Transcript The Partnership in Academic Communities (PAC) Program: Middle/High School Multidisciplinary Experiences Helping

The Partnership in Academic Communities
(PAC) Program: Middle/High School
Multidisciplinary Experiences Helping
At-risk Students to Succeed in
Science, Math, and Technology
Presented by:
George E. O’Brien, Program Director
Giselle M. Jorge, Lead Teacher
NSTA Boston Nation Conference
Session No. 1304\2
Saturday, March 29, 2008
10:00AM - 10:30AM
Boston Convention & Exhibition Center Room 213
Partnership in Academic Communities
Program (PAC)
Florida International University College of Education
&
Miami-Dade County Public Schools
Division of Advanced Academic Programs
The PAC Program
Recognized by the National Council of the
Great City Schools and winner of the
Excellence in Urban Education Award
(Chicago, November, 2003)
Program Developed to Meet Needs of the
Population Diversity of South Florida
M-DCPS Student Population
Other
12%
Hispanic
59%
African
American
29%
FIU Student Population
Hispanic
59%
Other
27%
African
American
14%
History-Problems to be addressed in
developing The PAC Program (1)
• A major problem of student drop out which particularly
impacts underrepresented, minorities. Schools often fail to
address the special circumstances including community,
economic, family, ethnic, and racial status that characterize
students at risk to drop out.
• Despite reform activities in science and mathematics
education during the last thirty years, progress in
achievement in mathematics and science by middle school
and high school students has been discouragingly slow .
These national and regional problems long have been of
concern on a local level in the Miami-Dade County Public
Schools (M-DCPS), the 4th largest school district in the
United States serving more than 371,000 students of whom
87% are Hispanic or Black Non-Hispanic.
History-Problems to be addressed in
developing The PAC Program (2)
• These endemic problems were the catalyst in
January 1994, to an invitation from school
officials to faculty of all the regional universities
and colleges in south Florida to help create,
develop and sustain an intervention mathematics,
science, and technology (MST) model program for
students at risk .
• Proposed to work with schools in poverty areas
which had conditions worsened due to Hurricane
Andrew in August, 1992.
Basic Elements That
Students Need in Schools
Researchers on school reform have reported the
identification of four basic elements that students need
from schools – for studies related to the development of
the PAC Program see bibliography on web @
http://www.fiu.edu/~obrieng/obrienbiopage.html
relevant school work
• a nurturing and supportive environment
• opportunities for academic success
• help with personal problems
•
Meeting the Basic Needs
in the PAC Program
The PAC Program has been developed to
help meet these basic needs of students in
an innovative and evolving way. The
program serves a Senior High School and
three of its feeder pattern middle schools in
South Miami-Dade County.
History-PAC Schools’ Demographics:
Year 1, 1994-95
The PAC Program serves a Senior High School
and three of its feeder pattern middle schools in
South Miami-Dade County. The student
population served by these schools totaled 8,060
and demographically consisted of approximately
17% white non-Hispanic, 40% black nonHispanic, 40% Hispanic, and 2 % Asian/American
Indian during 1995-96.
Home Schools for the PAC Students
Miami-Southridge
Senior HS
Mays
Middle
Richmond
Heights
Middle
Cutler Ridge
Middle
The Grades 7-12 PAC Program
The PAC Program was conceived and developed as an elaborate, dynamic,
and experimental program for grades 7-12 at-risk students. M-DCPS and the
state department of education in Florida have an identification and tracking
system that helps determine the dropout risk of students attending public
schools based on:
• the number of years a student is placed below grade level
according to age
• the number of school absences and interruptions
• English language proficiency
• the extent of academic deficiencies determined by standardized
tests and grades.
These factors often accompanied by other circumstances including poor
home environments, such as drug and alcohol situations and single parent
situations, contribute to a student’s risk to dropping out of school, and
became the first criteria for admission into the program.
History-Starting with
Grade 7 in 1994
• The PAC Program started with one class of
grade level 7 during academic year 199495. This class of students graduated from
high school in 2000. Each year from 199495, one class of students was added until the
full compliment of middle school and senior
high school students participated in the
program in 1999-2000.
