Transcript Document

NHPS Science Mission
• The mission of the New Haven
Public Schools Science
Department is to ensure that all
students at all levels achieve
science literacy,concepts and skills,
for science is the key to their future.
Science For DATA Team
• CAPT Test
• CMT Test
• District Assessments
• Other (grades, field study,
programs, visits)
• Goals
• Highlights/Challenges
• Future
NHPS Science
•
•
•
•
100-150 minutes a week K-6, hands
on, inquiry based science instruction.
Daily science (6)7-12, 3 years required,
many take 4 years.
All take Phy/Chem, Biology, Chemistry.
Focus on inquiry skills, learning cycle,
experimentation, discourse, use of
science, technology in society.
NHPS CAPT SCIENCE 04-11
NHGoal
90
80
81.7
82.7
NHProficient
82.1
C TGoal
81.4
C TProficient
80.5
81.5
78.4
70
#3 in DERG
largest gain
60
%
50
52.9
47.4
55.1
47.3
53.7
44.6
51.6
44.5
53.1
50.7
46.5
40
43.0
42.7
45.5
30
20
16.5
13.9
10
12.6
13.1
15.6
10.8
14.6
0
2004
2005
2006
2007
2008
2009
2010
CAPT New Haven Schools Science Proficiency
100
Coop
Sound
Capt 04-10 scores by school
90
Career
80
Hyde
NH
Academ
y
HSC
70
60
MetroBu
s
W.Cross
50
Hillhous
e
40
NHPS
NEW
HAVEN
30
20
10
20
09
20
08
20
07
20
06
20
05
20
04
20
Capt 10 scores by school
CAPT New Haven Schools Science Inquiry
Coop
65%
Sound
Capt 04-10 Inquiry scores by school
Career
60%
Hyde
55%
NH Acad
50%
HSC
45%
MetroBu
s
W.Cross
40%
Hillhous
e
35%
NHPS
NEW
HAVEN
30%
25%
10
20
09
20
08
20
07
20
06
20
05
20
04
20
Matched Cohort Science CMT (08) to CAPT (10)
CHANGE (.72 correlation)
School
Scale/RawScore
Change
InquiryScore Change
School
Hyde
+11
+0%
Hyde
Career
+10
+2%
Career
HSC
+8
+5%
HSC
NH Acad
+2
-2%
NH Acad
Coop
+2
-1%
Coop
Cross
+2
-3%
Cross
NHPS ALL
+1
-2%
NHPS ALL
Hillhouse
-1
-3%
Hillhouse
Sound
-2
-5%
Sound
Metro
-12
-9%
Metro
New Haven CMT Science Results
2008
Grade 8 Goal
25.2
2009
24.2
2010
30.8
Ahead of 7 towns,
largest gain in DERG
Ahead of 7 towns,
gain more than state
Grade 8 Prof+
45.4
44.7
48.5
Grade 8 Cont
50
50
53
Grade 8
Inquiry
47
47
51
#1 in DERG
Ahead of 5 towns,
largest gain in DERG
Grade 5 Prof+
21.3
53.8
27.1
59.5
28.1
55.9
Grade 5 Cont
48
50
52
Grade 5
Inquiry
54
58
58
Grade 5 Goal
Ahead of 5 towns
#2 in DERG
CMT Science 2010 Grade 8 NHPS Levels
70
60
50
40
30
20
10
0
HillCentral
Brennan
ATroup
Celentano
Beecher
Clemente
RossWoodw
Fair Haven
New Haven
Whooker
Nhale
JDaniels
Edgewood
LBassett
MASH
Microsociety
BRoss
Clinton
ConteWest
Barnard
Bwoods
KingRob
Columbus
Martinez
Bjepson
WexlerGrant
EastRock
80
BelowBasic
Truman
90
Basic
Proficient
Goal
Advanced
100
CMT Science 2010 Grade 5 NHPS Levels
CMT School Grade 5
90
BelowBas ic
P rofic ient Bas ic
A dvanc ed G oal
100
80
70
60
50
40
30
20
10
0
Clemente
Truman
HillCentral
KBrennan
WexlerGr
JMartinez
FairHaven
BWoods
KRobinson
Celentano
ATroup
Microsoc
EastRock
ConteWest
Clinton
LBassett
Columbus
B.Jepson
Barnard
Nhale
RWoodw
Edgewood
Davis
Bross
Beecher
JDaniels
MASH
Whooker
New Haven
Findings from
Standardized Data
•
•
•
•
•
Standardized tests 10thCAPT, 8th
CMT, 5th CMT show slight growth.
