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Getting more comfy. 3

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I feel very comfortable with the NGSS. 5

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I do not feel very comfortable with NGSS. 2

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I am not very comfortable with NGSS as I have only been on the periphery of the rollout.  I would place myself at a 2.

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Comfortable with terms, but still need support in coaching. 2/3

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This is new to me so I would give myself a 1 in all areas as my comfort level

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I am very new to NGSS, so I would put myself at a 1.

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I feel I am a 1 or a 2. Just leaving the classroom as an English teacher, I've watched the science department go through the transitions, but I have not been part of the process.

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My comfort level is intermediate for support purposes - 3

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How will we help districts see the literacy connection?

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How do we get JR HI to transition to the integrate d model. We cant see the path.

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3. I feel I have a lot to learn.

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2
I'm excited to learn more!

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2.5 on a good day.

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Probably about a 2

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Where can I find tools to support teachers in transitioning their lessons. (not worried about the content so much)

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I am not very comfortable with NGSS as I have only been on the periphery of the rollout. I am at a 2.

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How do I best support my teachers, as I learn NGSS, as well?

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How do I best support my teachers, as I learn NGSS, as well?

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I have too many at this point...stay tuned!

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How do we support teachers with content/background knowledge?

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How do I support teachers as they develop their lessons.

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Integration at the elementary level. We have a plan in
place for middle and high.  After SCOE support fades for the year
next steps

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I am interested in learning about the cross over from middle school integrated to high school discipline specific. I am also interested in looking at carry overs for testing. I am lastly looking to dig deeper into the standards themselves.

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How do I provide relevant feedback to my science team (classroom visits), when I am still developing my understanding of NGSS.

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How do we balance text and hands-on learning?

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1. How to support Elementary teachers with time and schedule within their day

2. How to support High School teachers to use their instructional minutes to create lessons that are engaging and rigorous with the new curriculum.

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How can I continue to support my staff, teachers in general, mentors, coaches and districts in my balcony view role at the county?

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NGSS comfort level is good (3 out of 5) .
I have attended initial grade level NGSS trainings at our district, and STEM trainings at SCOE

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How can I SHOW my teachers that they do have the time to do this. We don't have the flexibility to move Benchmark units out of order, so how can I make it work?

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How can we integrate NGSS into

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7. Engaging in argument from evidence is when students are able to construct a convincing argument that supports or refutes a claim they have been working to understand using appropriate/sufficient evidence and scientific reasoning.

PROVE IT!

SUBSTANTIATION

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Sentence: Students are able to critique in a meaningful way while also providing verbal and written arguments, using evidence to evaluate different solutions.

Phrase: What's your evidence?
Respectfully disagree.

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Models are used to describe, test, and predict more abstract phenomena.
Describe, test, predict
Represent

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Sentence:  Take in new information, make connections with that information, and be able to relay that information to others.
Phrase:  GET--CONNECT--TELL
One Word:  Process

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(Christine & Erin) #8 Obtaining, Evaluating & Communicating Information

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(Christine & Erin) #8 Obtaining, Evaluating & Communicating Information

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Communicate scientific and/or technical information in writing and/or through oral presentations

Evaluate and Communicate

Synthesize

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1. Students make observations, draw pictures or write sentences in order to solve problems and determine if solution works.

2. Observe, draw, compare and talk

3. Reflect

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Morgan and Frank
1. We should develop models to illustrate relationships between variables, principles and phenomena.
2. develop models to represent relationships
2. Model