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IOWA SCIENCE COACHING NETWORK

Webinar begins at 1:00pm

April 18, 2019

http://bit.ly/2GjBu9y

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Practice using the chat

(Located at the bottom of the screen)

Share your name and district

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Welcome!

Who’s in the room?

Please post your name and email address on the Padlet.

Open the Padlet - https://goo.gl/S5cgzN

It will be helpful to have the Zoom and the presentation open on your desktop.

Presentation: http://bit.ly/2GjBu9y

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Who we are

Amy Johannsen- Science Instructional Coach, Southeast Polk HS

@JoChemSEP

Eric Hillman- Science Instructional Coach, Southeast Polk JH

@Hillman_SEP

Science@aealearningonline.org

@scicoachnetwork

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Our Website- bit.ly/scinetwork

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Join our Community �

Email List : to receive our webinar information and reminder emails.

Network Member List: emails listed on website for contact information.

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Our Website- bit.ly/scinetwork

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Our Website- bit.ly/scinetwork

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2017-18 Webinars

10.31.17: Why is coaching science different?

12.07.17: Being Intentional with the Science and Engineering Practices� BONUS: 8 Standards of Mathematical Practice

02.06.18: Being Intentional with the Crosscutting Concepts� BONUS: Question Formulation Technique (QFT)

04.17.18: ELA + Science Connections� BONUS: Receiving Peer Feedback on Assessments

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Our Website- bit.ly/scinetwork

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2018-19 Webinars

11.20.18- SE Polk - approaches for planning standards-aligned units

12.18.18- SE Polk - ideas for gathering a body of evidence

2.5.19- Lewis Central MS - engaging teachers in the SEPs to deepen the classroom experience

3.26.19- Eddyville-Blakesburg - elementary disciplinary literacy and post-it planning strategy

4.18.19- Jill Wertheim from Stanford SNAP

5.9.19- Mississippi Bend/Bettendorf/Davenport

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Our Website- bit.ly/scinetwork

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Our Website- bit.ly/scinetwork

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Our Website- bit.ly/scinetwork

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Our Purpose

  • Provide support specific to science standards and best practices

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  • Share resources used to coach teachers

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  • Share resources to provide PD to teachers

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  • Provide a space for coaches to pose questions of other coaches

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  • Provide new learning for all members

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LEARN. SHARE. REFLECT.

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LEARN. SHARE. REFLECT.

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Jill Wertheim

jwerthei@stanford.edu

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A new approach to assessment

Less of this

More of this

Rote memorization of facts and procedures

Engaging students in developing solutions to complex problems and figuring out puzzling phenomena

Simple tasks designed to rank students by achievement

Providing opportunities for students to show their most sophisticated work through peer, self, and teacher feedback and revision

Identify what students don’t know or aren’t able to do

Foreground students’ assets

Assessment as its own goal

Assessment as information to guide students and teachers in the classroom

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A new approach to assessment

“One of the many things I reflected on over the course of this class is how this can change the way I deliver instruction. While our school has made some progress towards understanding NGSS; we still have some work to do…Through this class; I now have a better understanding of how to deliver instruction that will support the expectations of an NGSS assessment.”

Our group came to the consensus that this process was a piece of the puzzle that we have been missing…This process will help us select/develop assessments that thoroughly assess the standard. On that same note; it will help us select instructional materials that teach students in this manner.

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Hybrid online courses

Course 1. Performance Assessment in the NGSS Classroom: Implications for Practice

Learning Goals:

  1. Ways that NGSS changes the information needed from assessment
  2. How to analyze a PE, performance assessment, and student data for evidence of 3 dimensions
  3. How these analyses can inform feedback to students and instructional moves

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Hybrid online courses

Course 1. Performance Assessment in the NGSS Classroom: Implications for Practice

Logistics:

  • At least 2 teachers - same grade band
  • Ideally groups of teachers from different grade bands all meet for face-to-face sessions
  • Plan for 2-3 face-to-face meetings
  • Facilitator
  • 10-15 hours

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Session 1: online/self-paced (1 hr)

Session 2 online/self-paced (1.5 hr)

Face-to-face meeting (3 hrs)

