How Do I Sign West Virginia Assignment of Partnership Interest

How do i document type sign assignment of partnership interest west virginia

hi there and thank you for joining us from mastering the next generation of West Virginia's science standards my name is Francis vigeant and CEO here at no Adam my background is as a teacher first as a high school math teacher and then as an elementary and middle school science technology engineering and math specialist I've been a part of no Adam almost 10 years now and I suppose it might make sense to explain a little bit about what no Adam is why we exist and so on so no Adam is an organization of teachers folks who all have spent time in public education classrooms and really we focus on higher order thinking skills we might call them high critical thinking skills sometimes or higher order thinking skills but specifically they are the skills to create evaluate and analyze and the way that we help classrooms to achieve that sort of focus through instruction is really by putting students into the role of scientist and engineer in the classroom as the mode of instruction and really the environment for teaching and the experience for learning and when you think about that that's where curriculum materials and professional development come in really you know once you have standards focus once you are really thinking about you know sharping these critical thinking skills then curriculum materials professional development have relevance and I guess one question that folks might ask is you why even bother with science why bother with engineering why have next generation science standards and so on and the answer comes back again to that higher order thinking the next generation science standards and you know we're going to talk a little bit about some of the differences here specifically for West Virginia but they're really aimed at creating evaluating and analyzing simultaneously students being focused on developing those skills using those skills practicing the skills and so that's why the next generation science units exist in three dimensions those are the disciplinary core ideas the cross-cutting concepts and the science and engineering practices and next generation science standards the original next generation science standards are considered performance expectations so what's happened with those standards is is that they have been you know transformed from something that is traditionally kind of a fact-based you know remember this kind of standard and turned into something that a student is going to need to be able to demonstrate in context and that would be a novel contact something thats related to what they've learned but basically a scenario that you know is unpredictable to children by unpredictable names engage in a certain experiment and they get certain results and so they may come to certain conclusions and students are expected now these are real students are expected to be able to look at a scenario like that engage their skills and be able to kind of evaluate work with it and explain with use of evidence and so on why a particular perspective is or is not supported in this you know these fictional students experience and data so when you think about it that way there's a big transition between the former standards in West Virginia and next generation science standards and we're going to talk about West Virginia specifically about most states who consider themselves to have adopted next generation science standards have not made the kind of changes and restructuring that West Virginia has made and that you know as an educator myself I can't imagine the West Virginia science standards the way that they've been articulated simply because they're very hard to follow and they are relatively vague such that assessing them and understanding what will be assessed is as difficult as teaching something that is specific enough to actually lead students to a level of proficiency which is detectable so it's an interesting situation during this webinar we're going to pick a little bit of a look at West Virginia's science standards approach and some of the similarities and differences between that and the actual next generation science standards which were published back 2013 by achieve and so on and you know take a look at what makes these new next generation science standards tougher how did the new standards link to common core math and ela what are some of the transitions that are going to affect the methods for science instruction K through 12 and thinking more broadly as we come back to these higher-order thinking skills how do science and engineering practices integrate with art and there's a lot of focus on this you know 21st century skills in the 21st century classroom and we're almost two decades into the 21st century it would be really nice to think that something like the nation areas next generation science standards which are a 21st century set of standards are something that like the version that has come forth from achieved and the 26 partner states something that will really elevate critical thinking in the classroom because that's the way that they were designed so nonetheless it's jump in here one of the things is kind of unique about West Virginia is that the standards are relatively newly adopted in fact that depending on when you're viewing this whether you're on the live session or viewing or recording the implementation of next generation science standards in West Virginia is only effective on July first 2016 that's when they go into effect and what you see on the right is title 126 the Board of Education legislative rule that puts the new standards into place we're taking the place of the 2009 standards so there was a lot of kind of public debate policy politics that came into play in West Virginia which are kind of an interesting so proper an event itself there was sort of a number of legislators that took exception to the sort of positioning of climate and climate change within the original version of the next generation science standards and so they wanted to tweak some wording around that climate temperatures can increase and decrease essentially and to soften the language around human influence the influence of human activity over the standards themselves so you know whether that is related to fossil fuels and you know West Virginia is widely known as a top call exporting state there's you know some connection there I suppose we'll never know but nonetheless i guess the changes that are going to affect West Virginia educators between next generation science standards and the actual standards adopted by West Virginia in this title 126 are far more significant than a couple of words around the climate question and you know one of the pieces I guess we should maybe jump to as the present standards in West Virginia look like this so you see you know grade five you have standard one and relates to the nature of science and then you have sort of some performance expectations students will demonstrate understanding of history of science demonstrate understanding of Sciences human endeavor encompassing contributions of diverse cultures and scientists and so on then you have some performance descriptors which kind of act as a rubric in essence you know showing between novice or essentially kind of a warning or you know below basic level of understanding all the way to sort of exemplary distinguished levels of understanding with objectives down the bottom here students will realize that scientists formulate and test their architects so I realize that scientists formulate and test their explanations of nature using observation experiments and then you know expectation to is our objective to recognize scientific knowledge is subject to modification as new scientific information challenges current explanations and so on and as I'm sure you've already