History-Summary of Partner’s Contributions to the
Instruction, Management, and Cost of Operating
PAC Program, Year 1
Schools’ Contributions
University Contributions
One full-time teacher (2/3 day
assigned PAC)
Three FIU faculty taught regularly
Bus transportation
Classroom/lab facilities including
technology lab
Textbooks and some duplicating
School materials,
curriculum/instruction resources,
and some duplicating
School counselors off school site
assignments
Graduate and undergraduate student
course assignments, mentoring,
coaching in PAC
Administrator in Advanced
Academics Programs (School
liaison)
Faculty and graduate assistant
coordinating administrative efforts
on campus
History-Summary of Partner’s Contributions to the
Instruction, Management, and Cost of Operating
PAC Program, Building Years
Schools’ Contributions
University Contributions
One full-time teacher (2/3 day
assigned PAC)
Three FIU faculty taught regularly
Bus transportation
Classroom/lab facilities including
technology lab
Textbooks and some duplicating
School materials,
curriculum/instruction resources,
and some duplicating
School counselors off school site
assignments
Graduate and undergraduate student
course assignments, mentoring,
coaching in PAC
Administrator in Advanced
Academics Programs (School
liaison)
Faculty and graduate assistant
coordinating administrative efforts
on campus
History-The PAC Program
Curriculum/Activities -Year 1
•
•
•
•
•
Math in Context (Valladares)
Geometer’s Sketchpad (Jiang)
Project-based Science (O’Brien)
CBL probe-ware (McClintock)
Language arts/literacy (Miller)
The PAC Program
Daily Schedule
• Bus pick-up:
6:00 - 6:45am
• Arrive at FIU: 7:15 am
• PAC classes:
7:30 – 10:05 am
• Leave to home school: 10:10am
Student Experiences
•
•
•
•
PAC Program students:
experienced a hands-on, activity approach to
science and mathematics that involves substantial
inquiry and problem solving and that constantly
utilizes technology
explored with academic and non-academic
scientists, mathematicians, and engineers in many
fields of science
developed community action skills through direct
experience
explored the use of mathematics, science, and
technology in a variety of careers, and university
majors.
PAC Program Science
Eleventh grade students
working in teams investigate
force in the muscles of the arm
(COMAP activityphysics/math/biology).
Exploring Florida’s Environment
Hands-on, heads on inquiry-based
multidisciplinary activities.
PAC Students Investigating
Local Settings
Students working in cooperating groups to
conduct water studies on campus using
project-based science.
PAC Technology
•
Students have access to technology labs on a regular
basis in order to visualize and apply abstract
concepts.
Lab settings at FIU
Real world studies integrating math, science,
and technology.
Undergraduate and Graduate
Students Contribute to the Success
of the Program
• From the very beginning FIU students were
able to work with the PAC Program students
during multiple semesters as part of college
classes and volunteer hours.
• Advanced graduate students began research
studies concerning curriculum design and
student successes
PAC Program Math
9th graders working with a
student teacher intern create
their own models to calculate
volumes of different solids.
The PAC Program: Pre-service
Teacher Preparation
• Grant funded projects partially supported
grades 7-12 component and FIU pre-service
teacher preparation
• NASA Minority Achievement Grants
• NASA NOVA
• NSF Summer Science Camp
• FL DOE Eisenhower
• Americorps
The PAC Program and Students
Contributed to the Success of
Pre-service Teachers
• FIU Pre-service math and science teachers
evaluated their experiences with the PAC
Program 7-12 students as the best!
How P.A.C. has Impacted my
Development as a Teacher (1)
By Lissette Gonzalez July 2003
• The PAC program has served as a great source of learning and
development in my teaching career. The accessibility to
technology, small class sizes, help from teacher’s assistants,
techniques for classroom management, support and
collaboration among teachers, and access to an office for
planning are all aspects of the PAC program that I think has
given me an advantage over my fellow student-teachers that
interned in public schools.
• I first started as a Teacher’s Assistant for the eighth grade
class in the PAC program. This was my first time working
with middle school students, and I learned quite a bit about
their social interactions and social webs. Middle school
students interact differently than high school students. I
learned that middle school students have more of a tendency
to group themselves and associate with only a specific group
of people than do high school students.
