ISLN participants!. As you arrive . . . Log in to ovecisln.wikispaces.com. ISLN. Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready.
As you arrive . . .
What new learning have you discovered you need as a result of this meeting?
Teacher DevelopmentSocial Studies Update…Informing Highly Effective Practice
(KCAS SS and Literacy in History/SS
Pillars of Leadership Networks
Highly Effective Teaching and learning
Kentucky’s Core Academic Standards
TPGES –Teacher Professional Growth and Effectiveness System
The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.
A Framework for K-12 Science Education p. 1-2
The Framework establishes three dimensions of science learning:
5. Using mathematics and computational thinking
6. Constructing explanations (science) and designing solutions (engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
1. Asking questions (science) and defining problems (engineering)
2. Developing and using models
For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about progression over time.
Integration of practices, crosscutting concepts, and core ideas.
K–12 Science Education Should Reflect the Real World Interconnections in Science
The standards are written as student performance expectations - they are NOT a curriculum
Science concepts build coherently across K-12
The NGSS Focus on Deeper Understanding and Application of Content
Integration of science and engineering from K-12
Designed to prepare students for college, career, citizenship
Coordination with Common Core State Standards
NGSS LS2: Ecosystems
Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*
Construct and compare linear, quadratic, and exponential models and solve problems.
Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
Modeling; Reasoning Abstractly and Quantitatively
Cause and Effect
Systems and System Models
NGSS LS4: Biological Evolution
For exponential models, express as a logarithm the solution to abct=d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*
In 1966, a Miami boy smuggled three Giant African Land Snails into the country. His grandmother eventually released them into the garden, and in seven years there were approximately 18,000 of them. The snails are very destructive and had to be eradicated. They consume over 500 different types of plants, lay over 1,200 eggs per year, and have been shown to cause indigenous snails’ populations to decrease over time. According to the USDA, it took 10 years and cost $1 million to eradicate them. Now, Dade County, Florida faces the same infestation.
As a group, discuss your ratings and gather 2 talking points about how you could use the Configuration Map to drive your work with the NGSS that you would like to share with the group.
Teacher Professional Growth and Effectiveness System
All measures are
Student Growth %
Student Growth Goals
LDC/MDC Classroom Evidence
Guiding Questions for Student Growth Goal Setting
This school year, all of my 6th grade science students will demonstrate measureable growth in their ability to apply the scientific practices. Each student will improve by two or more levels on the districts’ science rubric in the areas of engaging in argument from evidence, and obtaining, evaluating and communicating information. 80% of students will perform at level 3 on the 4-point science rubric.
A principal’s perspective:
How am I making student growth goal-setting meaningful for my teachers?
District leaders’ perspective:
How are we supporting principals in making student growth goal-setting meaningful?
What do I need to do to support my teachers?
What’s my school plan?
Please complete the evaluation