Upcoming Trainings

• New NGSS Grade 6 Curriculum Meeting- 1/18/17

Units 3, 4, 5 Perry Hall MS Room 129 (4-6 pm)

• New NGSS Grade 7 Curriculum Training- 2/1/17

Intro- Loch Raven Technical Room 114 (4-6 pm)

• New Teacher Induction Meeting- 2/9/17

Loch Raven High School Room? (4-6 pm)
 MAP Progress
• How are we tracking progress toward our MAP
goals?
 Outcomes
• I can navigate to Discover Science Techbook and identify the
tool’s basic features (I.E. Discovery Science Techbook 101).

• I can describe how the Assets in Discovery Science Techbook

could support LCE and 3-Dimensional Instruction.

• I can identify criteria for developing and evaluating

summative assessments.

• I can use backward mapping to create a unit assessment plan

for an upcoming unit.
 Rate your level of awareness with
Discovery Science Techbook…
5 - I could lead a training on Discovery ScienceTechbook.
4 - I have attended trainings on Discovery Science Techbook and
use the tool regularly in my classroom.

3 - I have attended trainings on Discovery Science Techbook.

2 - I have heard of Discovery Science Techbook.

1 - “I’ve got nothing….”
Discovery Science Techbook is…
What is Science Techbook?
 Why Science Techbook?
• Support Three-Dimensional Learning
• Embedded Professional Development
• Support for Remediation and Acceleration Strategies
• Access course content anywhere, anytime
 Let’s Navigate to DST!

GO TO BCPS One>DIGITAL CONTENT>Grades 6-12 Discovery Education

Advanced Search Features
 DST Assets Activity
Directions:
1. In groups of 2-3, use the Advanced Search to
locate some DST by selecting only for your
particular Asset (i.e. Activity, Image, Audio, etc).

2. Complete the chart for your particular Asset.

3. As you finish, compare/share your Asset features

with the other groups at your table.
 Let’s Navigate to DST!

GO TO BCPS One>DIGITAL CONTENT>Grades 6-12 Discovery Education

Model Lesson View
 Digging Deeper
Take about 5-10 minutes to continue to explore Discovery
Science Techbook on your own.
As you explore, consider the following:
• How can I use the Assets to design more learner-centered
lessons?
• How can Discovery Science Techbook facilitate 3-D instruction?
 Discovery Science Techbook
BCPS Access
School Year 6th Grade 7th and 8th Grade
NON-LIGHTHOUSE

Teacher Student Teacher Student

2016-17 YES YES YES NO

2017-18 YES YES YES YES

School 6th Grade 7th and 8th Grade

Year
LIGHTHOUSE

Teacher Student Teacher Student

2015-16 YES YES YES NO

2016-17 YES YES YES ?
2017-18 YES YES YES YES
Media Break
 Backward Mapping Goals:
• Work in grade-level
teams to use the
backward mapping
process to plan an
upcoming unit.

• Develop a Unit
Assessment Plan.
Backward Mapping
Backward Mapping
OUTCOMES ASSESSMENTS ACTIVITIES
 Stage 1: Desired Results

In grade-level teams:
• Dig into the front matter of your upcoming unit.
• Complete Stage 1: Desired Results
Stage 1: Desired Results (Example)
Stage 2: Assessment Evidence
Summative Assessments
• Review the summative assessments from your
unit with your team.

• Do you feel the assessment represents the

outcomes you outlined in Stage 1: Desired
Results?

• What criteria should be used to evaluate these

tasks?
Baltimore County Public Schools 3
 Assessment Design Standards
Credibility, user-friendliness,
feasibility

Evaluate the performance assessment

before completing Stage 2: Assessment
Baltimore County Public Schools 3

Evidence
 Baltimore County Public Schools 3

Wiggins, G. (1996). Practicing What We Preach in Designing Authentic Assessments. Educational Leadership. December
1996/January 1997 | Volume 54 | Number 4
Baltimore County Public Schools 3
The Future of Assessment

Baltimore County Public Schools 3

 Baltimore County Public Schools 3

Wiggins, G. (1996). Practicing What We Preach in Designing Authentic Assessments. Educational Leadership. December
1996/January 1997 | Volume 54 | Number 4
Summative Assessments
• Evaluate your summative assessments
with your team.
• Does the assessment meet all the
outcomes?

• If not, how should the assessment be

changed?

• Using sticky notes, suggest how the

assessment could be more authentic
and/or three dimensional.
Baltimore County Public Schools 3
 Stage 2: Assessment Evidence

In grade-level teams:
• Complete Stage 2: Assessment Evidence
• How will students show progress (minor assessments)?
 Stage 3: Learning Plan

In grade-level teams:
• Use curriculum guides / lessons to complete Stage 3:
Learning Plan
 Shifting Gears
Grading & Reporting Update
Grading and Reporting – Our Charge
 5 Guiding Practices for Grading:

• Grading practices must be supportive of student learning.

• Grades will be based solely on achievement of course or
grade-level standards.
• Grades will be based on a Body of Evidence.
• Grading scales must be consistent.
• Students will have multiple opportunities to demonstrate
proficiency.
MS Example – 7th Grade Unit
Assessment Plan
Media Break
 MS Unit Assessment Plan Legacy
Curriculum-
Unpacking Grade 7 Change Over Time
• Began with the end – assigned points to the Unit Scenario- “The
Great Debate” (75 points, 1/3)
• Reviewed the Unit Overview pages for the COT Unit to determine
the MSC Indicators and Objectives
• Examined the curriculum lessons for potential minor assessments
that aligned to the MSC Indicators and Objectives. (Hint: Most of
the Analysis questions-esp. those with the symbols-were good
assessments of the MSC Indicators and Objectives.)
• Assigned points per topic (roughly 10-25 pts per assignment) for a
total of 150 points, 2/3
 MS Unit Assessment Plan- NGSS
Grade 6-7
• Due to the transition to the NGSS Curricula, the
Unit Assessment Plans will be different for the
NGSS Grade 6 and 7 Science Courses.

• Learning Cycle Evaluations and Culminating

Events are Major Summative Assessments thus
should be between 30-100 points.

• Teachers will be creating the Minor Summative

Assessments at this time. Those should be no
more than 25 points.
 Your Unit Assessment Plan
• Work time – 45 minutes
 Your Unit Assessment Plan
• Table Share – 10 minutes
• Group Share – 10 minutes
– What are your key take-aways regarding this
process?
– How will you share this with teachers?
• Upload Sample Unit Assessment (Body of
Evidence) Plans to the wiki