Transcript Welcome [www.citrus.k12.fl.us]

Secondary Science Curriculum
Alignment
Meeting 1
Instructional Materials Adoption
Welcome
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Refreshments
Look over the agenda
Lunch Plans
Introductions
Meeting Dates
October 3, 2005
October 10, 2005
October 24, 2005
November 7, 2005
December 6 , 2005
December 7, 2005
January 23, 2006
January 27, 2006
8:00-4:00
8:00-4:00
8:00-4:00
8:00-4:00
8:00-4:00
8:00-4:00
8:00-4:00
8:00-4:00
IRC, Conference Room A
IRC, Conference Room A
IRC, Conference Room A
IRC, Conference Room A
IRC, Conference Room A
IRC, Conference Room A
IRC, Conference Room A
IRC, Conference Room A
Middle
Elementary
Secondary
Elementary
Secondary
Elementary
Secondary
Elementary
Participants
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Ed Amesbury
Greg Biance
Kevin Bingham
Gloria Bishop
Tim Byrne
Emily Casey
Mark Cassidy
Marcie Clutter
Rebecca Clymer
Linda Connors
Amanda Crawford
Beth Evans
Sherina Finley
Gary Pearcy
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Laurie Grant
Jack Hall
Judy Johnson
Cyndi Jones
Donna Kenady
Janet Love
Robin Martone
Steve McCarthy
Vicky McCraine
Amber McLain
Helge Olsen
Barbara OlsenFleming
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Sandy Pope
Kirk MacGinnis
Tracy Rash
Jennifer Sasser
Sandy Schneider
Ryan Selby
Carol Shapot
Janice Slattery
Gene Trescott
Michelle Tripp
Diane Walker
Melaney West
Cindy Williams
Ed Bailey
Our Mission
•Create a Vision for Citrus County
Secondary Science and compare it with
elementary.
•Identify Essential Outcomes
•Understanding of Power benchmarks
•Selection of Instructional materials to
support our vision.
Ground Rules
1.Value all opinions and be considerate
of others
2.Make sure points are shared in a
concise and clear manner
3.Feel free to share views
4.Respect the views of others
5. The committee will work as a whole .
Rules of the Road
Fall 2005
What is our current
reality?
Successes
• Essential outcomes from classes/lesson
developments
• Teachers have unity on essential questions
and philosophies
• Training for teachers
• Wide representation of all levels
• SSS drives the curriculum
Improvements
• Communication to teacher/school from curriculum
alignment team members
• All teachers on board
• Getting a diverse group of teachers together
• Follow up from CAT Meetings
• Base set of rules
• Teacher buy in to time invested in process
• State guidelines/proper directions
• Responsibilities of purchasing/role definition
What qualities (characteristics)
do you believe comprise an
effective adoption
process?
An effective adoption process
results in:
• Standards based
• Student Performance focused/success/achievement
• Implementation
• Materials applicable for all teacher levels
• Novice to experienced
• Teacher needs are met
• Consistent implementation in county
• Alignment (Vertical/Horizontal)
• Measurement and evaluation components
An effective adoption process
includes:
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Acceptance
Values, Respect, Positive Attitude
Knowledge of Content
Clear and Compelling Process
Clear set of agreed upon rules/plan
Including people who want to be involved –
Representation of team members/stakeholders.
Staff Development and Training
Communication – district to school
Team representation of a variety of stakeholders
Begin with end in mind
Key Questions
1. Who will participate in the process?
2. How do we ensure quality committee members?
3. What does an efficient/effective process look like?
a.
How do we decide what subjects constitute an in-depth
process?
b. When meetings take place
c. How do we determine a timeline
d. What role does the publisher have in the process
e. How do we ensure a smooth process?
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Note: Need to minimize disruption
Key Questions
4. How do we share the work and results
of the committee?
5. How do we address non-consensus?
a. How does decision making occur?
b. How do we ensure that we obtain
consistency that is vertical and
horizontal in implementation
Key Questions
7. What are the key components of the
adoption process that can occur from
K-12 (core beliefs, common focus?
Philosophy essential?)
a. How do we use the adoption process as
a catalyst for change?
b. What constitutes an instructional
material?
Who Will Participate
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Curriculum Specialist, AP in charge of curriculum
(all school sites)
Reading Representative (Coach)
Administrator
District Staff
Primary/Intermediate Representative from
Elementary, 6,7,8 Middle, High School
discipline/expertise.