How P.A.C. has Impacted my
Development as a Teacher (2)
By Lissette Gonzalez July 2003
• After three months of being a T.A., I began my internship at
PAC. I became the 8th grade Computer teacher and the 9th grade
Algebra teacher. During my student teaching, I realized just how
lucky I was to have the opportunity to work at PAC. The greatest
advantage I think was the easy accessibility to technology and
resources. While my peers were having a hard time supplying
their classrooms with the instructional technology necessary for
the advancement of teaching strategies, my PAC classrooms
were well equipped with almost all types of learning
technologies. These included a computer with Internet access
(per student), graphing calculators, CBRs, and overhead
projectors for transparencies and computer screens. I also had
accessibility to other sources such as scissors, meter sticks,
construction paper, tape, color pencils, and an array of math
manipulatives. I had no barriers when it came to using
technology or manipulatives. Additionally, small class sizes and
the help of teacher’s assistants made it much easier to
accomplish the objectives.
How P.A.C. has Impacted my
Development as a Teacher (3)
By Lissette Gonzalez July 2003
• I also had the opportunity to learn a bit about how to deal with
classroom management. For instance, I helped monitor the
behavior of misbehaved student through weekly progress reports.
I also took part in a parent-teacher conference regarding the
academic and behavioral progression of another student. I also
dealt with making house calls to some of the students’ parents.
Although I really didn’t have to deal with it too much, I was
exposed to the incremental steps taken for consequences for
student misconduct.
• Finally, due to the small faculty of teachers, I was able to
collaborate with other teachers in an attempt to integrate the
curriculum of different subjects. For example, as the 8th grade
Computer teacher, I would ask the 8th grade Math teacher what it
was they would be covering next so that the 8th graders can use
the computers to reinforce what they are learning in their math
class. Planning was also facilitated because of the access to an
office desk and several textbook resources at hand.
• Overall, I think working in the PAC program has given me an
Student Outcomes
Study of the students who experience
mathematics, science, and technology in
successful, non-threatening environments
(see related publications on webpage):
• PAC Program students become excited and
skillful in the use of technology in doing
and studying mathematics and science
Each year as more grades and students entered
the PAC Program, more developmental
projects and activities happened
• Summer Science –
Rocketry
Some PAC Curriculum ProjectsThrough the years
•
•
•
•
•
•
•
BSCS Biology (Kinnersely)
Smithsonian Biodiversity Monitoring (Banas)
NASA Crystals in Space (Ingraham)
Robotics (Jurado)
COMAP (Jorge, Garcia)
Physics Modeling (Jurado)
SECME Engineering Activities (Beightol)
National Science Education
Program Standards
As the National Science Education Standards
emerged in 1996, The PAC Program Aligned With
Science Education Program Standards
• Program Standard A – Program Consistency
• Program Standard B – Appropriate, Integrated, and
Interesting
•
Program Standard C – Mathematics Integration
• Program Standard D – Equipment and Resources
• Program Standard E – Opportunity
• Program Standard F – Community and Support
History-Summary of Partner’s Contributions to
the Instruction, Management, and Cost of
Operating PAC Program, Development Years(1)
School
Contributions
University
Contributions
Grant Support
Salary Academic
Year Six teachers
(2/3 day assigned
in PAC; 1/3 day
assigned in one of
home schools)
Faculty
Additional
teaching/service/r faculty
esearch
assignments
assignments
Bus
Transportation –
All students
Academic Year
and when
summer
school/science
camp in session.
Classroom/lab
Additional
Facilities and part teachers via
of technology
graduate program
labs at FIU
History-Summary of Partner’s Contributions to
the Instruction, Management, and Cost of
Operating PAC Program, Development Years(2)
School
Contributions
University
Contributions
Grant Support
Text Books for
majority of
classes and
duplicating
Graduate and
undergraduate
student course
assignment
materials
Tutoring
(undergraduate &
graduate
students)
materials, salaries
Selected Teacher
In-service
Opportunities
Other faculty and Technology
personnel
support
especially in
summer programs
School
Counselors
assignments
(PAC Students)
Scholarships and
stipends to
students
graduating from
grade 12 and
entering FIU
Majority of costs
associated with
Summer
programs
History-Summary of Partner’s Contributions to
the Instruction, Management, and Cost of
Operating PAC Program, Development Years(3)
School
Contributions
University
Contributions
Grant Support
Summer School
Space (some
years)
Research studies
School Lunch
Program (Some
summers)
Teacher Inservice
workshops
Part of Teacher
Summer Salaries
(some years)
Saturday
tutoring/study
sessions meeting
facilities
PAC: Late 1990’s-Early 2000’s
The PAC Program
Today
Mathematics Curriculum: Algebra Pre/I/II; Geometry; Pre-calculus; Calculus;
Statistics
Software: Geometer’s Sketchpad and Fathom;
graphing and scientific calculators
Science Curriculum: Biology;
Chemistry; Anatomy & Physiology; Physics;
Environmental Science
Software: Biology Interactive Tutor; Chemistry
Interactive Tutor and Interactive Physiology
Technology Curriculum: Computer
Applications; Computer programming;
Research
The PAC Program’s
CurriculumToday
• Activity-based Math & Science curriculum
• Honors Mathematics Core: Algebra I, Geometry, Algebra II, PreCalculus, Calculus, Statistics and/or Dual Enrollment
• Honors Science Core: Biology, Chemistry, Physics, Anatomy &
Physiology, and Environmental Science
• Six years of technology courses including Computer Applications,
Computer Programming, and the use of special software for Math
such as Geometer’s SketchPad and Fathom; for Science, Biology
Interactive Tutor and Interactive Physiology is used.