Inquiry scores increasing
Physical Science strands (CAPT chem,
5th/8th CMT) still weakest
ELL gap decreasing
Some schools stand out, some still
inconsistent
Proficiency+ Science Quarterly Assessments 08-11
Grade8
Phy/C hem
Bio
C hem
Physics
ys
ics
Grade7
Ph
70%
Ch
em
Ph
y/
Ch
em
Bio
50%
40%
Gr
ad
e8
30%
20%
10%
Gr
ad
e7
Proficiency Plus %
60%
0%
N ov.0 8 J an.0 9 M ar.0 9 J un.0 9 N ov.0 9 J an.1 0 M ar.1 0 J un.1 0 N ov.1 0 J an.1 1 M ar.1 1
70%
7th Grade Science Quarterly
YR0809
YR0910
YR1011
60%
7th 8th trend
% Proficient
50%
40%
30%
20%
10%
7 0 %1
2
Quart ers
3
4
8th Grade Science Quarterly
60%
Y R0809
Y R0910
Y R1011
% Proficient
50%
40%
30%
20%
10%
1
2
Quart ers
3
4
70%
PhyChem Science Quarterly
60%
YR0809
YR0910
YR1011
% Proficient
50%
40%
30%
20%
10%
1
70%
2
Quart ers
3
4
Biology Science Quarterly
YR0809
YR0910
YR1011
60%
% Proficient
50%
40%
30%
20%
10%
1
2
Quart ers
3
4
50%
40%
30%
ProficiencyPlus%
7th Grade Science Proficiency Quarterly Assessments p.1
q41011
Q31011
Q21011
Q11011
90%
80%
70%
60%
20%
10%
0%
ir
Fa
n
ve
Ha
S
UM
ES
t
d
oo
ck
Ro
w
ge
Ed
st
Ea
s
bu
es
eW
vis
Da
nt
Co
lum
Co
er
n
so
ss
n
nto
Cl i
nte
me
Cl e
o
tan
len
Ce
n
na
en
Br
ds
oo
BW
o
BR
ep
BJ
ch
e
Be
d
t
r
na
r
Ba
ic
str
Di
7th Grade Science Proficiency Quarterly Assessments p.2
Q11011
Q21011
Q31011
Q41011
90%
80%
ProficiencyPlus%
70%
60%
50%
40%
30%
20%
10%
0%
G
ler
ran
r
ke
oo
WH
x
We
an
um
Tr
up
ro
AT
od
Wo
ss
Ro
le
Ha
ty
cie
So
cro
Mi
ez
tin
SH
MA
r
Ma
tt
ob
gR
l
a
ntr
se
as
LB
Kin
Ce
t
ric
s
iel
an
Jd
l
Hil
st
Di
80%
70%
60%
50%
40%
30%
20%
10%
0%
n
Have
al
entr
Hill C
Fair
MS
ESU
Rock
s
eWe
s
t
d
woo
Edge
East
Cont
mbu
Colu
e
onAv
Clint
ente
o
ntan
rd
t
ric
Dist
a
Barn
her
Beec
son
BJep
ss
BRo
ods
BWo
Cele
Clem
90%
Q31011
Q41011
Q21011
Q11011
nan
Bren
ProficiencyPlus%
8th Grade Science Proficiency p.1 Quarterly Assessments
8th Grade Science Proficiency p.2 Quarterly Assessments
Q11011 Q21011 Q31011 Q41011
90%
80%
70%
ProficiencyPlus%
60%
50%
40%
30%
20%
10%
0%
o
WHo
ker
r
le
Wex
n
a
Trum
up
ATro
d
Woo
Ross
le
NHa
oc
os
Micr
H
MAS
tinez
JMar
sett
LBas
iels
Rob
King
JDan
t
ric
Dist
9th Int Phy/Chem Proficiency District Quarterly Assessment
Q1011
70%
Q21011
Q31011
Q41011
60%
ProficiencyPlus%
50%
40%
30%
20%
10%
0%
D
UN
SO
DE
SI
ER
V
RI
AD
RO
ET
E
AC
NH
M
D
HY
C
HS
SE
OU
LH
L
HI
S
OS
CR
OP
CO
ER
RE
T
IC
R
ST
CA
DI
Biology Proficiency
Q21011
CR
U
O
LH
IL
H
100%
Q11011
Q31011
Q41011
90%
80%
ProficiencyPlus%
70%
60%
50%
40%
30%
20%
10%
0%
D
N
U
SO
D
SE
E
D
SI
ER
IV
R
O
CA
R
ET
