Take a few minutes to find and read 3-ESS2-1 and supporting framework statements. (page 188 of framework)

3-ESS2-1- Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]

Then find and read the evidence statements for 3-ESS2-1 (p. 56)

3-ESS2-1- Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]

3.ESS2.1

After reading 3-ESS2-1, the supporting framework statements, and the evidence statements,

Make a list of suggestions and “must haves” that your team can use while facilitating the third grade teachers as they create assessments for 3-ESS2-1.

Example- The sequence will need both formative and summative items that have students look at data from more than one location and use that data to decide on seasonal differences and similarities.

3.ESS2.1

After reading 3-ESS2-1, the supporting framework statements, and the evidence statements,

Make a list of suggestions and “must includes” that your team can use while facilitating the third grade teachers as they create learning targets for 3-ESS2-1.

Example-The sequence will need targets that address the ability to collect weather data (temp, rainfall) and use that data to create graphical displays.

3.ESS2.1

After reading 3-ESS2-1, the supporting framework statements, and the evidence statements,

Make a list of resources and other suggestions that your team can share while facilitating the third grade teachers as they create a lesson sequence around 3-ESS2-1.

Example-The Kentucky MESONET http://www.kymesonet.org/ has county by county monthly rainfall and temperature data starting from 2007.

Evidence Statements 101 What They Are How They are Structured

Why Evidence Statements?

A PE and the accompanying foundation boxes have a lot of information (enough?), but they do not explicitly provide guidance about what it looks like for a student to use those three dimensions together in a purposeful way.

ES were written to help provide educators with:

1. What skills and knowledge students must be able to demonstrate for ‘proficient’ performance on any given PE at the end of instruction

2. What student performance at the nexus of the three dimensions looks like

ES for any given PE describe exactly the same expectations for students as the PE itself, simply with more detail…

An analogy: Imagine a leaf under a microscope: when the magnification increases, more features become visible. Those features were always present, but required a different level of scrutiny to make them apparent. Similarly, the content (across all three dimensions) included in the evidence statements is the same content included in the PEs, just at a different level of magnification.

Structure of the Evidence Statements

All Evidence Statements are written through the lens of the Science and Engineering Practice (SEP) associated with a given PE

The SEP is NOT most important, but it is the dimension that makes student work directly observable

NGSS writers created a TEMPLATE for each SEP at each grade band and then used those templates to generate Evidence Statements for each PE

Developing and Using ModelsGeneral observable features of the practices by the end of 2nd grade.

Developing and Using ModelsGeneral observable features of the practices by the end of 2nd grade.

Recap…1. The structure of the ES is through the lens of the SEP because that’s

what is directly observable about student work

2. Templates were created for each SEP to provide a framework and ensure consistency

3. ES describe the skills and knowledge students must be able to demonstrate for ‘proficient’ performance on any given PE at the end of instruction

4. ES describe what student performance looks like at the nexus of the three dimensions

5. ES for any given PE describe exactly the same expectations for students as the PE itself, simply with more detail

Evidence Statements SURVEY

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LUNCH

11:30-12:15If you signed up for the Lunch & Learn session, move to Room 3B.

After lunch, move to a table with the grade level/subject level you want to work with this afternoon.

Utilize appropriate resources/protocols to facilitate deeper learning around specific content standards.

Suggested Steps to Guide

As a grade level or HS subject level group, choose the PE(s) that will be your focus for the afternoon.

Use the steps to guide you through the process.Use this work time to get as much finished on this

lesson sequence as possible. Facilitators will be stationed to assist your group.

GRREC Science Content Network MeetingsSept 22 Oct 29

Joint meeting: Nov 18 @ Knicely CenterJan 25Feb 22

Joint meeting: Mar 23 @ Knicely Center

Leave yourEvaluation!See You Next Month

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