Transcript Slide 1

Infusing an Integrated Science Program
and the Effects on Student
Achievement
Dr. Jean E. Teal, Principal
Mrs. Sandra Pelham, Vice Principal
Ms. Sacha T. Challenger, Teacher Leader
Ms. Thelma Davis, Professional Partner
Miami Edison Senior High School
Superintendent’s Urban Principal Initiative
May 2008
Abstract

The focus of this action research was to implement
the District’s Secondary Science Pacing Guide as a
curriculum map that integrates Physical Science,
Biology, and Earth Space Science curriculum with
Scientific Thinking, monitor student progress
through lesson plans, School Improvement Zone
(SIZ) assessments and District assessments which
are aligned with the Sunshine State Standards
benchmarks.
Introduction
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Miami Edison Senior High School (MESH) seeks to
be a safe, supportive, and nurturing community
which inspires all students to perform at high levels
of learning. High standards and continuous
improvement is embedded within our school culture
to inspire lifelong learners to flourish in a global
society.
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MESH’s action research project used a district
developed Integrated Science curriculum to impact
the motivation of students in 11th grade and to
increase assessment scores. The research focused on
raising the achievement and performance levels for
all students.
Introduction
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The School Improvement Zone (SIZ) is a
differentiated approach to public education that
promotes high achievement and eliminates low
student performance for students in Miami-Dade
County Public Schools. MESH is apart of the SIZ.
Introduction
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The results of the 2007 state mandated standardized
science assessment indicated that 90% of the
students in 11th grade did not meet the standards. A
detailed analysis of clustered scores in the state
mandated standardized science assessment revealed
that students in 11th grade were weakest in
Physical/Chemical and Life/Environmental. Other
analysis indicated that the mean scale score of 11th
grade students at MESH is 264, a 36 point increase,
as compared to the previous year.
Background/Context
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Miami Edison Senior High School is a historic
Miami-Dade County Public School which opened in
1917. It is a Title 1 school located between the
inner-city Miami neighborhoods known as “Little
Haiti” and “Liberty City”. Since the mid-seventies,
an influx of people of Caribbean and South America
descent have enriched the cultural aspect of the
community.
Background/Content
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The school’s capacity is 2219, with a current
enrollment of 1136. The ethnic/racial makeup
of the student body is 1017 African American
students, 108 Hispanic students, 9 White, and
2 Other. Of the current enrollment, 13% of the
students are Students with Disabilities (SWD)
and 20% are Limited English Proficient
(LEP), with 290 students being served in the
English for Speakers of Other Languages
(ESOL) program.
Background/Context
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Approximately 73% of the students receive free or
reduced lunch. A recent School Profile Report from
2004-2005 reports the mobility index at 50%.
Background/Content
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Because MESH is apart of the SIZ, we are required
to participate in numerous SIZ assessments as well
as District assessments. These assessments provide
meaningful data and progress for each student. This
data is analyzed and disaggregated by teachers,
students, assessed benchmarks, grade levels, and sub
groups. This comprehensive analysis allows for
curricular adjustments and implementation of
interventions.
Research Question
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How will the infusion of an integrated science
curriculum in 11th grade science classes, increase
student achievement/performance on the Science
benchmarks?
Literature Review
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Research has shown that learning is more powerfully
enabled when curricula are integrated such that
connections are established between subject areas
rather than as fragmented islands of information or
knowledge (Drake, 1993; Edling, 1996; Lewis &
Shaha, 1999).
Prior research has also supported the premise that
integrate curricula produce superior educational
results through classroom instruction that
incorporates various subject matters as an
interconnected whole rather than separate subject
Literature Review
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Educators as a whole make every conscious effort to
do what is best for their students. They willingly
embrace new ideas and incorporate them into their
instruction and curricula in their quest for improved
educational results. (Jenkins, 1997; Lewis, 2000)
Educators are most likely to succeed, and therefore
continue the improvement of their curricula and
instruction, when provided with some means for
achieving the success through a pragmatic and userfriendly process for curriculum development.
(Baldrige, 2002; Drake, 1993)
Literature Review
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Jenkins (1997) reports that motivation for
learning is increased when students work on
“real” problems a common element in
intergrated programs. When students are
activiely involved in planning their learning
and in making choices, they are more
motivated, reducing behavior problems.
Literature Review
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Shaha (1983) reports that an integrated
curriculum is associated with better student
self-direction, higher attendance, higher levels
of homework completion, and better attitudes
toward school. Students are engaged in their
learning as they make connections across
disciplines and with the world outside the
classroom.
Intervention
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The purpose of this 36 week intervention was to
provide opportunities for 11th grade students to
investigate the theories and ideas associated with
Biological Life/Environmental, Scientific Thinking,
Earth Space, and Physical /Chemical sciences in a
way that is relevant and usable.
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Every 11th grade student was enrolled in an Integrate
Science III course that incorporated 100 minutes of
science laboratory activities per week. Weekly
laboratories included hands-on activities using
inquiry-based activities.
