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We need to carve time into PD's to break out into small groups and support different needs. These needs can be something as simple as 1. New to NGSS to 2 support with Phenomenon, 3. Assessment, 4. Managing materials, etc.

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Teachers were really energized and excited to actually have PD that was meaningful. Teachers were really receptive to shifting, and that was really refreshing. I am hopeful that sites will hear about our PD's and spread the wealth (of knowledge)

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Teachers want to learn how to assess their lessons of the units they created, and wanted more PD about how to navigate the different documents (California Framework, NRC Framework, NGSS site)

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Teachers were asking for them to reconvene and have an opportunity to reflect on the summer unit lesson plan

Teachers also wanted to have an institute to assist with literacy in science, and how to scaffold lessons for students who have IEP's, 504 plans, and English Learners.

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Teachers were engaged and collaborated and supported each other.

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Teachers were engaged and collaborated and supported each other.

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It might be useful for teachers to experience a unit as learners before they create their own. Add one more day?

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Time to support Marine Biology and A & P subjects.
PD's for Marine Bio and A & P teachers.
Flesh out resources for Marine Bio and A & P.
Work on Schoology Groups to provide more resources.

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Consider that in choosing a school, rather than individuals, means that you are also choosing a school culture that may not be representative of the district

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All courses represented. A commitment to providing feedback (recording data, meeting attendance, reflective journals)

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I would like to see more consistency in form and structure across both middle school and high school.

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I think we should have school sites (everyone in the department) pilot. I feel the whole department should commit because the students will see these learning targets again and again. I am curious to see if those students who see these learning targets repetitiously will perform better on tasks in class, as well as on assessments.

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I prefer this method when the group is small (like today). When we have more peeps, it is a bit challenging because we all have great ideas, and to get though everyone's thoughts can be challenging.

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Alignment With PE's, IS, Ongoing feedback surveys or meetings

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Alignment With PE's, IS, Ongoing feedback surveys or meetings

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We should align the SEPs to individual PE's (already done on the HS teacher proficiency scale docs) and extend that alignment to the district curriculum maps by instructional segment. Doing so will help teachers backwards plan which SEP LT's they cover in which order. We should also consider having feedback surveys that teachers that are part of the pilot complete regularly to provide us with data on implementation. This will allow us to generate and distribute supports/quick fixes throughout the school year.

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Im getting more comfortable with what we are creating (though we need more time to flesh it out). My concern, is how it will look for implementation and how student scores on these translate into letter grades.

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We choose schools that have buy-in with NGSS and are familiar. 

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We choose schools that have buy-in with NGSS and are familiar. 

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I am enjoying it, however, we need more time to flush everything out. 

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I am enjoying it, however, we need more time to flush everything out. 

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I would love to test these learning targets on student work.

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I would love to test these learning targets on student work.

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I feel that we often repeat work. I think that we should have our work ordered by topic, in addition to year, so that if we wanted to find our past work on storylines, for example, we could go to that folder and get all of the resources we used in past presentations. Plus it would allow for more consistency of our message.

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Help them gain a better understanding of NGSS so that they may provide support and better feedback to their science teachers.

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literacy in science (reading and writing strategies)

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Teachers need to know how to look for resources and connections between activities to produce a coherent storyline. Real-world examples from teachers will make the biggest impact.

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More time to reflect, re-assess, and re-visit old/new curriculum efficacy

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More time to reflect, re-assess, and re-visit old/new curriculum efficacy

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As we approach the 10th year of NGSS in California, science teachers need to dedicate time to analyze the efficacy of their old/new curriculum.  Much has changed since the SLT's first roll-out of NGSS resources and curriculum as well as the latest version of the CAST.  If schools that do not use NGSS score higher on the CAST than schools that do, what needs to be clarified and emphasized in our current teaching practices, curriculum, and assessment?

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NGSS 101, Filling in conceptual gaps from textbook storylines

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I nominate Kristi to faciliate our meetings if Ayham cannot make it. -Mike

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Meeting with colleagues in small groups was extremely productive and focused! All material request sheets completed!

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Subject area PLCs with Schoology groups or websites where resources can be developed and shared. Let's consult & follow the PLC literature. Too many things are called PLCs that are not really PLCs.

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Having a discussion on whether having breakout sessions is a good idea, and whether we have enough time for them.