ESE Representative (perhaps 1 or 2 people per
committee who has a background)
Community Representative? (SAEC)
Technology Consideration (if needed)
How do we ensure quality
committee members?
• Identification by school leadership core team.
• Collaboration between district and principals.
• Core Leadership Team helps at schools help to
make selection?
• Open minded
• Leadership oriented
• Understanding role- They represent the work of
the group and not necessarily the school.
• Student focused
What does an
efficient/effective process
look like?
Phase I
Summer prior to adoption year.
• Current Reality (district, state national
direction)
• Data analysis
• Summary of best practices
• Philosophy
• Development of Essential Questions
• Criteria for selection- focus of text as resource
and does not drive the curriculum
Phase II
Adoption, Late Fall
• Criteria for selection
– This will eliminate texts
• Screening Process
– This will narrow the selection down as
well.
• Goals and objectives
• Course sequence
• Material Selection
Phase III
Summer, Early Fall
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Sample instructional plan
Assessment/Progress monitoring
Instructional Resources
Professional development
School/Parent Community
Involvement
Publishers Role
• Obligation to conduct initial conversations
done with the district contacts
• District sets time to tell representatives when
they can hold conversations with schools
• Provide materials for screening
• Provide all supporting materials after
screening of remaining series.
• Emphasis on text and core of their program
(not the free stuff)
Publishers Role con’t.
• What is their support program?
• Expectation to follow timelines and
time periods for presentations
• Assist in ordering and follow up
process (in-service)
• Communicate in an efficient and
expedient manner/process? Adherence
to our timelines.
How do we decide what
subjects constitute an in-depth
process?
• The process will be guided by the
phases.
• Phases may be adjusted to
accommodate needs based on
differentiated circumstances and
content areas.
How do we ensure a smooth
purchasing process?
• Need Clarification
• Purchasing Process; Perhaps
subcommittee to come up with
a guidebook for the budget.
Need to minimize disruption:
• As many phases as possible in
summer/addressed through
timeline.
How do we share the work and
results of the committee:
• PowerPoint/Ideas shared.
• Perhaps a website to share information,
such as agenda and minutes from
meeting. Have all ground rules posted
on website. Included embedded links.
• Email staff during the process.
• Report out at school meetings.
How do we address no
consensus:
What is consensus? (Can you live with
this decision?)
• If I cannot live with it, then you don’t
have consensus.
• Prior to checking consensus, there
needs to be a large amount of
facilitated discussions and sharing of
ideas.
1. First try to come to consensus. – How do we
identify consensus? (5 – strong; 3 – Can live
with it; 1 –Disagree) – Public or Private Display.
2. If consensus is not met – Dialogue should occur
– opportunity for discussion/reflection about
position. (Written or silent)
3. Vote – 2/3 majority (Use of CPS system?)
4. Decision made by DSC team based on the
information gathered at the meeting; with
representation from an administrator and
members from Ed Services
• (Ask elementary administration if they are
willing to participate?)
Book Screening
1. Criteria (Power)
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SSS/SPS
Hands on/Lab
Reading in Content/Lexiles
Differentiated Instruction
ESE
LEP
Book Screening
2. Rubric (Point Value System – as a Product of
the Summer Group?)
Create by core team – different by subject area
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Rigor/relevance
Bloom’s
Assessments
Technology
Staff Development
Cost – consumables (not a major factor)
How do we obtain consistency that
is vertical and horizontal?
This needs to relate to frameworks.
Perhaps we could have parallel work
groups in the summer. If the groups are
small, this will help. The framework
document could help in the vertical and
horizontal articulation.
Common Assessment
County Wide Department meetings
What are the key components
of the adoption process that can
occur from K-12?
Core beliefs, common focus,
philosophy, essential
elements.
Ties in with frameworks
Participants
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Barbie Anderson
Janet Reed
Kelly Tyler
Bill Farrell
Jennifer Sasser
Mark Brunner
Tom Curry
Kathy Pomposelli
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Gloria Bishop
Leigh Ann Bradshaw
Mike Geddes
Denise Willis
Kit Humbaugh
Mark Klauder
Amber McLain
Current Reality
In what ways do you
communicate the work of this
group with your school?
