Diving Deep: Transforming Educational Practice for All
Transcription
Diving Deep: Transforming Educational Practice for All
Diving Deep: Transforming Educational Practice for All Students through CCSS/NGSS Saturday, May 2, 2015 UC San Diego/Pepper Canyon Hall Presentation Summaries 9:30-10:45 am, A Sessions A1. From YIKES! To YES: Using Culturally Proficient Professional Learning in Response to the Common Core Room: 106 Presenter(s): Delores Lindsey, CSU San Marcos Randall Lindsey, CSU Los Angeles Summary: Common Core State Standards (CCSS) for college and career readiness outcomes can drive changes in instruction, curriculum alignment, and assessment in ways that focus educators’ attention on equitable access to higher order learning and, thereby assure and ensure equitable educational opportunities and outcomes in ways not yet seen. The Facilitators for this session engage participants in using an Implementation Rubric that present Culturally Proficient Professional Learning as a guide to implement College and Career State Standards. The 5 Essential Elements of Cultural Competence are crucial in the implementation process. As outcomes, participants will: 1) Clarify role of Quality Professional Learning for implementing Common Core Standards; and 2) Examine the 5 Essential Elements as action behaviors to lead the change process. A2. Critical Issues in Aligning Common Core State Standards with Developmentally Appropriate Practices in High Quality Early Education (P-3) Room: 109 Presenter(s): Alison Wishard Guerra, UCSD/Education Studies Shana Cohen, UCSD/Education Studies Bailey Choi, Carlsbad Country Day Summary: This panel considers critical issues in how the implementation of the Common Core State Standards aligns with Developmentally Appropriate Practice in support of high quality early education spanning from preschool through 3rd grade. Early childhood educators have expressed dual concern that the CCSS are not appropriate for young children and yet they recognize the need to prepare children to enter elementary school in the age of CCSS. The three presentations in this panel will cover the following: 1. Framing early education as a developmental continuum from Preschool- 3rd Grade: Opportunities to improve practice in preschool and early elementary school by aligning CCSS and DAP. Alison Wishard Guerra 2. Working with diverse families in early childhood: Building on Best Practices in ECE to support CCSS. Shana Cohen 3. Preparing preschool children from Common Core: A look at a local preschool's process in aligning the CA Preschool Learning Foundations and the CCSS. Bailey Choi Time for discussion will be reserved to integrate the vast experience, questions, concerns, and inspirations from the audience. 1 A3. Close Reading in Science: Supporting Claims with Evidence and Reasoning (Grades 6-12) California Reading & Literature Project, UC San Diego Room: 120 Presenter(s): Kathy Melanese, California Reading and Literature Project (CRLP), UCSD Jessica Nascimento, Sweetwater UHSD Summary: Close reading in science is an integral part of a comprehensive science education. Both the CCSS for ELA and Literacy and the NGSS call for students to read, write and speak in ways that are grounded in evidence. In this workshop, participants will learn how to effectively engage students in reading complex text focusing on specific strategies to scaffold understanding of the text and key scientific concepts. An emphasis will be made on the interrelated aspects of both disciplines such as making claims, finding evidence, and reasoning. Participants will engage in an activity simulating a close reading lesson in a biology class, and will learn an approach for designing lessons to scaffold reading in science. A4. Preparing for Transformational Geometry in High School – A Middle School Introduction Room: 121 Presenter(s): Osvaldo Soto, Math for America San Diego Genevieve Esmende, San Diego USD Kathleen Barry, Guajome Park Academy Summary: Presenters will share their struggle and experience developing lessons that intellectually necessitate transformations under the Common Core Standards. We will examine how the middle school transformational geometry standards prepare students for transformational geometry at the high school level. Participants will experience activities to explore rigid transformations. A5. Smart Tech Use for Equity in the Era of CCSS and NGSS Room: 122 Presenter(s): Kim Douillard, San Diego Area Writing Project & Cardiff Elementary School Michael Salamanca, Madison High School Alicia Johal, Mar Vista Academy Jeri Aring, Chula Vista Hills Elementary School Serena Pariser, Gompers Preparatory Academy Mica Pollock, UCSD/CREATE/Education Studies Summary: We will provide an engaging intro to efforts to test smart tech use for equity in the era of CCSS/NGSS. We are a growing community seeking to support San Diego teachers as equity designers: people who continually evaluate the pros and cons of their tech use with equity in mind, and document evidence of it working or not working to support young people. We will share evidence of student work from three ongoing teacher inquiries into whether simple technologies might support students to "go deep" in discussing math, science, and literature. Then we will engage the audience in questioning “smart” vs “not-so-smart” tech use in education that they have experienced. 