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Having a discussion on whether having breakout sessions is a good idea, and whether we have enough time for them.

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Working with our team to develop PD

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love the ideas of bringing back the cadres. It was key to my learning and building in my early years!

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all of the above!

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in person meetings

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Teachers need to meet regularly with peers from other schools to get professional guidance, learn best practices, and share their experiences.

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Sadly, many teachers still do not know how to effectively use their adopted science materials, so this work must continue.

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We need to provide (and weave throughout) access and equity best practices in science teaching and learning.(STEM Teaching Tools has some great strategies).

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Calibrating scoring using learning target proficiency scales.

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Calibrating scoring using learning target proficiency scales.

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We need to look at where teachers are at and offer varied workshops to meet their needs. At our table we discuss how teachers are not implementing NGSS with fidelity but will claim they use the practices. They may need training in storylines.
Others are using CK-12 and may be intimidated having students do labs.

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Find ways to support authentic PLC's on school campuses. Promote an increase in collaboration between schools. Show what it looks like to do EGI with storylines. I'll add more ideas as I think of them.

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Follow up and coaching support after PD sessions. I think that many teachers learn something great at PD but struggle to implement when there is no follow up.

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ELD and Math in Science training (but also those subjects get to know something about what science does also)

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Tiered instruction and more communication between elementary, middle, and high school progression of the NGSS.

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Train admins & counselors to support the 3-year plan

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Train admins & counselors to support the 3-year plan

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Bio, Chem, Physics before electives

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Developing model lessons or units. Developing assessments.

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Developing model lessons or units. Developing assessments.

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Classroom observations and videos of LAUSD students engaged in NGSS!

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Year long PD for School site science departments in NGSS unit design and analysis of student work. (Like the new teacher PD)

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Year long PD for School site science departments in NGSS unit design and analysis of student work. (Like the new teacher PD)

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Agree on NGSS 101.  Looking at the CAST.

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Agree on NGSS 101.  Looking at the CAST.

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Models/ exemplars of the SEPs in practice for all teachers to access (resource bank)

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More in person meetings (some but not all). Stay the way you are... we appreciate you!

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More in person meetings (some but not all). Stay the way you are... we appreciate you!

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Collaboration between subject areas.

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I want to see differentiated PD.  For example:  We need to have PD for teachers who have no idea how to interpret NGSS, The next tier would be how to unit plan, and the final tier where they mesh their planning with learning targets.

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I want to see differentiated PD.  For example:  We need to have PD for teachers who have no idea how to interpret NGSS, The next tier would be how to unit plan, and the final tier where they mesh their planning with learning targets.

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Training administrators at the school sites

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Review Phenomena, 3-Dimensions of NGSS and a closer look at the Appendix 1 - Progressions of SEPs, DCI's and CCCs, so that teachers identify grade level instruction.

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break out into 2 rooms

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A plan for helping all teachers implement NGSS in their classrooms (not just new teachers, but also veterans who may be struggling to shift to the new NGSS model)

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NGSS 101, and how impactful practice and cross cutting concepts are in teaching science.

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NGSS 101, and how impactful practice and cross cutting concepts are in teaching science.

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NGSS 101 & refreshers

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NGSS 101

Using Instructional Guides / Curricula w/ focus on phenomena, 3 dimensions

Assessment w/ new learning targets

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Working in person!

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Breakout sessions that focus on different topics so teachers can choose what suits their needs. Topics could include: EGI rubric/proficiency scales implementation support; strategies to encourage engagement (group set up, whiteboards, stations, jigsaw); SEPs focus review with resources for incorporating into lessons; strategies for supporting student discourse.

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1. Continuous required science PD provided (modules or series) with embedded planning time (backwards planning, ambitious science teaching, etc.)
2. Assessments (developing performance tasks, data analysis)

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differentiated PD--new teachers need a deeper dive of NGSS, while more seasoned teachers might need more planning/ collaboration time with colleagues, or examples of implementing parts of NGSS

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Continue in person meetings is super helpful!

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Being in person and all the snacks!

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Being able to work with the team in person. 

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Being able to work with the team in person. 

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Meeting everyone...in person! :)

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NGSS 101 (including what 3-dimensional assessment aka CAST looks like), Phenomenon, Storylines

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Storylines

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Continue meeting in person. Two rooms may be helpful since we have two large groups working.

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Being in person

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continue meeting in person

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Being able to work with my team