Session 3 online/self-paced (1.5 hr)

Session 4 online/self-paced (1 hr)

Face-to-face meeting (2 hrs)

Face-to-face meeting (2 hrs)

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Hybrid online courses

Learning goals

  • Features of high-quality 3D performance assessments
  • Rigorous process for developing performance assessments
  • Using colleagues for peer review

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Course 2: Developing Performance Assessments for the NGSS Classroom

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Hybrid online courses

Logistics:

  • At least 2 teachers - same grade band
  • Ideally groups of teachers from different grade bands all meet for face-to-face sessions
  • Plan for 2-3 face-to-face meetings
  • Facilitator
  • 10-15 hours

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Session 1: Development Teams

Session 2: Development Teams

Peer Review

Session 3: Development Teamsr)

Peer Review

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Course 2: Developing Performance Assessments for the NGSS Classroom

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LEARN. SHARE. REFLECT.

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Southeast Polk HS Group

Course 1 (SPA):

  • Kaylee (chemistry)
  • Karen (biology)
  • Garrett (chemistry)
  • Allison (Earth and space/biology)
  • Susan (physics)
  • Kris (DE science consultant)

Course 2 (IEA):�

  • Kaylee (chemistry)
  • Karen (biology)
  • Garrett (chemistry)
  • Allison (Earth and space/biology)

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Southeast Polk HS Group

Course 1 (SPA):

  • Individual work - videos/assessments/rubrics
  • Large group work - Sunday 3 hours
  • Individual work - videos/assessments/rubrics
  • Large group work - Sunday 3.5 hours

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Questions we had after the SPA course:

  • Are all SPAs designed to assess a single PE? Do you bundle?
  • How do we build our classroom culture so students feel comfortable and confident performing on these types of assessments?
  • Is there a searchable database that allows for easy access to data like the sets used in the SPA?
  • How do we create rubrics to grade this type of assessment?
  • How was a grade assigned to the SPA? Was each dimension graded separate? What happens if they get the content but not the SEP/CCC?

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Comments we had after the SPA course:

  • The degree of difficulty/abstractness of questions vs. current assessments used will be a shift!
  • These assessments seem like they will take so much time to check.
  • I liked how the assessments were broken down and how easy the instructions were for students.
  • I liked the mix of skill (graph reading) vs content was high for each assessment.
  • I liked having the choice and liberty to choose my natural disaster and expound on fire’s importance in maintaining biodiversity in some ecosystems.
  • Student engagement will hinge on giving feedback.

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Benefits of the course for our team:

  • We started having more conversations about student product and what we wanted the students to be able to demonstrate when thinking about assessments.
  • Focusing on student work what does it look like? What does the rubric look like?
  • Our learning transferred to our process:�1. Develop an assessment�2. Gather student work�3. Sort student work into High - Medium - Low�4. Determine rubric�5. Grade assessment per the rubric

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Benefits of the course for our team:

  • Feedback should be specific.
  • Clearly stated goal on rubrics.
  • Clear learning targets for students posted in rooms.
  • Identifying trends in student work.
  • Helped our team think about what we want assessments to look like and prepared us for our work in the SNAP #2 course.

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"I thought you were going to give me a proper assessment. Where there are questions that have right and wrong answers."

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LEARN. SHARE. REFLECT.

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4. You have found that you need to know a lot more about the data than what is shown in the three graphs.

Describe additional information about the data in the graphs that city leaders would need before they could use the data to make decisions. Explain why leaders would need that information.

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  1. What do you notice about how the members of this PLC both support and push each other as they analyze a performance assessment?
  2. How could you support (or have you supported) the development of this culture?

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Recap

LEARN - Jill shared info about the SNAP courses

SHARE

REFLECT

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Recap

LEARN - Jill shared info about the SNAP courses

SHARE - Amy shared the SEPHS experience

REFLECT -

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Recap

LEARN - Jill shared info about the SNAP courses

SHARE - Amy shared the SEPHS experience

REFLECT - Jill reflected on how we can create the culture necessary to push a PLC forward with assessment design.

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ACT

Survey

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THANK YOU

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Next webinar will be May 9, 2019 at 9:00am