A
H
N
M
E
YD
H
SC
H
R
EE
SS
O
R
P
O
CO
CA
T
IC
TR
IS
D
Chemistry Proficiency
Q11011
90%
Q21011
Q31011
Q41011
80%
70%
ProficiencyPlus%
60%
50%
40%
30%
20%
10%
0%
CA
DI
CO
ST
RE
OP
RI
ER
CT
CR
OS
S
HS
HI
LL
C
HO
US
E
HY
DE
ME
TR
O
NH
AC
AD
SO
UN
D
SI
DE
RI
VE
R
A+
A
A-
GradesQ2 High School Science
B+
B
BC+
C
C-
A ll Sci
D+
D
D-
F
Data on HS Grades
A P Sci
OtherElect
A nat/Phys
Physics
Chem
Bio
PhyChem
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Findings from data
•Steady increase year to year in district assessment
scores
•Large variation among schools and teachers
•Item analysis used to refine questions, analyze data
•Inquiry items most useful to teachers
•Need calibration on scoring rubrics, some integrity
issues?
•Could be better integrated with math/literacy strands
•Need for more frequent discussion of data by BLDT and
others
Peer Discourse and Student Achievement
Talk ContentSemiotic +
ClassObser v: Over all Peer
Discour se
ClassObser v:Atmosphere
oObserved 6 classes, both class
lesson, then 1 small group per
class designing the acid rain
experiment.
o Coded class observations and
group talk observations.
o Teacher survey & student
survey (all students in class).
o Inquiry scores for q 1 & q 2
assessments compared to q3
o Used student numbers to
match and find correlations
Observed Factors
Complete study at
www.newhavenscience.or
g/peerdiscourse
ClassObser v:Engagement
StudSurv: Gr oupwor k
helped to design lab
TalkOver allPos
StudSurv:Under standingSc
oreOver all
ClassObser v: Explain Lab
TalkOver allNeg
Talk about Exper iment
ClassObser v:Stud->Teach
Talk
ClassObser v: Task
Scor e Overall
TeachSur v: Group kept on
task
ClassObser v:
ExplainContent
Talk about Personal
TalkStyle: Answer ing
Talk about Task
- 0 .6
- 0 .4
- 0 .2
0
0 .2
P a rtia l correl a tion of selected signif ica nt f a ctors with inquiry scores
(a dj usted P ea rson r controlled f or prior a chiev ement)
0 .4
0 .6
Findings:
•Student peer talk does correlate with achievement, even when prior
achievement is factored in especially in science inquiry
o Classroom observations are good data, as are student group observations
•Students have some knowledge of understanding linked to group talk and
scores
oTeachers may not know of the benefit of group talk as much
•Implications:
o Teachers should scaffold and teach group talk, experiment design
o Less emphasis on task completion, content as part of lab design talk
o Social roles matter, and students can become aware of their roles.
