Transcript Believing and Achieving (B.A.) In Science.

Believing and Achieving
(B.A.) In Science
Mr. Nikolai Vitti, Principal
Mr. Earl Burth, Asst. Principal
Mrs. Ronda Y. Cobb, Teacher Leader
Mr. F. David Halberg, SUPI Professional Partner
Homestead Middle School 2007-2008
Table of Contents
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Introduction
Abstract
Background/Context
Research Questions
Literature Review
Methodology/Intervention
Data Collection
Data Analysis
Impact of Action Research
Implications/Recommendations
References
Introduction
The goal of this action research project was to
improve student achievement by introducing best
practices strategies in the inclusive Science classroom
and provide Professional Development for
General/Special Education teachers. There is a need
for common planning/collaboration between the
general education and inclusion teacher. Inclusion
teacher serves as a paraprofessional rather
than an instructor. It was evident that lesson plans
focus on general education population with no regards
for inclusion students.
Abstract
The selected target group was seventh grade Science
inclusion students. In this setting there were eleven Special
Education students and eighteen general education students. A
review of students grade and data trends showed that overall
general education students outperformed special education
students academically as well as on standardized assessments.
The science literacy and standards movement has made it clear
that the goal of K-12 science education is science for all,
including students with disabilities (Lynch et., al)
Background/Context
There was a need to group inclusion
students in a smaller class setting for additional
assistance utilizing differentiated instruction
(whole/small group instruction, one to one
instruction and learning centers). Additionally,
general education teachers did not have the
skills to incorporate best teaching practices to
accommodate inclusion students. Homestead
Middle School lowest 25% student population
are inclusion students.
Background/Context
• Homestead Middle School is located in an agricultural
area of South Miami Dade. Students are offered a
rich menu of courses, which include French, Music,
Physical Education, creative writing, and a
dynamic magnet program.
• The faculty consists of a tri-ethnic group with 32%
White, 41% Black, and
27% advanced degrees; Doctorate/Educational
Specialist 12%, Master’s 31%, and Bachelor’s
57%.
Background/Context
• Multi-ethnic population consisting of 972 students living in an
economically disadvantage community.
• 22% are Black
• 67% Hispanic,
• 9% White
• 2% are classified as American Indian, Asian or Multi-racial.
• 86% eligible for free or reduced lunch.
Target Group
• A seventh grade science inclusion class was identified as the group
of study.
• 11 specific Learning Disabilities
• 18 General Education
• 17 males
• 12 females.
Research Questions
How will the
introduction of best
science practices increase
7th grade students’
science achievement
in inclusive classrooms?
Tri-Weekly Assessments
And
Interim Assessment
Parent Questionnaire
Report Card
Research Questions
How will Professional
Development for the
Inclusion Teachers
improve achievement
for 7th grade
Special Education Students?
Observation
Teacher Questionnaire
Checklist
Interview Science
Coach
Literature Review
• Students with disabilities who use hands-on or activity- based curriculum
materials have been shown to understand and retain science concepts
more fully than peers who learn from text-based approaches (Lynch et al,
2007)
• Educators of students with disabilities, both special educators and science
general educators, will need to be better prepared in offering effective
curriculum and instruction to these students (Lynch et al. 2007)
• A major obstacle for students with disabilities can be the teacher’s
perception of how that student will behave in the general education
classroom (Cade et al., 2002)
• Individuals with Disabilities Education Act (IDEA) mandates a free and
appropriate public education for all students in the Least Restrictive
Environment (LRE). The law stipulates that to the maximum extent
appropriate, children with disabilities are to be educated alongside their
typically developing peers, unless education in general education classes
with the use of supplementary aides and services cannot be achieved
satisfactorily (Bargerhuff et al., 2005)
• Students can benefit from differentiated instructional strategies that take
into consideration students’ abilities, interests, and learning styles (Dukes,
et al.,2005)
Literature Review
(cont.)
• There is evidence that teachers of science and professors teaching
science methods have had little training and experience in
teaching students with disabilities and were not aware of the
research on best practice as it applies to students with disabilities
(Bargerhuff et al., 2005)
• There continues to be a need to provide in-service training to
build the specialized competencies required for the inclusion of
students with disabilities (Bargerhuff et al., 2005)
• Students with disabilities in activities-based classrooms make
academic gains equivalent to those of their classroom peers and
superior to most typical students in textbook-based classrooms
(Bargerhuff et al., 2005)
• Responsibility between the science general and special educators
need to be shared equally; that is, planning, preparing and
implementing science instruction. (Finson et al., 2000)
• Students with disabilities, substantially underrepresented in