experienced under the existing standards and again maybe the former standards spending on when you view this these are incredibly vague articulation of standards and from an assessment perspective for instance how do you assess that a student realizes that scientists formulate and test their explanations of nature using observation and experiments pretty difficult and others are much easier to test in the sense of actually understand whether or not a student has reached the objective for instance applying skepticism careful methods logical reasoning and creativity and investigating the observable universe you know a lot of things in here still subjective but within a constructed response we could observe a student you know applying skepticism applying logical reasoning creating something related to an investigation and careful methods is kind of a vague term but perhaps we could observe precision at least adequate if not exceptional precision in investigating the observable universe so so so under the existing standards there's kind of a mixture of things that can be assessed without such a degree of subjective influence that either everybody passes or everybody fails or it's unpredictable as to whether a student passes or fails and something that is actually measurable and something that can be communicated to students can be a benchmark by which students reach a mastery level and you can see that too within the performance descriptors evaluate the importance of the research of scientists and diverse cultures throughout history you know really hard to say what that entails especially when you compare it to something that's you know a little bit lower as it's explained here explaining the sequential relevance of research of scientists and diverse cultures throughout history you know explaining the sequential quench eleventh of diverse cultures research throughout history is you know probably an infinite task but something that's you know kind of interesting to have as part of the standards and you know potentially difficult to measure the next generation science standards are very different the next generation science standards are actually relatively easy to measure they're very specific they involve multiple dimensions which are clearly articulated and they differ so the original next generation science standards differ quite widely from what the next generation of West Virginia science standards appear like at least in the legislation so you can see here this is actually from that earlier legislative piece which you see here title 126 here are the standards which are referred to as you know next generation however they're really quite different so you have a bit of a fluffy expec explanation up here and a reminder that all west virginia teachers are responsible for classroom instruction that integrate the content literacy and the 21st century learning skills and technology tools so the standards that you see here are supposed to be infused within content literacy and 21st century learning skills and technology tools frameworks which you know you can sort of find those within the framework documentation and kind of try to pull the two together the way the next generation science standards in their original form are articulated everything is already integrated so what's happened here is that the West Virginia has basically isolated different what we what next generation science creators would call elements of the dimensions and elements of the standards and try to break them out as objectives basically trying to take what you see here which is the actual next generation science standard documentation isolate elements of the dimensions which you see here so this is one dimension science engineering practices this is the second dimension disciplinary core ideas and this is the third dimension cross-cutting concepts what West Virginia is done is modified some language and and isolated elements of these which you see here and try to make them into objectives and basically try to back into the existing sort of model for displaying standards so some of this you know performance descriptors in cell one doesn't exactly exist at least in this documentation that's been published yet but this is what the next generation science standards look like you have a performance expectation and then you have the actual dimensions that that performance expectation is demonstrated within so think about these three dimensions as the context or the scenario elements of the scenario where a student would have to develop a model to describe the movement of matter among plants animals decomposers and the environment so as a result of instruction in the classroom where there's sort of next generation inquiry going on and students are engaging in the content which is the Disciplinary cord dimension by using their skills that they've developed which is the science and engineering practices to develop and use that content to observe the systems in the way the content interacts with other areas of content which is with the cross-cutting concepts is about systems and systems models assistance thinking kind of dimension that classroom context is where students are able to first engage in trying to develop a model to describe the movement of matter and then as a result of engaging in that they learn the expectations they practice skills they develop and use the content and they observe the phenomenon of the systems and so when it comes around to being tested in the class or on a standardized test they're able to perform quite well because they have developed their understanding in context and can now demonstrate their understanding in another context and that's the way the next generation science standards were originally designed when you look at the way that they are now you still have some of the issues so back to sort of that early piece where I'm saying that some of this is very maybe vague or difficult to measure and really quantify I guess in terms of something that is not subjective well when you look at something like this a system can be described in terms of its components and their interaction so if a student can look at something like an ecosystem and describe it in terms of its components so for instance herbivores carnivores producers consumers you know elements of food chain food webs you know so on and so forth there's a lot of different parts and different systems that could be seen in an ecosystem but if a student can observe those parts and actually describe them and then talk about how they interact then that's something that we can measure and we can actually observe in terms of the students behavior same thing over here the food of almost any kind of animal can be traced back to plants organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat the plants and someone here so we can see if a student understands that through through questions around transfer of matter in food chains are in food webs or by peluche and ask them how those food chains may form a food web so again this is something that can be quantified and observed and actually measured which helps us understand and you know teach as well as understand the product of teaching in the classroom same thing over here science and engineering practices develop a model to describe phenomena so if a student looks at a picture of you know some different animals and plants and forests they can look at them and actually talk about the relationships between them and actually describe them perhaps as a food chain or a food web and so that right there by saying you know the rapid eats the rabbit eats the grass and the grass is getting energy from the Sun then you know what we've just done is we've you know in this part of a food chain we have developed a basic model to describe the phenomenon of how energy and matter transfer from the Sun release energy transfers