2 A6. Examining Formative Assessment Moves in a Mini PLC: Middle School Math Teachers’ Experiences with Planning, Enacting, and Reflecting upon Video-Based Practice in Formative Assessment Circles Room: 304 Presenter(s): Brent Duckor, San Jose State University Summary: While research has shown for over a decade that teachers who engage in formative assessment practices may have the most powerful impact on student learning (Black & Wiliam, 1998; Shepard 2001; Wiliam, Lee, Harrison & Black, 2004; Hattie, 2012) less is known about the development of teachers’ knowledge and use of formative assessment as they plan, enact, and reflect on their formative assessment practices. This presentation focuses on how in-service middle school math teachers take up the specific moves associated with “high leverage” formative assessment practice (Duckor, 2014), attempt to coordinate those skills with other goals of teaching, and learn from reflecting with colleagues in “formative assessment circles” on their practice. Utilizing a teacher learning progressions framework, the session explores how to capture trajectories in teachers’ knowledge and use of formative assessment practice as they pose more powerful questions, pause for cognitive processing, probe for deeper responses, tag those student responses and bin different solution strategies, while attending to academic language demands and the diverse needs of the California classroom. A7. Time to Explore NGSS & Common Core Room: 340 Presenter(s): Sarah Motsinger, Shawna Codrington, Julianne Dugan, Gina Haggard & Cassie Santos, Feaster Edison Charter Elementary/STEM Academy, Chula Vista ESD Summary: At Feaster Charter School, students are at the center of all decision making. We prepare our students to become 21st century learners in a multicultural society by infusing Visual & Performing Arts as well as Science, Technology, Social Studies, Engineering & Mathematics into our daily curriculum and literacy instruction. This integration challenges our students to communicate and think critically, creatively and collaboratively. Project-based learning and problem-based learning both assist students in their overall education as they work on Common Core Standards at Feaster Charter. By identifying major problems that plague scientists, engineers, and historians, students connect the standards being taught to real life problems and invent or design solutions. This presentation will show how teachers at Feaster are able to embed NGSS Standards into Common Core Lessons using real world problems. 3 11:00 am – 12:15 pm, B Sessions B1. Computer Science teaches thinking -- ala Common Core and NGSS -- and the BIG moves by districts to broaden computer science in support of CCSS/NGSS. Room: 106 Presenter(s): Art Lopez, Sweetwater HS, Sweetwater UHSD Ray Kinne, San Diego High School, SDUSD Summary: Dr. Jan Cuny, program director for Computer Education for the National Science Foundation, outlined a plan for “Transforming High School Computing: A Call To Action.” Dr. Cuny made it clear that we are at risk at losing our country’s leading edge in technological innovation and economic competitiveness if we do not transform computer education from its current state. Computing and computational thinking are key skills that are required from today’s workforce and are embedded within most if not all STEM fields. This presentation outlines the importance of teaching computer science education and the relationship between computer science and common core state standards and the Next Generation Science Standards. The presentation outlines the severe shortages of and underrepresentation of groups in CS, including young women and students of color, at all levels of public education including K-12 and Higher Ed and the importance of Computer Science in STEM work within Higher Ed. We also outline efforts of integrating and embedding Computer Science Education and Curriculum and broadening student participation within the Sweetwater Union High School, San Diego Unified, and other San Diego County districts. Supported in part by two National Science Foundation (NSF) projects at UCSD -- ComPASS/CE21, now CS-CAVE, these districts have added the pilot AP Computer Science Principles course and adopted a curriculum and cutting-edge pedagogy that teaches Computer Science Principles, a course developed by Dr. Beth Simon, Dr. Sara Guthals, and Dr. Quintin Cutts. The course is also currently taught at UCSD and SDSU. In short, this session covers the why and how big districts are making big moves to bring computer science education to many more students. B2. Transitioning to Common Core Math: A TK-5 District-Wide Model Room: 109 Presenter(s): Andrea Barraugh, Poway USD Rusty Bresser & Caren Holtzman, UCSD/Education Studies Summary: Participants will learn about ways to support teachers in a coherent system-wide transition to the Common Core Standards in Mathematics. They will experience high leverage instructional practices and learn about district-wide collaboration structures which support the transition. The presentation integrates opportunities to view student work, engage in discussion and experience common core aligned activities. 