o Teachers need to find opportunities to observe group talk (video, peer
observe, etc)
•
•
•
•
•
•
COMMUNITY PARTNERS
Science Fair, other competitions
Yale Community Outreach, Pathways (400 students)trying to
coordinate (yale.edu/scienceoutreach)
Kids: Demos, SEOP, Peabody, CRISPY, Health, BioBus,SciSat,
ExtendedSchool: TAG, LittleScientists, 21stCentury,CT Sci For
Kids, SCHOLARS, Evolutions, STEM grant, etc..
CPEP, GearUp, CTInventionConv, STEM21,
TeacherTraining: Yale, SummerGrants, Peabody, UNH, etc…
•
•
•
•
Teacher Data
402 elem “science” teachers, 13 with
some “science” background. Nearly half
not STC kit trained
43 MS Science… 38 with < 5 years exp,
21 with <3 years exp
Average 8-12 new MS teachers/yr
75 HS Science, 26 < 5 years exp, 39
bio, 22 chem, 6 physics, 2 earth,
several cross endorsed
Science Monitoring
Visits
-Sep 2009-May 2011
-85 “Cambridge” Subject Writeups
(38 High School, 47 K-8)
-Common findings include:
• lack of time for elem science, lack of fidelity to
curriculum
• need for PD/support for elem science
• classroom management in middle school
• instruction 7-12: need for visual cues, student
discourse,
• display of student work, engaging projects
• science data not always discussed
• students talk about science, can explain what they
CSDE Science Position Statement
District Responsibilities include:
2008
• Ensure that the instructional focus (time) for science is
comparable to that provided for language arts and mathematics,
and that teachers are able to integrate literacy and
numeracy instruction within the context of students’ science
learning experiences.
• Provide students with multiple opportunities every week to
experience inquiry investigations that develop students abilities
to question, explore, observe, gather simple data, create
graphs, draw conclusions based on the data and build their
understanding of natural phenomena.
• Ensure that 80 percent of science instructional time is devoted
to inquiry-based investigations.
Elementary Science In NHPS
Science Resource Center Facts:
Over 2000 kits are sent out each year!
Warehouse manager, partner towns
Elem Schools get three rotations a year. NHPS cost $6/student
In New Haven, nearly 23%
returned unused/not opened.
District Guidelines specify
2 Periods (100 minutes)
of HANDS ON Science a week.
Research shows use of inquiry based programs:
- improves mathematical analysis and measurement
skills
-provides the experiential learning needed to build
vocabulary and develop reading/writing skills, especially
Elementary Science
HIGHLIGHTS:
CHALLENGES:
•PROGRAMS
•EQUITY
•COMMUNITY
•ENGAGEMENT
•TIME
•RESOURCES
•INTEGRATION
•PD/SUPPORT
•ADMIN CAPACITY
•MONITORING
•PLANNING (SIP)
Middle School
Science
HIGHLIGHTS:
CHALLENGES:
•TEACHERS
•TIME
•TFA
•RESOURCES
•CURRICULUM
•TURNOVER
•ASSESSMENT
•RIGOR
DATA
•COLLABORATION
•PD/SUPPORT
•MONITORING
High School Science
HIGHLIGHTS:
•ASSESSMENT
DATA
•ELL
•FORMATIVE
ASSESSMENT
•TEAMS
•TOP STUDENT
SUCCESS
CHALLENGES:
•SEQUENCE
•EQUITY/ACCESS
•COLLABORATION
•STAFFING/CERT
•SUBJECT PD &
SUPPORT
•HOTS, ENGAGING
INSTRUCTION
•MONITORING
Future
-Expand community involvement
-Sustain test scores: inquiry and content
growth
-Focused subject PD/support/monitoring, all
grades, build capacity?
-CT High School Reform, end of course
exams
-Expanded grad requirements, more
staff/supplies
-National Science standards/CT response,
2015?