Transcript Science Department Chairperson’s Dialogue

SECME: STEMulating Minds
September 23, 2010
Miami Dade College, North Campus
Ava D. Rosales, PhD
Instructional Supervisor
Miami-Dade County Public Schools
SECME: STEMulating Minds
IT TAKES (A)…
TRY IT ATTITUDE
ENJOYMENT
ACTION
MOTIVATION
SECME Model
Mini-Grants
Student Scholarships
National Level
Scholarships to Summer
Institute
Professional Development
District Olympiad
Competition
Engineering Site Field Trip
Networking with Teachers
and Engineers Nationally
District Level
Saturday Design Seminars
National Student
Competition
Provides Engineer and
University Support
Sponsors National Summer
Institute
Club meetings
Sponsors Teachers to
Summer Institute
Classroom activities
People and Expertise
Shadow an Engineer Day
Participate in Olympiad
Guest speakers
Resource and Materials
School Level
Involve parents
Student , Parent and
Student data
Teacher Recognition
Longitudinal Data Statistics
Awards
M-DCPSBanquet…
Curriculum and
Communications Network
Instruction, Science Education
2006
Teachers
Counselors
Administrators
Parents
Students

M-DCPS SECME PROGRAM
What
makes
it
work?
Teacher, counselor, and parent resource

Engaging hands -on student activities that enhance mathematics,
science, and engineering concepts

Collaboration with experts, colleges and industry

Student, teacher, parent motivation

District support - program coordination
M-DCPS Curriculum and
Instruction, Science Education
2006
SECME ENHANCES
MATHEMATICS AND SCIENCE
CURRICULUM
CURRICULUM
SECME
Inquiry based
learning
Engineering design
seminars
Mathematics and
science applications
to solving real world
problems
Engineering design and
construction (bridges,
mousetrap cars, egg
drop containers, water
bottle rockets, robotic
hand)
School to Career
Initiative M-DCPS Curriculum and
Instruction, Science Education
2006
Workshops at Colleges,
shadow an engineer
day, engineering site
field trips, guest
speakers
Saturday Design Seminar Dates
October 16 – Waterbottle Rocket
@American High
 October 16– Robotic Hand @American
 October 30 – Mousetrap Car @UM
 November 13 – Bridge @FIU College of
Engineering
Weekly briefing will be sent to schools
Posted at District SECME Website
Posted at Professional Development
portal

Collaborative Consensus
What is your team name?
 What will your team motto or slogan be?
 Where would your team prefer to eat?
 What is your team song?
 What famous person would most likely
join your team and why?

District SECME Website
http://science.dadeschools.net/secme/default.html
Registration code for National Office
FL19
Norms
 Don’t be afraid to ask the essential questions.
 Actively participate.
 Take time to observe, listen, and reflect.
 Acknowledge individuality.
Acquire tips
for asking
guiding
questions
for data
collection
Understand
the
difference
between
qualitative
and
quantitative
data
Access
resources
for
collecting
and
analyzing
data
Determine
methods for
presenting
data
Please Do Now…
Assess the current and future needs
of students.
Decide what to change.
Determine if goals are being met.
Engage in continuous school
improvement.
Identify root causes of problems.
Provide differentiated instruction for
students.
Plan and
Question
Use
Results
and Take
Action
Collect
Data
Analyze and
Interpret Data
The secret of data analysis
is
pattern recognition.
Peter Holly
(Personal communication,
Ames, Iowa, 1992)
Steps at a Glance
Present
Analyze
Collect
Question
Why collect data?
What do
we want to
know?
• How to
secure
program
funding
Why is it
important?
• To develop
SECME
program
What
information
do we need?
• Data
reflecting
student
involvement
and impact
post
graduation
• Solicits data to answer
the questions
Data
Collector
Data
Warehouse
• Compiles/locates
•
•
•
•
Disaggregates
What is important?
What is useful?
What shows greatest
impact?
Analyst
Share
•
•
•
•
Presentation format
Who is audience?
When to present?
Where presented?
What Data Do I Need?
Test Scores
Interviews
Retention
Rate
Observations
Surveys
Testimonials
-Graduation Rates
-_Focus groups
Employability
GPA
Questionnaires
awards
Direct measures of student learning:
 State and local standards-referenced assessment
results
 Norm-referenced test results
 College and post-secondary examination scores
 Vocational assessment results
Indirect measures of student learning:
 Course participation rates
 Grade point
 Rates of participation in advanced coursework or
extended learning opportunities
 Graduation rates
 Post-secondary placement rates
Demographic indicators that may affect
student learning:
 Behaviors
 Attendance rates
 Dropout rates
 Discipline and violence rates
 Characteristics
 Ethnicity
 Gender
 Socio-economic status
 Language status
 Disability status
 Migrant status
Context variables that may affect
student learning:
 School and class size
 Teacher level of training and experience
 Parent-school partnerships
 School climate as perceived by students, staff, and
community
 Student pre-school experience
 Student and staff mobility
Always focus on the Goal(s)…
 Focus on the ultimate outcome(s) of the SECME
program.
 Ask “What difference will SECME make in the long
run?” e.g., What impact will it have on learners?
Where’s the Data?
 Data warehouses
 District Assessment Office, State
 School
 Student records
 Classroom
 Gradebook
 SECME events
 Surveys, observations, questionnaires,
What Next?
 Disaggregate
 Analyze
Presentation Models
Miami-Dade County Public Schools
Division of Mathematics and Science Education
SECME
A Beacon for Excellence and Equity in Precollege Education
Student Data Report
2004-2005
Funding provided by Miami-Dade County Public Schools,
and The Miami-Dade SECME Alliance
Report prepared by:
Ms. Sanjie Sanjurjo, Executive Director
Division of Mathematics and Science Education
June 2005
Percentage of Title I SECME Schools
Percentage of Schools
50
25
42
44
23
SECME
0
Elementary
Middle
Senior
High
•
•
•
•
•
Total # of
Participating
SECME Schools
2004 - 2005
40 Elementary
27 Middle
22 Senior High
1 K-8 Centers
2 Alternative
Note: Based on the number of Title I Schools in the District
District and SECME Performance
on the 2005 FCAT SSS Mathematics, by Ethnicity,
All Students Tested, Grade 5
Average Scale Scores
DIST
SECME
345
400
313
329
341
350
100
Black
Hispanic
White
370
Site Visits and Seminars
Participating in SECME makes
me feel:
“like I am a part of something
special” –African American male
SECME student, grade 11
Participating in SECME makes
me feel:
“like I can do something that
I would never think I can” –
African American female SECME
student, grade 10
Participating in SECME makes
me feel:
“like an engineer” –Hispanic
male SECME student, grade 8
Participating in SECME
makes me feel:
“like I’m an engineer in
training!” –Hispanic
female SECME student,
grade 11
“My son wants to be a rocket scientist.
Before SECME he wanted to be a rapper.”
-Elementary School SECME Parent
Surveys
Electronic – fast and efficient
 District/Central Office website form-fill
 Free Online Surveys
 http://freeonlinesurveys.com/
 Affordable Fee Online Surveys
 Survey Gold
 Zoomerang
Paper/Pencil Surveys – accessible to all
Look for the story in the data
Ava D. Rosales, PhD
[email protected]
305-995-4537