Current Reality
• Last meeting
Current Reality
Middle School Direction
http://www.citrus.k12.fl.us/eds
erv/klauderm/middle_school_s
ci_direction.htm
Current Reality
UBD
Process, Skill, Fact,
Benchmarks
Research
th
8
Grade
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A
ST
Score
8th Grade FCAT State Wide Me an Score
350
300
250
200
150
100
50
0
County
Science
th
8
Grade FCAT 2005
313
315
310
305
300
295
Score
297
291
302
297
294
292
291
290
287
285
282
280
275
270
265
STATE TO TALS
NASSAU
HIGHLANDS
PUTNAM
INDIAN RIVER
County
CITRUS
CHARLO TTE
MARTIN
FCAT 8th Grade Results
340
332
330
323
320
316
313
313
309
310
Score
308
309
303
300
298
299
Series1
297
290
280
270
CITRUS03
CITRUS05
OKALOOSA04
MARTIN03
County/Year
MARTIN05
BREVARD04
School Results
2005 8th Grade Science FCAT Scores
350
304
293
299
294
300
250
214
200
Score
150
100
50
0
INVERNESS MIDDLE
CRYSTAL RIVER
MIDDLE
LECANTO MIDDLE
School
CITRUS SPRNGS
MDL SCHL
RENAISSANCE CTR
th
8
Grade Citrus 297/ State 291
State Compared to Citrus
7.2
7
6.8
Score
6.6
6.4
STATE TOTALS
CITRUS
6.2
6
5.8
5.6
5.4
Physical and
Chemical
Earth and Space
Life and
Environmental
Scientific Thinking
th
8
Content Area
Grade
8th Grade FCAT Score
8
7
7
7
7
7
7
7
7
7
7
7
7
6
6
6
6
6
6
5
Score
5
Physical Chemical
4
4
4
Earth Space
Life Environmental
3
3
2
1
0
INVERNESS MIDDLE
CRYSTAL RIVER
MIDDLE
LECANTO MIDDLE
School
CITRUS SPRNGS MDL RENAISSANCE CTR
SCHL
Sci Thinking
th
11
Grade
State Wide FC AT Me an Score 11th grade
350
300
250
200
re
150
100
50
0
STATE
TO TALS
C ALHO UN
DESO TO
GILC HRIST HIGHLANDS
LAKE
C ounty
MARIO N
O SC EO LA
ST. LUC IE
UNIO N
11th Grade FCAT Science 2005
314
315
309
310
304
305
300
300
Score
295
293
Ser
294
292
290
285
280
NASSAU
HIGHLANDS
INDIAN RIVER
CITRUS
County
HERNANDO
MARTIN
CHARLOTTE
11th Grade FCAT Science Mean Scale Score (100-500)
310
309
308
306
304
Mean Score
302
302
Mean Scale Score (100-500)
300
298
297
296
294
292
290
1
2
Year
3
11th Grade FCAT Mean Scale Score 05
315
312
310
308
307
305
300
Score
295
Mean Scale Score
293
290
285
280
STATE TOTALS
CITRUS HIGH
CRYSTAL
RIVER HIGH
School
LECANTO HIGH
SCH
By Content 11th Grade 2005
9
STATE TOTALS
CITRUS HIGH
CRYSTAL RIVER HIGH
LECANTO HIGH SCH
8
7
Points
6
5
4
3
2
1
0
1
2
3
4
Content 1. Physical & Chemical 2. Earth & Space 3. Life and Environmental 4. Scienctific Thinking
A research based presentation
for Citrus County
In 1985, the American Association for the
Advancement of Science (AAAS) began a long
term initiative to reform K-12 science
education known as Project 2061. This
resulted in 3 programs designed help meet
science standards.
Benchmarks for Science Literacy
National Science Education Standards
Scope, Sequence, and Coordination of
Secondary School Science
National Science Education
Standards
• Science as
Inquiry
• Physical
Science
• Life Science
• Earth & Space
• Science &
Technology
• Science in Personal
and Social
Perspectives
• History and Nature
of Science
The science curriculum teaches the scientific
concepts and processes outlined in the
national standards
The science curriculum incorporates the
content and processes of science
The science curriculum provides meaningful,
engaged learning for all students
Classroom science inquiry is
goal oriented and moves along
a continuum incorporating
various strategies and
activities.
"The path of least resistance
and least trouble is a mental rut
already made. It requires
troublesome work to undertake
the alternation of old beliefs."