from the Sun to the rabbit okay so that's something again that can be measured this Aston seen in terms of the you know testing but as well as from a teaching standpoint we can actually teach students to look at scenarios and describe them describe the phenomenon with models okay same thing with the way the moon orbits the earth the way that the Earth orbits the Sun someone those are models that describe phenomenon that we observe in nature so nonetheless when we look at these these objectives some of them like developing a model t describe that matter is made of particles too small to be seen is great measuring and graphing quantities to provide evidence that regardless of the type of change that occurs when heating cooling or mixing substances the total weight of matter is conserved and actually it really would be the total mass of you know or the or matter is concerned but nonetheless here's what we have to work with so these are these are great and measurable but what they lack is the context that the other dimensions add because they've been so isolated see when you look at something like developing a model to describe phenomenon we get a context for that by looking at the disciplinary core idea then we think about the system and its components in their interactions we get a context from that by thinking about the disciplinary core ideas and also the practices so that's very helpful from a teaching standpoint and understanding that students are going to need to be able to develop a model to describe how matter moves among plants animals decomposers in the environment so they all kind of fit together breaking them out this way makes it much more difficult to teach to assassin and really to learn because when teachings difficult learning or teaching is fragmented or learning is fragmented and vague and if the assessment is somewhat you know fragmented and vague these are a lot of opportunities for kind of missed opportunities in a sense of mismatches misunderstandings and you know ultimately that has the potential to negatively impact students learning so it's great to say what students will do but we need some context to that which is unfortunately a bit lacking here what I would recommend to you is to really invest some time as an educator in understanding the origins of what you have in West Virginia and understanding how they come together and how they relate in the original standards because ultimately when it comes to assessing science if and when West Virginia comes around to doing that through standardized testing the under these new standards those tests and less West Virginia produces them in-house to be heavily influenced by the origins of the West Virginia next generation science standards and so they're going to be developed with the original construction in mind so you can kind of do an end-run and understand the context for things like making observations and measurements to identify materials based on their properties by seeing where that originally came from and how it was articulated in the foundations and as it relates to the to the performance expectations themselves so that would be my best advice to you in thinking about mastering these new or the next generation of West Virginia science standards I'd break it apart a little bit further here so when you think about the science and engineering practices dimension anytime you see something that's a skill really it originates from one of these eight real and the idea here is these are you know the wording of the eight not my wording but the original wording the idea is that these are skills which students will develop and be able to demonstrate you know really practice I guess is the idea here in context especially unfamiliar context context which the product of direct instruction student is expected to be able to ask questions in a scientific context define problems in engineering contexts to not only use a model but be able to develop one not only carry out an investigation but to be able to plan one not only interpret data be able to analyze it and to think not only critically but mathematically computationally what that means is thinking about orders of magnitude thinking about how math can be a tool to take raw data and make that raw data useful for understanding whether or not plants are growing faster on average or not perhaps lower on average in one trial or in one treatment versus another we can think of the same thing when it comes to scale of prototypes resources required for creating prototypes same thing when it comes to planning an investigation and scientific contacts materials that are involved constructing explanations for science as well as engineering but in the case of engineering designing solutions so thinking about using evidence to support a claim whether it's about a solution or an explanation and actually reason that claim from the specific evidence to form a compelling argument and so that's where we come into engaging an argument from evidence it's not good enough to have an opinion you actually need evidence for that opinion obtaining evaluating and communicating information again the foundation of both science and engineering the nature of science engineering is having map at the center that we can quantify and analyze and communicate our results in such a way that we can also reflect on our hypotheses or our solutions to understand whether they answer the question or solve the problem and so that's where that contextualized project-based learning that you see possible under the decoration science is so important and the idea that these dimensions the elements and dimension to all come together in this context in the classroom and that these are performance expectations really enables this kind of deep learning and deep skill set and unfortunately isolating and breaking them out this way you know maybe make that less obvious and so again I strongly urge you to go back and take a look at effective k-12 education and the national academies press it's free for download and also take a look at the original form of the standards that were published in 2013 available directly from the next generation website because it's going to make what you see here in the next generation of West Virginia standards much clearer much easier to integrate with content literacy as well as the 21st century learning skills and technology tools that West Virginia has published one of the things I guess the more you know one of the writers who is the or you know people have have a lot of concern about the way that these have been broken out and some have mentioned that the overall integrity of the standards is really compromised when states start to remove specific pieces and you know reorganize them this way in such a way that it kind of opens pandora's box so it's you know it's interesting but when you think about what you see in the classroom whether it's second grade and it looks something like this or its fourth grade or fifth grade and looks something like this the idea is that students are going well beyond what's in a textbook because the idea of nonfiction reading in this next generation in query environment is really to lay a foundation for common understanding among students and then what happens from there is that those students are engaged in Socratic dialogue so you're asking higher-order thinking questions questions that require students to actually engage in creating evaluating or analyzing but in their response and then not playing the role of sage on the stage but actually pulling other students into that conversation skillfully as a teacher you know asking what they think of that students contribution do they agree with it do they not agree with it why how and again sort of and based on what causing the student to have to think creatively evaluable and analytically about their peers thoughts as well in the contributions