science careers, can also learn how to participate in science and
science related fields of endeavor. (Berkeley et al., 2006)
Literature Review
(cont.)
• Peer mediation, in the form of partnering or tutoring, has been
suggested as one way to substantially increase academic
engagement of all students in a classroom (Mastropieri et., al)
• Full inclusion requires teachers to make their classroom and
activities/materials used in their classrooms relevant/functional for
students possessing virtually any of a number of disabilities
(Mastropieri et., al)
• The science literacy and standards movement has made it clear
that the goal of K-12 science education is science for all, including
students with disabilities (Lynch et., al)
Intervention
• Analyzed FCAT data from 2006-2007 school year for
inclusion students.
• Conducted a needs assessment for inclusion students
in Science.
• Reviewed data trends from 2007-2008 school year of
interim, tri-weekly, and quarterly assessments.
• Reviewed grades of inclusion students from 2006-2007
in science.
• Met with general education and special eduation
teachers to discuss implementation of best practices to
improve student achievement in inclusive science class.
Intervention
(cont.)
• Utilized science coach to model best practice teaching
skills for teaching inclusion students.
• Provided professional development for teachers during
planning and early release days.
• Developed questionnaire to send home to parents.
• Visited middle schools in feeder pattern to develop
best practices in the implementation of the inclusion
model class.
• Reviewed literature on Science inclusion classes and
best practices.
• Summarized and reported results.
Pre-Parent Questionnaire
1.
2.
3.
4.
5.
How well did your child do in science for the last two years?
a)
Very well
b)
Well
c)
Not well
d)
Not sure
How much homework does your child receive in science per week?
a)
0-1 hours
b)
2-3 hours
c)
Not sure
Do you assist your child with completing science projects or home learning assignments?
a)
Yes
b)
No
c)
Sometimes
d)
Never
What do you think is the best way for your child to acquire the skills needed in science to be
successful?
a)
Through home learning
b)
Science software
c)
After school tutoring
d)
Science worksheets
Do both parent/child attend Science Fair night at the school?
a)
Yes
b)
No
c)
Sometimes
Responses to Parent Questionnaire
16
15
14
15
15
15
13
12
12
10
10
9
Answer A
8
8
Answer B
7
7
Answer C
Answer D
6
5
4
4
4
3
2
2
1
0
0
0
0
Question 1
Question 2
Question 3
Question 4
Grades
Homework
Projects
Knowledge
Question 5
Science Fair
Pre-Parent Questionnaire
6.
a)
b)
c)
d)
7.
Which of the following will have the greatest impact on improving your child’s education in science?
a)
Reading the science textbook
b)
Working with other students on science projects
c)
Learning from a certified science teacher
d)
Lab activities (hands-on experiments)
8.
a)
b)
c)
d)
Do you think it is important for your child to have a good understanding of science?
Yes, if he/she is interested in a career that uses science.
Yes, if he/she is planning to go to college.
No, an understanding of science is not necessary
None of these above
a)
b)
c)
d)
How likely are you to encourage your child to pursue a job in science, math or technology field?
Very likely
Likely
Unlikely
No opinion
9.
10.
Which of the online tools did you use regularly to communicate with your child’s science teacher?
School website
Email
School portal
None of these above
Which of these factors would influence you in recommending a career in science to your child?
a)
Grades in these areas in high school
b)
College scholarships
c)
Potential income
d)
None of these above
Response to Parent
Questionnaire
25
20
20
15
Answer A
Answer B
Answer C
Answer D
10
9
8
9
8
9
8
7
7
6
5
5
4
3
1
0
0
Question 6
Communication
Question 7
Improving
Grades
Question 8
Understanding
Question 9
Question 10
Career
Factors
Post Parent Questionnaire
25
20
20
17
15
15
15
Answer A
13
Answer B
Answer C
10
10
10
Answer D
9
7
5
5
5
4
4
4
2
1
1
2
1
0
0
Question 1
Grades
Question 2
Homework
Question 3
Projects
Question 4
Knowledge
Question 5
Science
Fair
Post Parent Questionnaire
25
20
20
15
Answer A
13
Answer B
Answer C
11
10
10
10
9
Answer D
10
9
9
7
7
5
5
4
4
4
3
3
2
2
2
0
Question 6
Communication
Question 7
Improving
Grades
Question 8
Understanding
Question 9
Career
Question 10
Factors
Ethnic Distribution of Target Group
18
17
16
14
12
10
10
8
6
4
2
2
0
African American
Hispanics
White
Results From Science Assessments
Homestead Middle School
50
Test 1
Test 2
Test 3
50
Test 1
Test 2
Test 3
45
45
45
40
Redland Middle
40
37
35
35
31
33
30
25
25
Tri - Weekly
Interim
Tests
34
35
30
20
36
35
0
0
32
0
20
Tri - Weekly
Interim
Tests
Target Student Data
Average Grade In Science 2006-2007
General Education
14
12
10
8
6
4
2
0
1st 9wks
2nd 9wks
3rd 9wks
4th 9wks
A
2
1
3
1
B
4
7
3
1
C
10
9
8
13
D
1
1
3
2
F
1
1
1
1
Target Student Data
Average Grade In Science 2006-2007
Special Education
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
1st 9wks
2nd 9 wks
3rd 9 wks
4th 9 wks
A
1
1
1
1
B
3
4
3
1
C
5
4
3
5
D
1
1
1
1
F
1
1
2
3
Target Student Data
Average Grade In Science 2007-2008
General Education
13
14
12
11
12
10
A
8
B
C
D
6
F
4
2
2
3
3
0
0
1
1
3
1
1
0
0
1st 9w ks
2nd 9w ks
3
3rd 9w ks
Target Student Data
Average Grade In Science 2007-2008
Special Education
9
9
9
8
8
7
6
A
B
5
C
D
4
F
3
2
1
2
0
1
2
1
0
1st 9wks
2nd 9wks
3rd 9wks
1
Observation Checklist
Week
Question
Observed
1
Uses appropriate teaching
strategies for student and
setting.