John Dewey
Structured Inquiry – exemplifies scientific
ways of thinking and doing to initiate
student responsibility for the process
Guided Inquiry – continues to exemplify
scientific ways of thinking and doing while
transitioning more responsibility for thinking
and doing from the teacher to students
Student-initiated Inquiry – exemplifies
thinking and behaving in scientific ways to
solve personal and socially important
problems
An Inquiry based curriculum should:
Promote problem solving skills by applying
concepts, theories, principles, and laws
across disciplines
Foster independent scientific thinking
through investigation of phenomena
Integrate math and technology with science
Promote connections between science
disciplines
Reduce content while boosting scientific
understanding and student achievement
“Science inquiry takes away the
notion that the teacher has all the
answers and allows the students to
find the answers themselves. It
allows misconceptions to bubble up
and lets teachers take advantage of
them.”
Korman, Stone
Academy
Should encompass one or all of the
following:
Hands-on/use of technology and
equipment
Use of Gardner’s Multiple
Intelligences to meet student needs
Reading for information and
content
Student discussions, reflections,
and drawing of conclusions
You can’t get all the information you
need from just paper-and-pencil
activities. Over the years, I’ve learned
to do different kinds of assessment to
obtain more information about the kids
and their learning.
Judy Snider, teacher
While paper-and-pencil tests are important, the
teacher should no longer rely on them as a sole
means of assessing student progress and
achievement. Performance-Based assessment
should be equally utilized.
In 2002, ASSET published research data
indicating improvement of scores on state
assessment tests were directly connected to
inquiry-based science lessons, while incorporating
hands-on activities in the classroom.
Examples of Performance-Based Assessment:
Portfolios – sampling of student produced materials
Journals – reflective thinking
Self-Evaluation – self-judging by student
Practical – observation of problem-solving skills
through experiments and open-ended situations
Oral interviews – for students more adept at
speaking than writing
Concept mapping – organizing ideas
Diagrams – for students with verbal/reading
challenges
Creative – scrap books, videos
Rubrics – pre-established for student/teacher use
“The lack of teacher training has a
direct effect on the way students
learn, or fail to learn science.
Teachers need a good understanding
of the concepts of science as it leads
to improved student understanding.”
Susan Doubler, project
director at TERC, a nonprofit education
research and development organization
Professional Development is strongly recommended in the area of Science, regardless of
the curriculum and methodology.
Results from the recent Bayer Report, which surveyed 1000 teachers,
showed that only 18% rated their training in and ability to teach
science as an A. 42% were rated as C or below.
Only 7% of the 250 deans of colleges of education surveyed said they
were “very confident” that students are receiving a good science
education due to lack of teacher training.
Teachers need opportunities:
to become researchers
for partnerships between teachers or
school and colleges or universities
to attend conferences and
meetings for science instruction
to observe and coach other teachers
to try new practices in a risk-free
environment
Community Involvement:
Community members’ and parents’
participation in science instruction as
experts, aides, guides, or tutors
Active involvement of community
members on task forces for
curriculum, staff development,
assessment, and other areas vital
to learning
Opportunities for teachers, administration,
and school staff members to visit informally
with community members to discuss the life
of the school, resources, and greater
involvement of the community
The following K-12 model is a prime example of how to approach learning science through
inquiry.
Tennessee State K-12 Model
The graph depicts
the suggested
amount of
instruction time to
be spent at the
various grade
levels on each of
the four
components of
science education.
“Doing what you have been
doing, and getting what you
have been getting”
Harry Wong
Is our current curriculum,
methodology, and assessment enough?
Inquiry-based learning will:
Foster scientific literacy and
understanding of scientific processes
Engage students and leads them to become
independent scientific thinkers
Promote mathematical and technological skills
Enhance student attitudes towards science
and math while boosting performance
Create meaningful classroom discussions
Gerry Wheeler, executive director of the National
Science Teachers Association, commented on current
research and surveys:
There is a huge wake-up call
out there, but no one is picking
up the phone.”
Let’s be the first to answer!
The Research Team:
Emily Casey
Mark Cassidy
Lora Davis
Randy Hobson
Rene’ Johnson
Cindy Jones
Janet Love
Steve McCarthy
Kathy Presti
Barbara Shore
Laurie Traum
Mark Cassidy
Rene’ Johnson
Laurie Traum
Edthoughts
Power Benchmarks
What are the essential components of an effective K-12
Science Program?
Student Needs
Vertical Alignment
Content
Environment
Vision
Instructional Methods
Vision Statement:
Other
State Directions
Adoption
Identify Core Objectives