so this is where a culture of critique really develops in a stem classroom under the next generation science standards and is really important to kind of realize that without that kind of culture well first foremost not understanding standards and without saying how these pieces come together you're going to have a hard time creating that culture and creating sort of a framework that scaffolds from one concept to the next which is really what you want to do try to pool standards together and then scaffold the context and also well there may be some great specific standards the idea that you group standards introducing mastering and reinforcing in each grade level is you know rent recommended through by the peak alignment guidelines for next generation science standards so peak is spelled p ee c so p 2 e's and a/c and that's the performance evaluation criteria for curriculum so you know this is what you'll see in the classroom but what's behind it is planning so before a student is engaged hands-on they've they've engaged in reading they've engagement Socratic dialogue and then there's been a problem or question and which students now have to plan their investigation and yes that requires materials of some sort but that plan investigation actually students develop in a nonfiction text and that nonfiction text is an opportunity for students to put their thoughts and ideas which are unique to their team into play and that makes it authentic and so the role of the materials is then to actually carry out that plan gather data through testing use that data to form an evidence-based conclusion which they can then argue in a debrief among their class from their evidence as well so that you know both in writing as well as you know orly so that's a huge component of what it means to be a scientist or engineer and a huge piece of the next generation science standards that is a shift away from sort of the old school standards as well this is that a kind of model of again thinking about Bloom's taxonomy lower order thinking is remembering understanding applying and higher-order thinking analyzing evaluating creating and with the new science standards evaluating creating and analyzing should be happening simultaneously and should be observable through or really required and observable through the kind of questions that we ask of students and Socratic dialogue the kind of questions that are involved in our assessments and you know whether those assessments are standardized and implemented a state level or you know merely an assessment that we generate our classrooms so again less worksheet you know no worksheet seriously but you know the reliance on remembering understanding and applying you know is through of creating evaluating and analyzing because activities which only require lower or thinking don't really achieve the goals of the next generation science standards so one way to kind of view what this might look like it's to take a look at what the DC Public Schools have done in their next generation science assessments which went into effect in May of 2016 at the grade 5 8 and 10 level through high school biology and their goal was prior to this and certainly the time of this implementation was it all k-12 schools would implement materials that are aligned with NGSS and implemented with fidelity and the kind of assessment that they did was computer-based although it didn't have to be it was computer-based and you can see it's crossing the different strands or different domestic content domains physical science life science earth and space science and the engineering and applications of Science and Technology strand as well and the type of assessment that they did had because it was computer-based they were able to add a third test item type which involved kind of unique to computers if it's called technology enhanced items things like dragging and dropping you have a picture of an animal drag and drop it to the right location and a food chain or food web that would be an example of a tech enhanced item but the other two items are the same kind of items that we typically see in standardized testing a selected response which is multiple choice in a constructed response which is the open response question which the student would have to write a response to so what that looks like really shouldn't differ in a lot of ways from what classroom instruction should be you know creating an opportunity for students to create through their plans and so on this is a released item or a sample item I guess I should say that was released in 2015 for this 2016 assessment run and what you see here is that the student who's being tested is given a scenario that scenario involves two fictional students Trevor and Kayla and the students are involved in planting a seed in their classroom or actually planting two seeds in their classroom and one is being grown in a bottle with just water and nutrients and the other is being grown in the ground both are treated under some similar conditions the amount of light and watering routine and so on and the students are provided sort of a description of how the hydroponic device the water only growth device was constructed and a procedure for how the seeds were treated and then data tables that show how the two plants two seeds you know sprouted and grew over the course of four weeks and that is serves as data for two you know fictional sort of claims or conclusions that were drawn by each student so Trevor as well as Kayla and what's asked of the real student who is being assessed here is which of these cut these claims are correct and to explain why Kayla or Trevor's claim is correct using evidence to support their choice so here the student is going to be expected to identify the claim they're going to talk about whether the claim is correct or in this case they're asking whose claim is correct so they would you know be talking about perhaps Kayla you know Kayla's claim that the bean plants grew a better in water and so on was correct and because and then they have to be able to look at the the two charts and extract evidence from it to support the claim that they are making about these fictional students claims and so that's really key so you can see here that the student who's being assessed it's going to have to not only have a basic concept of the content here what it means to grow as a plant and what a stem is and so forth in nutrients and whatnot but also they are going to have to have a set of skills where they can go into somebody else's investigation and extract from meaning well first of all understand it extract meaning and then be able themselves to use what they extract from this you know fictional scenario to construct an explanation about which claim is correct based on the data given and that is really skillful that sets a high bar for students and this is a fifth grade assessment so you can imagine that you know this is what a fifth grade student would be expected to do to perform and you can see that's why those standards are considered performance expectations because here you can see that a student who is being tested is going to be required to perform the expectation of the standard and it's going to relate to those three you know dimensions that are beneath it require those skills that content knowledge and an ability to observe the phenomenon or understand what phenomena is being observed now that scenario sort of plays forward those fictional students trevor and kayla you know play out in other test items and you can see here this is one of those technology enhanced drag-and-drop examples pull drag and drop you know plants animals and so on into the food web down below but then there's also a constructed response where students are going to have to explain how their model shows the shortest way that the energy from plants gets to the Fox now this is a little bit of