4 B3. Connecting NGSS and CCSS Literacy in Science Room: 120 Presenter(s): Kathryn Schulz, San Diego Science Project, UCSD/CREATE Summary: The goals of this session are to identify: • • • • the impact of integrating literacy and science standards on student thinking. strategies for speaking and listening incorporating academic language and science vocabulary. science notebook writing activities that develop student skills in writing that are appropriate to task, purpose, and audience. strategies for reading complex text to enhance student understanding of science content. Participants will also reflect on their classroom instruction to identify the literacy skill and strategies that you are already teaching and how these skills and strategies compare with those defined in the CA CCSS for ELA/Literacy. Participants will watch a science lesson in which student learning is supported by the integration of science hands-on activities with the CA CCSS for ELA/Literacy. B4. Structure of the Smarter Balanced Math Assessment & How it Supports Instruction Room: 121 Presenter(s): Sandy Sanford, Eduneering, Inc. Summary: This interactive workshop will explore the unique structure of the Smarter Balanced Math Assessment and focus on what that structure can tell us about preparing students for College and Career in the 21st Century. We’ll study the Claim-Target-Standard (CTS) taxonomy and compare it to the traditional blueprint system in effect in California for the last 14 years. We’ll explore the Computer Adaptive Testing (CAT) algorithm and how it relates to Depth of Knowledge (DOK), Standard Error of Measurement (SEM), and Domain requirements. We’ll dissect the different Item Types and postulate the effect (pro & con) on tested students. Attendees will leave with a C-T-S Matrix (the comprehensive document on Smarter Balanced Math Assessment structure) and many other support documents/links to include samples of all item types. B5. Common Core and Preparing Students for College Transition & Success Room: 122 Presenter(s): Frances Contreras, UCSD/Education Studies Karina Viaud, UCSD/Parent & Family Programs Carri Fierro, UCSD/TRIO Summary: Common Core standards are intended to raise the overall preparation levels of K-12 students. As a policy framework however, few researchers are exploring the actual relationship (and potential) between Common Core and college transition and success. This panel will discuss the landscape of educational impediments to college preparation and access and the implications of Common Core on college transition. Panelists will also discuss efforts to engage parents in the college planning process. 5 B6. STEAMing Our Way to Success! Room: 304 Presenter(s): Jessica Newkirk, Jackie Ma, Melissa Kwan, Melissa Kruse, Lincoln Acres Elementary School, National School District Summary: Our fifth grade unit is focused on Life Science. Our first grade unit is based on an engineering project. We incorporated the following strategies into our units: science talks, science notebooks, an EL focus on vocabulary and sentence frames, connections to complex texts and writing, engineering models, and Google slides presentations. We will also briefly touch on other projects we have worked on this year. B7. Beyond Editing: Using Google Docs in Student Led Revision Groups Room: 340 Presenter: Holly French, Cajon Valley Middle School, CVSD & San Diego Area Writing Project Summary: Young people today are writing more and more in a digital context through text, tweets, blogs and social media. Most schools have not caught up with the digital reality that students experience daily. In this session, one educator will share her journey as she meets the needs of her students using Google Classroom for revision with a whole class and student led groups. 12:00 – 1:45 pm, LUNCH & Pop-in Sessions Enjoy your lunch in the courtyard, catered by Nutmeg: gourmet sandwiches, homemade chips, iced tea, bottled water, and some savory snacks. (Note: Gluten free and vegetarian options are available for people with dietary restrictions/preferences) Building Advisory Programs in Support of the Common Core and NGSS Standards Shift: Lisa Hawk and David Weber Watch a video made by educators for educators about the Preuss School’s advisory program. Learn how this award-winning school uses advisory to support their work on the Common Core and NGSS Shifts. Room: 120 OR #CommonCore: Exploring Social Media, Social Networks, and the Common Core State Standards Join Alan Daly, UC San Diego Education Studies Professor and Department Chair, and learn about some of his newest work – exploring the expansive public discussions of Common Core in Social Media… tweet, tweet, tweet. Room: 121 Informal sessions will start about 15 minutes after lunch begins, and there will be informal spaces for folks to join in on interesting conversations! 6 2:00 – 3:00 pm, C Sessions C1. Implications of CCSS for Children with Disabilities: Issues related to Assessment and Curriculum Implementation Room: 302 Presenter(s): Shana Cohen, UCSD/Education Studies Dennis Sisco-Taylor, San Diego USD Amie Wong, San Diego USD Brienne Downing, Excelsior Academy Summary: In the context of federal policies like the Individuals with Disabilities Act (IDEA), the federal law that ensures individualized services and education to children with disabilities, this session will examine the impact of CCSS on child assessment and learning in the general education classroom. We will specifically address how CCSS impacts children’s formative and summative assessments and their placements in the least restrictive environment. We will also examine how CCSS impacts curriculum development, teacher instruction, and student learning. Finally, our panel of contributors will identify specific strategies to integrate CCSS goals into the classroom for students with varying abilities and needs. Dr. Cohen will first provide an overview of the context in which public schools are mandated to