district accountability committee october 13, 2015 · all grade levels are using literacy design...

District Accountability Committee Location: Boardroom

October 13, 2015

Empowering Educators w Personalized Systems w Quality Foundations

All minutes, agendas and handouts can be found @: http://www.thompsonschools.org/domain/676 of 2

Attendees: Deb Adams, Bryce Carlson*, Andy Crisman, Jeri Crispe, Natalie Diekman, Kodi Fidler, Donna Gallegos, Karen Hanford, Caleb Jordan, Trent Montagu, Michael Neissee, Melanie Ramey, Jen Seaser, Jody Shadduck- McNally, Shea Slavens, Mary Louise Strid, Chastity Stringer, Sarah

Walgast, Amber Wallace *Board of Education Member

Schools represented: High Schools ☒ BHS, ☐ FHS, ☐ LHS, ☐ MVHS, ☐ TVHS Middle Schools ☒ BRMS, ☒ CBMS, ☒ LEMS, ☐ TMS, ☒ WCMS Elementary ☐ BES, ☐ BFK, ☒BTES, ☐CMES, ☐ CES, ☐ CPES, ☒ CRES, ☒ GES, ☐ ISES, ☒ LEES,

☐ LES, ☐ MBES, ☒ MES, ☒ NES, ☐ PES, ☐ SMES, ☐ SES, ☒ TES, ☐ WES, ☐ VBES Charter Schools ☐ NVCS, ☒ LCS

wBe Impeccable with your Wordw Don’t Take Anything too Personallyw Don’t Make Assumptionsw Always Do Your Bestw

Time/Topic Notes/Input/Feedback Outcome

6:02 – 6:03 ☒ Information ☒ Input ☐ Decision

Agenda adjustments to honor presenting staff

Welcome /Approval of August Minutes (now present on DAC website) Karen move, Donna second

Welcome to Caleb, our student representative.

☒Complete ☐Carryover ☐ Table

6:05 – 6:25 ☒ Information Opening and Introductions - Activity ☒Complete 6:25 – 7:08 ☒ Information Colorado State Standards, Next Gen Standards,

Presentation/Discussion – Chastity Stringer, Data and Assessment Coordinator/ PK12 Science Leader (presentation attached) Implementing in 2016-17. Elementary STEM schools are currently using the standards in correlation with Colorado Academic Standards. Middle Schools are using Discovery Education Techbooks (learning platform) to differentiate texts for students, same content/different reading levels/bilingual. Students have individual logins for school or home use. All grade levels are using Literacy Design Collaborative (secondary) or Foundation Literacy (Elementary) across contents.

☒Complete

☒ Information DUIP Progress discussion – didn’t discuss though our discussions led through to our Literacy Strategies.

☒ Covered

District Accountability Committee Location: Boardroom

October 13, 2015

Empowering Educators w Personalized Systems w Quality Foundations All minutes, agendas and handouts can be found @: http://www.thompsonschools.org/domain/676 of 2

7:08 – 7:25 ☒ Information Review of assessments used in district, budget for assessments – Jeri Crispe – Presentation State Assessments / District Assessments State assessments for Math and ELA for 2015-16 have been reduced. There will be no End of Year PARCC. District Formative Assessments are being used K-12. Q – Students are not taking the district tests seriously, what does this mean for the data, how do we get student buy in?

-It’s an ongoing struggle, though we are working on building teacher capacity for taking this data and giving students more meaningful feedback on their results and how it will drive the instruction given, based on the students’ performance.

-As educators we need to make it relevant to students and the results understandable and relevant to parents

7:25 – 7:30 ☒ Information Next Steps Go home and think about Parent Engagement. Recommendations to Jody by November 1st. How can we make more information relevant.