poor wording what this really should say because the student didn't construct the model is that the student should explain which is the shortest way the energy can get from plants to the Fox and then they could actually well they would have plant here they would have the Fox here and they would look and be able to understand that there are three hots or three energy transfers between these four members basically every way every which way except for this path here on the left and from this path on the right through that organism which is you know here on the left so that would be a constructive response on the right and you can see here that the connections are already given so it's up to the student to kind of move those parts around get them in the right place over here on the right similarly you see a multiple choice where the students have to choose the 3 correct answers from this list but what's given is is a food chain where the relationships are already established so t e idea here is that students need another piece of specialized knowledge other than just the transfer of matter or energy and how that's connected to these different components in order to answer the question however when you see down below there's another constructed response use the model of the pond food chain to describe the relationship between the organisms in the pond food chain and the exchange of matter back into the environment so what you see here is there are decomposers so while they're not shown as part of the food chain students going to need to make the connection between elements of that food chain the decomposers and how life cycles connect to basically matter being recycled into the environment so you know that again is a way of identifying a student understanding of the systems behavior that's the cross-cutting concept dimension the content itself disciplinary core idea and also applying private specific practices so these next generation assessments are really clear and complete and they're much easier to prepare students to meet the expectations when you understand how the original next generation science aims were constructed and what's great is is that you can actually achieve the goals of the next generation of West Virginia science standards by using your understanding of the original standards to basically construct the intended environment for the West Virginia next generation science standards so I think that's a little trick that would be really you know helpful to you hear another tech enhanced one where they drag and drop another scenario question multiple choice in this case and so in order to even achieve the goals of the multiple choice effectively students going to need to employ those practice and process skills all three dimensions to pull apart this scenario and actually identify the 3 correct answers so I won't you know continue on with these examples except to say that you know it's it's really important that students learn how to you know first of all they develop skills and then learn how to apply those skills and context to answer any question or any problem using what they know and then actually attempting understanding how to through piece of a process extend what they know with what's available to them that's how they are going to be not only successful in the classroom really successful in life and successful on the different sort of bars they're going to have to hop over whether it's a next-generation assessment with in West Virginia or it's in advanced placement test or it's an entrance exam or frankly even if it's a trade licensure exam students you know are better served when they can extract information and extend what they know even when they don't know everything that's a really key skill that's the difference between labor that can be automated and labor that can't be automated and that's ultimately job security for these kids and also an opportunity to participate in innovation whether their sales person or an actual inventor the connections the Common Core ela and Common Core math come through those technical subjects standards which you know our 21st century standards which closely relates to how you know what you would see in your literacy standards but you know the idea of using or citing evidence from the text to support their analysis being able to summarize text distinct from their prior knowledge the ability to follow precisely a multi-step procedure these are all ela standards okay expressing information visually is actually in the LA standard distinguishing among facts reason judgment research and you know based on research findings and speculation in a text all ela focus when you think about math making sense of problems persevering and solving them reasoning abstractly constructing viable arguments modeling with math using tools strategically attending to precision these are all common core math practices but nonetheless they're part of any math curriculum that's worth its salt because frankly if you can't attend to precision then you can't actually balance an equation and if you can't attend to precision you can't actually articulate a replicable procedure in an experiment and if you can't attend to precision you can analyze data and extract any useful information which somebody can relate back to its original data set in any meaningful way especially when it comes to things like time series and so on so all of these parts expressing repeated regularity or expressing radiolarian regularity in repeated reasoning is a key aspect of efficient procedures which students we know need to be able to plan and so on so so there are really close connections between math ela in the science environment and approaching it this way really through the next generation science standards is an opportunity to teach math and ela through your science time on learning if you do it properly so where did those next generation science and and sort of come from well they started with the National Research Council actually started before that with a Carnegie Corporation report but nonetheless we have a new definition of effective science instruction or stem instruction and it's worth knowing that because that was really you know one of the early questions that was asked before the next ization science standards were developed as what is effective science instruction and then what are the standards look like in order to create the environment and you know produce effective science instruction with students or for students and what came out of those studies and what was the foundation of the new standards was a movement away from what you see on the left you know happy teacher expert modeling demonstrating things for kids who watch and then repeat back okay so getting rid of that model and moving toward a model where students are actually given the opportunity to wrestle with the problem in question themselves and to advance from that problem or question to a prototype to a test to data to analysis of data to actually using the data to form a conclusion about how that question is answered how that problem is solved okay so effective science instruction capitalizes on students early interest in experiences it's an intentional nurturing process and so that's you know kind of a key issue with the way the next generation of West Virginia science standards have been articulated because capitalizing on students early interest in experiences is a kind of vertical articulation it's an intentional nurturing process it's great that that's been done sort of by you know talking about what happens in grade 1 and grade 2 and so on but it's so vague that it's really hard for somebody to interpret that specifically enough to be in sync with what other schools are doing and so that presents an issue when it comes to transients and any kind of alternative education provider for those students whether they are in