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The instructional model used during the pull-out
component consisted of a 45 minute, every other
block designed to address specific benchmarks,
Earth Space and Physical/Chemical. The teacher
student ratio was 1:5. Students were group by
achievement levels utilizing the District’s Math
scores from previous assessments. The teacher
utilized high interest level passages related to
science passage to increase reading comprehension
activities as well.
Intervention
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Students were provided learning opportunities
through science tutorials. Tutoring sessions
were offered during school, after school, and
on Saturdays.
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The intervention curriculum addressed the
following “best practice” recommendations:
Intervention
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Multiple Exposure Curriculum
Varied Methods of Assessment
Math and Reading Skills Development
Problem Solving
Challenging Learning Extensions
Vocabulary Building
Use of Data
Cooperative Grouping Strategies
Sharing Best Practices
Collaborating Planning
Extensive Laboratory Activities
Science Projections 2008
MESH Science Projections 2008
25%
21%
Mastery (70% and above)
20%
15%
10%
10%
5%
0%
M astery
3.90%
0.60%
0.50%
FCAT 07
PROJECTED FCAT 08
11TH GRADE PRE TEST
SIZ M onthly Test Oct. 2007
11TH GR.District Interim Nov. 07
10%
21%
0.60%
0.50%
3.90%
Assessments
Miami Edison Senior High School
2007-2008 Science
Integrated Science Classes Grade 11
60
48
PERCENT SCORED
50
43
41
37
40
30
2726
24
42
41
3737
33
35
33
31
32
30
414140
47
3738
41
38
36
32 32
20
10
0 0
0
PRETEST
SEPT 07
OVERALL AVG PERFORMACE
PHYSICAL AND CHEMICAL
EARTH AND SPACE
BIOLOGICAL AND ENVIRONMENTAL
SCIENTIFIC THINKING
27
26
30
24
32
0 0
0 0
0
NOV 07
JAN 08 DIST
APRIL 08
DEC.07 SIZ
FEB 08 SIZ
OCT SIZ #1 DIST INTER
INTER
DIST INTER
#2
MOCK FCAT
ASSMT
ASSMT
ASSMT
41
33
41
37
42
36
37
31
41
37
48
38
0
0
40
41
37
32
0
0
0
33
38
41
MONTHLY
ASSESSMENTS
43
35
0
0
47
32
Miami Edison Senior High School
Science Assessment Benchmark Analysis
2007-2008
11th Grade Integrated Science
Overall
Performance
Physical and
Chemical
Earth and Space
Biological and
Environmental
Scientific
Thinking
Benchmark
Pretest SIZ
September 2007
N=190
27%
25.75%
30%
23.5%
32%
SIZ #1 October
2007 N=211
41%
37%
N/A
N/A
43%
District
Assessment
Integrated
Science 3
Grade 11 N=220
33%
31%
N/A
N/A
35%
SIZ #2 December
2007 N=177
(3.5% @mastery)
41%
41%
40%
N/A
N/A
District Interim
Assessment #2
January 2008 N=
213 (2.4%
@mastery)
37%
37%
41%
33%
N/A
SIZ #3 Mock
FCAT Science
Test February
2008 N=221
(2.4% @mastery)
42%
48%
37%
38%
47%
District Interim
Assessment #3
April 2008
N=194
(1%@mastery)
36%
38%
32%
41%
32%
Miami Edison Senior High School 2007-2008
Integrated Science 3
Grade 11 Trends in Mastery
105
95.3
91.3
90
85
82.5
PERCENT
75
62.9
60
58.7
56.2
45
40.3
37
34.8
30
16.5
15
12.6
4.7
0
4.3
PRETEST
SEPT 07
N=190
OCT SIZ
#1 N=211
0
4.7
95.3
4.3
37
58.7
0
mastery 70% and above
below mastery 50% - 69%
at risk 0% - 49%
7.7
1
NOV 07
DIST
INTER
ASSMT
N=221
1
7.7
91.3
3.5
DEC 07
SIZ #2
N=228
3.5
40.3
56.2
2.4
JAN 08
DIST
INTER
ASSMT
N=213
2.4
12.6
85
MONTHLY ASSESSMENT
2.3
FEB 08
SIZ
MOCK
FCAT
N=221
2.3
34.8
62.9
1
APRIL 08
DIST
INTER
ASSMT
N=194
1
16.5
82.5
Miami Edison Senior High School
2007-2008
Integrated Science 3
Grade 11
Overall Average Scores Per Assessment
AVERAGE PERCENT SCORED
50
45
40
35
30
25
20
15
10
5
0
CHALLENGER
WILLIMAS-BUTLER
VALME
CHERY
SEPT
22
28
24
0
OCT
39
41
40
0
NOV
30
32
35
32
DEC
38
47
40
42
JAN
34
37
40
30
MONTHLY ASSESSMENTS
FEB
40
34
46
41
APRIL
33
41
39
40
Data Analysis

The use of the Integrated Science curriculum yielded
promising results in how to meet student science
needs. By focusing on the four strands, students
within the lowest 40% were able to receive during
school and after school intervention.