provide an individualized learning environment to all children with disabilities. Then she will facilitate an open-ended discussion with our experienced panelists. Specific questions will address the challenges to assessment and curriculum implementation for children with varying abilities and Education Studies. Audience member participation will be strongly encouraged. C2. How to Implement NGSS, Engineering, and Common Core in your Classroom Room: 361 Presenter: Karen Bowers, Monte Vista HS, Grossmont UHSD & UCSD Noyce Master Teacher Summary: In this session we will address the conceptual shifts in the Next Generation Science Standards. We will explore strategies to implement the Common Core through writing and critical thinking, including ways to transform worksheets to encourage students to start thinking for themselves. Further, we will specifically address the new NGSS Engineering Standards and how they translate into classroom activities. Discover how to help your students learn through modeling and self discovery rather than through memorization and direct instruction. I have consolidated what I have learned from many different conferences so that I can share some of the best current instructional strategies with you. Various technology resources, as well as the entire presentation, will be shared on a Google doc so that attendees will go home with activities they can implement tomorrow. Best for middle school and high school teachers although various resources shared will allow participants to search by any grade level and/or content area. 7 C3. Competency-Based Grading through the Eyes of Students and Teachers Room: 121 Presenter(s): Dr. Alec Barron, Allison Talbot, Britsi Abarca, Martin Ghattas, Aruna Gossai, Alias Qayum, Del Lago Academy, Escondido EUHSD Summary: Classroom grading policies and practices need to be considered when implementing new state standards. This session will take audience members through the Del Lago Academy’s approach to Competency-Based grading and No Mark policy. We will address the difference between CompetencyBased grading and traditional grading, and students from Del Lago Academy will discuss the major benefits of this grading system for student success. Two teachers from math and science will also lead conversations and answer questions about the connections between the new Common Core State Standards-Mathematics and Next Generation Science Standards and the school’s no mark policy. C4. Becoming Scientists: Helping All Students Meet the Next Generation Science Standards Room: 122 Presenter: Sharon Fargason, Baker Elementary, SDUSD & UCSD/Education Studies Summary: Albert Einstein once wrote, “The whole of science is nothing more than the refinement of everyday thinking.” The Next Generation Science Standards ask that our students work on the refinement of their nascent, everyday scientific ideas. These new standards require that students behave as scientists as well as learn important content. In this session, we will talk about how to encourage students to develop the practices and behaviors that turn them into scientists, rather than simply learning about science. We will explore the power of a compelling opening question, connect video examples to the NGSS standards, and work on refining our own everyday scientific ideas. C5. K-2 Balanced Literacy Room: 304 Presenter(s): Wendy O’Connor, Vista USD Summary: As an Early Literacy Coordinator for the Vista Unified School District, I have been on an exciting journey during the past year. The journey includes my experiences as a facilitator of our district’s path into implementing the ELA Common Core standards through a balanced literacy approach. Our goal is for all students to be proficient readers by 3rd grade. I will be sharing highlights of this journey through a digital presentation as well as discussion activities. During the past two school years, content support resources teachers have worked collaboratively with teacher leaders across the district to develop and locate resources that support the implementation of Common Core. Our most recent work has focused on organizing all of the ELA resources into a matrix to provide a balanced literacy structure to include daily opportunities in the following components: Foundational Skills; Reading for Informational and Literary Text; Writing through writers’ workshop; and opportunities for independent reading. Analysis of student assessment data drives the balance. This session will provide opportunities for participants to hear about our district’s journey toward balanced literacy as well as discuss ways in which other districts are striving toward the same goal of all students becoming proficient readers by 3rd grade. 8 C6. Experiencing Instructional Shifts under NGSS and Math CCSS Standards Room: 340 Presenter(s): Daniel Crook, Castle Park HS, Sweetwater UHSD &UCSD Noyce Master Teacher; Glenn Melero, Grossmont UHSD & UCSD Noyce Master Teacher Summary: Instructional shifts under NGSS and Math CCSS will be discussed and participants will have a chance to experience the shifts as outlined in the standards. After this session, participants will be asked to reflect upon their experience with these shifts virtually, at a later date. FEEDBACK – PROVIDE FEEDBACK ALL DAY LONG TO THE CONFERENCE ORGANIZERS – by emailing [email protected], or tweeting @ #UCSDCommonCore We especially want your input on ideas for future conference sessions/local educators/innovators you know and suggestions for improving this event. 9