foster care in one town and you know end up back with their parents in a different town whether they move chasing rents from you know one spot to another whether they're entirely new comers because you know they're immigrants or they've moved in parents of taking the job and in the company or so on and they end up in your school so intentionally nurturing early interesting experiences starting in pre-k kindergarten and following that student intentionally from one grade level to the next is huge because that gives you the opportunity to build on they know and then providing them with these kind of experiences like you see on the right where students are engaged in those practices those practices of those eat practices I mentioned earlier actually engaging students in using the skills that are specific to science and engineering and I think you know say that their specific to science and engineering is probably an overstatement they're useful in many areas of life but without them engaging in science and engineering is impossible and having a regular science class with sufficient time on learning and a rigorous scope and sequence within the year September through June such that it's sustained student interest because again think about how much more interested a student is and taking their ideas and bringing them to life than they are and listening to somebody and repeating what they've heard it's much more engaging to take your own idea and create and try and it keep students engaged in the concept of science and engineering as a career choice or as an interest or something that they could be good at and not afraid of math not afraid of science or engineering much longer and you know much more likely over the course of their life than something in which you know complex ideas are told in complex ideas need to be remembered and the relationships are not necessarily you know a framework which student has built themselves through their own experiences so so you know a lot of thought goes into how you go from those standards into actual curriculum in the classroom so that you can actually deliver effective stem instruction to your students in a way that's not what you see on the left because it's really not possible to deliver effective instruction in that environment but to what you see on the right where you have student-centered you know hopefully project-based hopefully hands-on learning so that you know students are in that role of scientist and engineer now one of the challenges in doing this is that most of the resources that are out there are geared towards awareness readiness what that means is and actually knowledge readiness and some performance readiness very fewer aimed at mastery readiness hell kind of try to you know paint holding the picture of what the difference is so when is ready resources are the kind of resources you see and you know on the internet to page lesson plan downloads companies offer them museums offer them they're really kind of well first of all they typically are very vague but they're aimed at explaining something very kind of small and simple to students so they are aware for instance you know a company may have engineers and so they might produce a very simple kind of lesson or explanation that a teacher could use and adapt or or whatever to you know try to explain to students what an engineer is so as a result of engaging in that resource students will be able to raise their hand and say I know engineers solve problems but students don't necessarily know all about what engineers you know problems they've solved they don't they aren't equipped the skills to be able to you know engage in problem solving so that you know kind of being able to raise your hand and identify something is about as far as you get with an awareness ready resource knowledge ready resources we think about textbooks when it comes to knowledge ready resources textbooks tell all about what scientists have discovered and engineers have solved problems engineers have solved the kind of technology they produced so knowledge readiness is I'm going to being ready knowing about something maybe it means you can explain it doesn't mean that you have the skills to engage in actually extending that knowledge but you know about things don't necessarily know how to be a scientist or engineer that's key factor performance readiness is something we kind of relate to kids often where a performance ready resource is a resource that helps students to develop a specific task knowledge and so for instance an example of this would be around rocks and minerals that students learn that rocks and minerals have different levels of hardness and if you have a rock or mineral and you want to know how hard it is you can carry out the task of scratching it on different surfaces of different levels of hardness so what's great about that is that you know students do get some hands-on exposure whatever many of the performance ready resources that exist now are simply students doing a demonstration for themselves which is much more of a knowledge ready thing than a performance or anything you know there's a diagram or a procedure the student follows and they instead of the teacher doing the demonstration for the student the student basically does the demonstration from the cells following a procedure or diagram or step-by-step kind of thing might be a culminating activity might be you know you do this and as a worksheet you know that kind of a thing mastery readiness is very different mastery readiness is centered on skills so those student can take those skills that they've developed which I you know back to those practices we had talked about earlier I'll flash those back up here for you so mastery readiness is about taking those skills that students have developed the ability to develop a model the ability to plan the ability to analyze and so on and using it to to take what they know so content that they know and analyze and extend what they know to develop and use what they know in order to answer a question or solve a problem with whatever new information is given to them okay and this could be a basic scenario like one of the ones we have seen earlier right you know there's you know if we haven't planted plants and water we haven't put them in these kind of bottles you know we really don't know anything about that but we can take what we do know we can take our skills and we can actually extend what we know and come to a thoughtful conclusion about these two statements made by fictional students and actually use the data that's given to support our own claim about whether or not these statements are valid so that is what mastery readiness is all about so it's very different than what you get with the two you know kits and textbooks and whatnot and it's one of the reasons reasons why you know I'm so proud of what we do here at no Adam because we develop mastery ready resources really focused on students developing those skills and then you know creating the context where students develop mastery of the performance expectations and actually carry out are able to you know bring those pieces together in novel context and use the scientific process of the engineering design process to be able to answer problems and questions that frankly are not the result of direct instruction because that's life and when we think about that that's why curriculum professional development of materials have to fit to good you know you they have to fit together but you are really well served when they fit together kind of hand and glove because from a student's perspective the way things are defined the expectations are all consistent from a teacher's perspective all the materials you have that you need for your lessons are available and take into account what that student learning environment requires so you're not lacking anything and from a