Data Analysis
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Results of the 2008 FCAT Science Test will indicate
the percentage of students who scored Achievement
Level 3 or above. MESH will continue to track
progress monitoring by conducting school wide
monthly assessments, District assessments, and
weekly Science Lab activities. Teachers will
collaboratively decide student needs from the
assessment results and discuss other factors that may
have led to low student achievement.
Data Analysis
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The data revealed the 11th grade students overall
average of mastery on the Mid Year Assessment was
1%. 99% percent scored non-mastery on the Mid
Year Assessment.
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The overall performance on the Mid Year
Assessment was 33%. The strongest cluster was
Scientific Thinking at 35%. Students continued to
struggled with Physical/Chemical at 31%. During
the Mid Year Assessment Earth/Space and the
Biological/Environmental strands were not assessed.
Data Analysis
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February Assessment which included all four
strands, students scored the highest percentage at 42
percent. Earth/Space and Biological/Environment
was the lowest at 37% and 38% respectively.
Comparing the Pretest in August to the FCAT Mock
Assessment in February, there was an increase in
overall percentage from 27% to 42%.
Data Analysis
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Overall comparison all four strands improve
from August to February.
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Physical/Chemical from 26% to 48%
Earth Space from 30% to 37%
Biological/Environmental from 24% to 38%
Scientific Thinking from 32% to 47%
Implications/Recommendations
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Continued strategies and activities that are being implemented to support
the Integrated Science Program:
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K-12 Comprehensive Science Plan
Integrated Science Professional Development
District’s Science Pacing Guides
Curriculum Support Specialist
Mini Lab Demonstrations
Collaboration with Fellow Science and Math Teachers
School-wide Science Focus Calendar
Various Creating Independence through Student-owned Strategies (CRISS)
Differentiated Instruction Training
Summary of Findings
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Deliverance of a relevant and rigorous curriculum.
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Students are more engaged in hand-on laboratory
activities, appended to specific benchmarks.
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Students are engaged in teacher/student Data Talks
that increase and promoted ownership of his or her
academic progress
Summary of Findings
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Science classrooms are print rich and inviting
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Science teachers are continuing to work
collaboratively and sharing best practices.
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Collaboration with Mathematics Department
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Teacher and students awareness of science
benchmarks have increased.
Summary of Findings
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The success of the curriculum can be contributed to
thorough planning, engaging and high interest hands
on activities, highly effective and committed
teachers, consistent progress monitoring, and
administrative reviews.
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Implementation of classroom activities and project
based learning (which included laboratories,
cooperative grouping, and problem solving
strategies) utilizing project based software to provide
all students with an inquiry based scientific approach
which employs all the elements of the scientific
method to further the development of science
process skills.
Summary of Findings
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Data generated by school site developed
monthly assessments will be used to redirect
classroom instruction and create flexible
tutorials.
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Collaboration with Mathematics Department in
reinforcing concepts and skills (graphing, data
analysis, formula manipulation etc.) that is
consequential to science learning.
Summary of Findings
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Integrated Science Teachers had common planning
period. Data from these assessments were reviewed,
disaggregated, displayed and disseminated to
teachers in an effort to evaluate and monitor student
learning in the classroom.
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During these common planning periods, curriculum
maps and instructional focus calendars were adjusted
and modified based on students’ results.
Summary of Findings
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Students’ test data were continually examined and
strategies and accommodations were explored to
ensure adequate learning gains were met. Data was
disseminated to students via individual “Data Talks”.
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Advanced students were required to take an
additional science course. These students continued
to excel in both science courses.
Summary of Findings
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Students took ownership of their academic growth in
which produced outstanding results.
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Continuous monitoring and evaluation of the
students’ performance was in place to ensure that the
delivery of instruction at the school met the students’
needs and that it was aligned to the assessed
standards.
Strategies for Improved Student
Achievement in Science
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Continue to engage students in hands-on laboratory
activities, appended to specific benchmarks both
annually assessed as well as content standard.
Expose students in Grade 10 to annually assessed
science benchmarks.
Continue to support student needs in Science
through in-school instruction and small group
tutorials.
Strategies for Improved Student
Achievement in Science
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Innovative ways to encourage students’
participation in Saturday tutorials.
Continue to provide intensive targeted pullout
tutorials for 11th grade students.
Engage students in teacher/student data talks
to increase promote ownership of academic
progress.
Strategies for Improved Student
Achievement in Science
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Continue Min-workshops on answering
Short/Extended Response Questions.
Implement a vocabulary enhancement
program with students on Science FCAT
words.
Provide explicit teacher directed instruction
during small groups for students not meeting
mastery.
References
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Baldrige, M. (2002) National Institutes for
Standards and Technology. Gaithersburg, MD.
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Drake, S.M. (1993). Planning Integrated Curriculum: The Call to
Adventure. Alexandria, VA.
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Jenkins, L. (1997). Improving Student Learning. Applying Demings’s
Quality Principles in Classrooms. Milwaukee, WI.
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Lewis, V. (1999). Maximizing Success Through Integrated Instruction.
Beaver Creek, CO.
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Shaha, S. H. (1983). Cognitive and Affective Process Related to
School Achievement. San Francisco, CA.