Development

Building on the Past; Preparing for the Future

7/2011 – April 2013

1/2010 - 7/2011

1990s

1990s-2009

Phase IIPhase I

http://www.nextgenscience.org/next-generation-science-

standards

Video Clip:

http://www.nextgenscience.org/next-generation-science-standards

NGSS Topics

1. Framework – Three Dimensions

2. Science & Engineering Practices

3. Crosscutting Concepts (CCCs)

4. Multiple Modalities with Practices

5. Disciplinary Core Ideas

6. Next Generation Science Standards

7. Nature of Science (NOS)

8. Appendices & Resources

9. ELA Literacy Connections/Strategies

NGSS Framework

THREE DIMENSIONS:

1. Practices

2. Crosscutting Concepts

3. Disciplinary Core Ideas

Three Dimensions Intertwined

The NGSS are written as

Performance

Expectations

NGSS will require

contextual application of

the three dimensions by

students.

Focus is on how and why

as well as what

NGSS Framework

Science and Engineering Practices and

Crosscutting Concepts should not be taught in

a vacuum; they should always be integrated

with multiple core concepts throughout the year.

Use common language across disciplines to

help students recognize concepts in different

content areas.

Principles of the Framework

The NGSS Focus on Deeper

Understanding and Application of Content.

Disciplinary Core Ideas that students should

know and be able to do by the time they

graduate from high school.

Principles of the Framework

Dimension 1:

Scientific & Engineering Practices

1. Asking questions (for science) and defining problems

(for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing

solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Dimension 2:

Crosscutting Concepts

1. Patterns

2. Cause & Effect

3. Scale, Proportion, & Quantity

4. Systems & System Models

5. Energy & Matter

6. Structure & Function

7. Stability & Change

The 4 Disciplinary Core Ideas (DCIs)

1. Physical Sciences (PS)

1. Life Sciences (LS)

1. Earth and Space Science (ESS)

1. Engineering, Technology, and Applications of

Science (ETAS)

Dimension 3: Core Ideas

Physical Sciences

• PS 1: Matter and Its Interactions

• PS 2: Motion and Stability

• PS 3: Energy

• PS 4: Waves and Their Applications

Life Sciences

• LS 1: From Molecules to Organisms: Structures and

Processes

• LS 2: Ecosystems: Interactions, Energy, and Dynamics

• LS 3: Heredity: Inheritance and Variation of Traits

• LS 4: Biological Evolution: Unity and Diversity

Earth and Space Sciences

• ESS 1: Earth’s Place in

the Universe

• ESS 2: Earth Systems

• ESS 3: Earth and

Human Activity

Engineering, Technology andApplications of Sciences

• ETS 1: Engineering Design

• ETS 2: Links Among Engineering, Technology, Science and Society

What are the NGSS?

NGSS Are:

Performance Expectations focused on the nexus of the three dimensions of science learning

Performance Expectations that require students demonstrate proficiency

Designed to lead to a coherent understanding of the Practices, CCC, and DCIs

NGSS Are NOT:

Separate sets of isolated inquiry and content standards

Curriculum or instructional tasks, experiences or materials.

Meant to limit the use of Practices or Crosscutting Concepts in instruction

Designed to be separate or isolated experiences

A Closer Look at a Performance Expectation

ELA Literacy Standards for Science & Technical Subjects

Math Connections

1. Make sense of problems and persevere in

solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the

reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated

reasoning.

Standards for Mathematical Practice

College & Career Readiness Skills

Some of the top 13 Job Skills noted by Fortune 500s

• Interpersonal/teamwork skills

• Oral communication & listening skills

• Problem solving skills

• Critical thinking

• Reading and writing

• Computation & application skills

Lots of work completed, underway,

and left to do

Instruction

Curricula

Assessments

Teacher Development

Resources

• www.nextgenscience.org

• www.ngss.info

• http://ngss.nsta.org/

• http://learningcenter.nsta.org/products/symposia_seminars/NGSS/webseminar.aspx

• http://www.isbe.net/ngss/default.htm

• http://www.achieve.org/next-generation-science-standards

• http://www.nap.edu/catalog.php?record_id=13165

• http://www.csss-science.org/bcsse/

http://www.nextgenscience.org/

http://www.ngss.info/

http://ngss.nsta.org/

http://learningcenter.nsta.org/products/symposia_seminars/NGSS/webseminar.aspx

http://www.isbe.net/ngss/default.htm

http://www.achieve.org/next-generation-science-standards

http://www.nap.edu/catalog.php?record_id=13165

http://www.csss-science.org/bcsse/

MS-LS1-1 From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can: MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many

different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions.

Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation.

Disciplinary Core Ideas

LS1.A: Structure and Function

All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular).

Crosscutting Concepts

Scale, Proportion, and Quantity

Phenomena that can be observed at one scale may not be observable at another scale.

- - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology and Applications of

Science Interdependence of Science, Engineering, and Technology

Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems.

Observable features of the student performance by the end of the course: 1 Identifying the phenomenon under investigation

a From the given investigation plan, students identify and describe the phenomenon under investigation, which includes the idea that living things are made up of cells.

b Students identify and describe the purpose of the investigation, which includes providing evidence for the following ideas: that all living things are made of cells (either one cell or many different numbers and types of cells) and that the cell is the smallest unit that can be said to be alive.

2 Identifying the evidence to address the purpose of the investigation

a From the given investigation plan, students describe the data that will be collected and the evidence to be derived from the data, including:

i. The presence or absence of cells in living and nonliving things.

ii. The presence or absence of any part of a living thing that is not made up of cells.

iii. The presence or absence of cells in a variety of organisms, including unicellular and multicellular organisms.

iv. Different types of cells within one multicellular organism.

b Students describe how the evidence collected will be relevant to the purpose of the investigation.

3 Planning the investigation

a From the given investigation plan, students describe how the tools and methods included in the experimental design will provide the evidence necessary to address the purpose of the investigation, including that due to their small-scale size, cells are unable to be seen with the unaided eye and require engineered magnification devices to be seen.

b Students describe how the tools used in the investigation are an example of how science depends on engineering advances.

4 Collecting the data

a According to the given investigation plan, students collect and record data on the cellular composition of living organisms.

June 2015 Page 1 of 2

jchildress

Placed Image

b Students identify the tools used for observation at different magnifications and describe that different tools are required to observe phenomena related to cells at different scales.

c Students evaluate the data they collect to determine whether the resulting evidence meets the goals of the investigation, including cellular composition as a distinguishing feature of living things.

June 2015 Page 2 of 2

Title of Unit: Solids and Liquids (Matter) Focusing Lens: Materials can be described, classified, and used because of their observable properties. Habits of Thinking: Ask questions, plan and carry out investigations, analyze data, engage in argument from data, construct explanations, look for and make use of structure Cross-cutting Concepts: *Structure and functions *Stability and Change*Energy and Matter Summative Assessment of Focusing

Lens

Students will sort/describe/use matter to create a new object. The students will then justify why they chose those particular materials.

Date of Weeks

Week 1 ______________________ First Cycle-Solids/Liquids

Week 2 First Cycle-Solids/Liquids

Week 3 First Cycle-Solids/Liquids

Week 4 Second Cycle-Engineering

Week 5 Second Cycle-Engineering

Week 6-End of

Trimester Second Cycle-Engineering

Content Priority

Standards

● Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.


● Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.


● Analyze data obtained from testing different materials to determine which material have the properties that are best suited for an intended purpose.


Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.













Reading Priority

Standards

Distinguish long and short vowels when reading regularly spelled one-syllable words ● Know and use in context common

Vowel-C-e (“magic” E) sound-spelling pattern (bike)-1

● Decode two-syllable words using the Vowel-C-e pattern (“Magic e) (compete, despite)—2nd part

● Identify base word, prefixes, and suffixes—2nd part

● Recognize and read grade-appropriate irregular spelled words

● Refer to Thompson High Frequency Word List

● DRA2-Level 18, WPM/51 - beginning of the year

● Read on-level text with purpose and understanding.

● Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Distinguish long and short vowels when reading regularly spelled one-syllable words ● Know and use in context common Vowel-C-e

(“magic” E) sound-spelling pattern (bike)-1 ● Decode two-syllable words using the

Vowel-C-e pattern (“Magic e) (compete, despite)—2nd part




● DRA2-Level 18, WPM/51 – ● Read on-level text with purpose and

understanding. ● Read on-level text orally with accuracy,

appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Distinguish long and short vowels when reading regularly spelled one-syllable words ● Know and use in context common Vowel-C-e

(“magic” E) sound-spelling pattern (bike)-1 ● Decode two-syllable words using the

Vowel-C-e pattern (“Magic e) (compete, despite)—2nd part
























● DRA2-Level 18, WPM/51 – ● Read on-level text with purpose

and understanding. ● Read on-level text orally with

accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and







● DRA2-Level 18, WPM/51 – ● Read on-level text with purpose

and understanding. ● Read on-level text orally with

accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and

Revised 6-15

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Identify the main topic of multi-paragraph text as well as the focus of specific paragraphs within the text. Describe the connection between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text. Know and use various text features (eg. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Explain how specific images (eg. a diagram showing how a machine works) contribute to and clarify a text.

Identify the main topic of multi-paragraph text as well as the focus of specific paragraphs within the text. Describe the connection between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text.

Know and use various text features (eg. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Explain how specific images (eg. a diagram showing how a machine works) contribute to and clarify a text.

Identify the main topic of multi-paragraph text as well as the focus of specific paragraphs within the text. Describe the connection between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text. Know and use various text features (eg. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Explain how specific images (eg. a diagram showing how a machine works) contribute to and clarify a text.

Identify the main topic of multi-paragraph text as well as the focus of specific paragraphs within the text. Describe the connection between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text.


understanding, rereading as necessary. Identify the main topic of multi-paragraph text as well as the focus of specific paragraphs within the text. Describe the connection between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text.


understanding, rereading as necessary. Identify the main topic of multi-paragraph text as well as the focus of specific paragraphs within the text. Describe the connection between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text. Know and use various text features (eg. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Explain how specific images (eg. a diagram showing how a machine works) contribute to and clarify a text.

● DRA2- Level 20, WPM/65- end of trimester 1

Writing Priority

Standards

● Identify a topic ● Identify facts/supporting

details related to my topic ● Construct a piece using facts on

a topic ● Elaborate on a topic using

supporting details and definitions to develop points.

● Organize a piece on a topic using a concluding statement or section.

● Construct an informative/explanatory text on a topic including facts/supporting details, definitions, and a concluding statement.

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

● Identify a topic ● Identify facts/supporting details

related to my topic ● Construct a piece using facts on a topic ● Elaborate on a topic using supporting

details and definitions to develop points. ● Organize a piece on a topic using a

concluding statement or section. ● Construct an informative/explanatory

text on a topic including facts/supporting details, definitions, and a concluding statement.




details and definitions to develop points. ● Organize a piece on a topic using a

concluding statement or section. ● Construct an informative/explanatory

text on a topic including facts/supporting details, definitions, and a concluding statement.




details and definitions to develop points.





details related to my topic ● Construct a piece using facts on a

topic ● Elaborate on a topic using

supporting details and definitions to develop points.





details related to mytopic

● Construct a piece using facts on a topic

● Elaborate on a topic using supporting details and definitions to develop points.




Common Formative

Assessment (CFA)

Think-Pair-Share Science Notebooks


Write a summary paragraph of properties of solids and liquids. Think-Pair-Share Science Notebooks



Write about the engineering process including the steps and what happens in each step. (How-to)

Revised 6-15

Materials

Foss Kit Solids and Liquids Investigations 1, 2

Foss Kit Solids and Liquids Investigations 3

Foss Kit Solids and Liquids Investigations 4

Engineering-A Work in Progress Prep lesson and Lesson 1

Engineering-A Work in Progress Lesson 2, 3

Engineering-A Work in Progress Lesson 4 and Assessment

Vocabulary

*Solids/Liquids *Model/Build Towers

*Cooling/heating properties

*Engineering


*Cooling/heating properties *Engineering


*Cooling/heating properties *Engineering

Chemical Engineer Criteria Design Engineer/Engineering/Process Improve Goal Process Redesign Problem/Solution Technology Analyze Data



Notes for Foundational Literacy

Revised 6-15

district accountability committee october 13, 2015 · all grade levels are using literacy design...

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