professional development standpoint you understand how to implement those resources and what resources you have available and what best practices are known and where students typically run into challenges and so on so think about that you know curriculum professional development materials as having to be all next-generation aligned all aligned with itself and all supporting that stem learning environment okay now I had mentioned earlier the idea of steam science technology engineering art and there's actually a connection between them and that connection is really that culture of critique those higher order thinking skills are creating evaluating and analyzing in the case of art it's coming together in communication because art real art is engineered communication that's why artists often in the wrong place get in trouble they can go to jail in certain places or you know worse happens there are block you know bloggers and places like Bangladesh that you know lose their lives because of the statements they make using language that's why we call it like English language arts because the English language can be an art it's not about just filling in a blank it's not just about sentence structure it's about actually communicating something so when you think about the skills that the precision the critical thinking the creative vitamin analytical skills that students develop within the context of science technology and engineering and math those skills are applicable to the arts whether it's music whether it's sculpture whether it's painting whether it's photography whether it's writing I in that culture of critique that we talked about earlier where students in the classroom aren't just being you know there's a full release of responsibility but they aren't just being released for an hour to kind of do whatever you know try to solve a problem open-ended Lee there's actually a process structure to that just the way that there isn't writing you know in writing there are practices word choice voice sentence structure things like that those are the tools to engage in writing but in order to publish a high-quality work you have to engage in something called the writing process where you brainstorm you pre right you a peer review and draft and revise and then publish and the reason that you go through that process is that it's a logical way of going from an idea to a high-quality published work so when you think about the role of the practices those eight practices I showed you earlier those are the tools it's the processes for science and or the process for science and the different process for engineering that engineering design process which is how the students go from the question to the evidence-based conclusion logically or from the problem to the evidence based solution logically so in the case of a it so you have that culture of critique where students practice that in the classroom they come to you to check mean you know every 15 minutes you have checkpoints where students are coming up to you you know as they reach those checkpoints milestones and you're holding the expectations high and actually critiquing what they've given you in asking questions pushing back you know employing the Socratic method in the case of art it's very similar you know artists quality artists are trained in a culture of critique where somebody pushes back to ask about their choices that ask about what they're thinking ask about what they're trying to communicate and ask how and why they made the choices they made in constructing a specific work and I pulled this example up of chronica by Pablo Picasso because probably it's probably one of the best-known works most people have heard of it known of it known it Oh Pablo Picasso is the same fairly commonplace something that someone that everyone has heard about but to really understand what made Pablo as well as Guernica famous is the fact that he was a master communicator that he his art was communication and in this case Guernica was a work that he created to communicate to the world as well as the fascists about atrocities that were committed in Guernica in Spain by the fascist and when he created this work it was for an international art expo and so he made a statement he sent it to this international art expo and it resonated with people in fact it resonated so much so that the fascists actually came back and said what did you do and as the story goes Pablo Picasso turned around and said I didn't do it you did and so without words he was able to convey a message a message which was controversial a message which resonated with a particular target audience and which required him to think critically to create evaluate and analyze his message as well as his audience in order to make the to connect in a way that was meaningful and in the way that only he could do in this medium so thinking that way the connection between art and thinking is the same as the connection between stem or science technology engineering and math and thinking it's all thinking and it's all you know a higher order thinking in action and a useful specific and targeted skill set which you know which is relevant on both sides so you know I'll leave sort of that alone here except to say that art defined as an aesthetic we're making things aesthetically pleasing is kind of a cheap concept of art it's and I mean cheap by kind of basic very basic idea of what heart is because when you look at this work of art is not particularly aesthetically pleasing however it's high art because of what it communicates and it's the level of sophistication and its timing and the way that its author the artist was able to connect with its audience and so when you think about artists going to jail that's why because they are able to communicate in this way and that is you know when you think of artists engineered communication you know that's why it can be controversial nobody goes to jail for making pretty things pretty things are very rarely controversial so you know something to keep in mind now when you pull these skills together and you develop them in students and I'm going to wrap up here you know you see data gains and so here's some examples of data gains that we've seen in communities using in different states using our approach a next-generation approach next generation online resources even under the existing assessment structure so in New Hampshire you know we've seen students performing you see here in blue and in green you know upwards of twenty percent over the state average and that's on the New England common assessment program which is a really and close was it close to aligned or almost next generation aligned assessment because of the inquiry portion of that assessment and that has historically been used by Maine New Hampshire Rhode Island and Vermont when you look at the subgroups sort of the strands of that there's physical science earth science websites and an inquiry strand the reason I say it's kind of aligned to next generation science standards is that next generation science standards have inquiry infused across each of the strands and also there's a you know earth includes space and there is a engineering strand as well which you don't see shown here but what you see in purple and in yellow are our students versus the state average would you see in pink and in this teal color so again performing double digits percentages over and above in all categories the state average and over here you know quite dramatically and it makes sense when you teach students inquiry skills they perform very highly in inquiry and then of course they can apply that thinking into all these other environments so again hope performing their peers places like Massachusetts you can see similar gains even under a different assessment the Massachusetts common assessment program here is an environment where there are thirty-five percent of