2
Transitions flow smoothly
without disruption.
3
Uses positive methods to
deal with behavior issues.

4
Allows time for students to
respond to questions.

5
Uses materials/activities
within setting to meet the
needs of all students.

6
Student learning objective
displayed in class setting.

7
Weekly lesson plans
correlate with District
Focus Calendar.

Not
Observed
Comments

Students were talking loud
during transition and moving
about in the classroom without
permission from the teacher.
Teacher Questionnaire
Pre and Post Survey Results
4
4
3.5
3.5
3
3
2.5
2.5
2
Yes
No
1.5
2
1.5
1
1
0.5
0.5
0
1
2
3
4
5
Question #'s
6
7
Yes
No
0
1
2
3
4
5
Questions #'s
6
7
Interview with Science Coach
1.
How do you feel about the inclusion model? I feel that its an opportunity for
SPED students to be in a regular setting to get the assistance they need in order
to achieve.
2.
Do you think SPED students learn better in the inclusion class? I feel it is a good
program and students have an chance to learn as their peers. In most cases the
SPED students work harder to keep from being identified as a SPED student.
3.
Do the general/special education teachers collaborate more? Yes, since the
implementation of the Action Research, both teachers have agreed to do
common planning after school.
4.
Does staying after-school create a hardship for them? No not really. Both
teachers decide on the day in which they would stay after-school to plan.
5.
Did you encourage your students to involve their parents in the learning process?
Yes I do. Most parents are migrants and work on the farm to support their family.
It is hard to get them to participate in their child’s education.
6.
Have modeling lessons increase student participation? Yes, students do not
want to hear teachers lecture for a long period of time. What I did was
implemented more lab activities to increase student participation.
Impact of Action
Research
Before the Project
• Special Education teacher act as a paraprofessional in the
inclusive science classroom.
• Responsibilities were not equally shared between the
general/special education teachers.
• Special educations students were not being accommodated as
specified in their Individual Education Plan (I.E.P.)
After the Project
• General and special education teachers were assigned days in
which they would teach the class.
• Students were exposed to more hands-on experience activities.
• Science coach facilitated more hands on activities.
• Both general/special education teachers agreed to do common
planning after-school on Wednesdays.
• Teachers reviewed special education students Individual
Educational Plan and accommodated these students as outlined
in their educational plan.
Recommendations
• More common planning between the
general/sped teacher.
• Both teachers need to review and discuss data
for their class.
• Administer need assessment of each student.
• Teachers need to share teaching responsibilities.
• Increase the amount of time the SPED teacher
instructs the whole class, instead of the teacher
solely monitoring and providing pullouts.
• Allow more science field trips.
• Teachers should increase the use of Gizmos.
References
Bargerhuff, M.E., Kirch, Susan. A., Turner, Heidi., Wheatly, Michele. (2005).
Inclusive Science Education: Classroom Teacher and Science Educator
Experience. School Science and Mathematics, 105(4), 175-196.
Berkeley, Sheri., Connors, N.T., Halloran, Elizabeth., Mastropieri, M.A.,
McDuffie., Norland, J.N., Scruggs, T.E. (2006). Differentiated Curriculum
Enhancement in Inclusive Middle School Science: Effects on Classroom
and High-Stakes Tests. The Journal of Special Education, 40(3), 130137.
Cade, Elsa., Cawley, John., Hayden, Shari., Baker-Kroczynski, Susan.
(2002). Including students with disabilities into the general education
science classroom. Exceptional Children ,68(4), 423-435.
Finson, K.D., Ormsbee, C.K. (2000). Modifying science activities and
materials to enhance instruction for students with learning and behavioral
problems. Intervention in School and Clinic, 36(1), 10-31.
Lynch, Sharon., Pyke, Curtis., Ochsendorf, R.J., Szesze, M.J., Taymans,
Juliana., Watson, W.A. (2007). Effectiveness of a Highly Rated Science
Curriculum Unit for Students With Disabilities in General Education
Classrooms. Exceptional Children, 73(2), 202-223.