the students whose language first language is not English seventy-two percent of them are low-income sixty-five percent of them are free lunch seventy-five percent more I need and yet over the course of two and a half years they go from thirty-six percent proficient to eighty-seven percent proficient and advanced and you can see the levels of needs improvement dropping now there are shocks to some changes of administration changes of teachers and so on but yet you can see a positive trend okay where the level of advanced and proficient scoring students are continually increasing over time in other environments which are you know only twenty percent high needs and seven percent low-income you see similar double-digit gains and since those gains being sustained over time so in places where there are less transients much easier to make the gains and sustain them and then they are in environments where there's high levels of transients and also sort of we can almost think of them as transients and teachers where there's you know changes at that level okay now just to give you a sense in the state the state average fifty percent advanced a proficient so you can say how you can see how these guys went from average to well above average same thing here fifty percent from below average to well above average okay same thing here average would be fifty percent and these guys are trending up above average and the levels of warning failing sort of those low level developing students are really a bottom doubt here in many ways the number one school and district here for elementary science is one of our clients as well you can see how they have been able to increase their gains as well and sustain them upwards of ninety percent almost double the state average and even in places like this this is a school with very high needs and I'll show you what that is in a second over the course of two years they went from just four percent proficient to twenty-eight percent so a 24-point gain and what's even more interesting is that they basically cut their lowest level students in half the number of students scoring in this lowest level warning and failing in half basically that's a great eight level now these students that I just showed you 95% low-income 64% first language is not English ninety-seven percent high-needs eighty-seven percent free lunch so difficult and a situation that you know many districts in West Virginia are faced with and actually worse in many ways than some districts are faced with in West Virginia but nonetheless positive gains can be made and what's quite interesting about this which is not shown on the graph is that they are now performing at the average among their peers so just two years they go from well below average for cities and Massachusetts to well you know in line with average and then hopefully as the test testing continues we'll be able to see them gain over and above that and when you look at the accountability results so with changes in standards you often get changes in testing and then this you know when federal funding becomes available for these sort of things tends to bring in accountability requirements at the school level because when funding is given there is a desire for accountability for that funding in so far as insofar as that happens and so the way that that was done here at this particular school are really in the state of Massachusetts but in this particular school how it looks is state sets accountability thresholds and those are specific to subgroups and when the school meets or exceeds those thresholds or even approaches them within certain margins they receive points in those points show their level of performance as a school and then those are aggregated to show performance as a district against you know sort of peers and thresholds so that when schools aren't increasing student performance that they aren't meeting basic thresholds or even approaching them that there's an opportunity to consider why and to prompt the schools to consider why and even at a state level that sometimes to intervene so you can see here that all these categories the school did receive points which is a huge deal and they even exceeded the categories getting extra credit and those as well as full credit for meeting others so really you know as you think about what these standards mean and perhaps in the future as the parts come together you can see that the next generation approach to teaching and learning that next generation model of instruction produces data gains even under existing testing frameworks because that's the power of teaching students to think and even in environments that are difficult very difficult to achieve games in so nonetheless I will leave it there I will give you a link if you're interested to the second part of this series which is strategically implementing the next generation science standards which would be relevant to you in West Virginia you can reach that by going to ww or you can just type in no atom com /strong that will bring to a page where you can register and view that second webinar in the series it's free an hour of your time which isn't free but otherwise it's no cost to you if you do have any question about resources that are available on our site you have trouble registering for this you have more questions as a result of this webinar feel free to reach out to Mary Ellen de Lacey she's our stem curriculum specialist if you have a question specifically for me feel free to forward that question along to her she'll get it to me and her email address is M de Lacey at NOAA com I hope one way or another that you'll stay connected and up to date and what's happening with these standards one way to do that is to subscribe to our blog and just go to know Adam calm forward slash blog we publish regular articles about you know little pieces of how and why and where and all of that sort of stuff related to science and engineering standards and how they're being implemented and best practices and things like this we also have a bunch of free ebooks and webinars and other resources available under no atom com for /resources or you can just click the resources link at the top of our page we also have interviews with innovators and how they you know the how they engage in innovation themselves and how they view innovation how they view the new standards and how they view science and engineering in the k-12 classroom and you know their they share their path to innovation as as part of that discussion that's available there too and then I think most importantly resources that you'll want to take a look at our examples of NGSS aligned curriculum example readers what you see at the top you can get to those by going to know Adam com forward slash curriculum or what you can do is just go to know Adam calm and click stem curriculum at the top scroll down the page about half way you'll see samples of grades one through eight there is one unit so a month's worth of content and reader available for each of those grade levels we do have more available but unfortunately they're for purchase not sort of free and open to you to check out so if you are interested your districts in some kind of a curriculum review you want to find out about you know purchasing or adopting something like that you can reach out to Mary Ellen as well about that and shook it to the right person and you can check out more about the result of these sort of next-generation inquiry models being employed in real schools by downloading case study yet no atom com forward slash results I hope you've found this time helpful again my name is Francis vigeant and I appreciate your taking the time to think more about mastering the next generation of West Virginia science standards I hope you'll reach out if we can be of more help and I hope you enjoy your time in the rest of your day thank you very much bye bye you