• Hand-held technology for in class experimentation and discovery
learning
Academic Focus for Grades 7-12
The PAC Program has sought to help students: (1) connect with learning, (2) believe in the
collegiate world as a concrete, attractive, and attainable space, (3) see the real science,
mathematical, and technological constellations as enticing, (4) achieve measurable change
in achievement and attitude, (5) develop problem solving skills with exposure to
nontraditional curricular tools, (6) use manipulatives, scientific equipment, calculators, and
computers, and (7) discover how scientists actually work and how mathematics is used in
the world. The university faculty, graduate students, and classroom teachers become
models and mentors for the undergraduate students, who in turn become models and
mentors, coaches, and tutors for the PAC grades 7-12 students. The curriculum and
instruction is Standards-based adapted and often modified to fulfill the needs of this unique
program. Curriculum developed and tested by NSF, NASA, and other large funding
agencies, as critical agents in the reform initiatives, are adapted by the program. Two
important features of the PAC Program are: (1) the extensive, daily use of technology as a
tool for learning and investigating science and mathematics, and (2) a support system that
assures that students receive the quantity and quality of support—tutoring, mentoring,
individual attention and group interaction—to make the learning environment and
experience far different than that typically provided. The technology learning environment
is one in which investigations of scientific and mathematical phenomena are the typical
activities, with a full-range of integrated areas of science and mathematics. The
technology investigations are in-depth studies of five to six units of study, relating directly
to the curriculum that is used in the mathematics and science courses. Technology is used
to study science and mathematics, and it is also used to study itself, with programming and
tool software integrated.
PAC: Current Partnership
Most Recent and Current FIU and M-DCPS
Partnership Programs That Include
Association with The PAC Program
•
•
•
•
NSF - CHEPREO
APS – PHYSTEC
DOE – SEAMS
NSF - STEMS
College of Education Projects
• SF-STEMS (NSF)
– Supported Preservice Teachers
• SEAMS (Department of Education)
– Supports Lower Division Physics and Math Students
• Shared Personnel / Recruiting / Philosophy
FIU PhysTEC Project
• New PhysTEC PPI in 2007
–
–
–
–
Increasing Quality and Quantity of Physics Teachers
Recruiting / Early Field Experiences / Induction
Teacher In Residence (TIR) + 8 Learning Assts (LA’s)
Leading Reform of Undergraduate Labs
• Encourage reform of traditional courses
– FIU: Modeling / Under-Represented Groups to PhysTEC
– Synergy: Preservice / Modeling / Community / Influence
Arts & Science and Education
Strategic Initiative
• Asked to Lead New Science / Math Strategic
Initiative
– Integrated / Multidisciplinary Based on CHEPREO
– Follow National Models: Colorado / UTEACH
– Aligned with FIU @ Fifty / University Goals / National
Goals
– New CoE / A&S Deans Strongly Supportive
– Planning Phase
PAC Teachers
•
•
•
•
Dedicated, professional
Highly qualified subject area specialists
Energetic, Creative, Innovative
Committed to ongoing professional
development
• Collaborate to create meaningful interdisciplinary learning activities
The PAC Program Process
1. Identification of potential candidates in Middle
Schools
2. Orientation Meeting (Parents, family, candidates)
3. Selection for Summer Academy
4. Final Selection for the PAC Program in August
Recruitment of Students into PAC
• The recruitment process for PAC focuses on two criteria. Students
must have at least two of the nine dropout predictors identified by the
State of Florida and they must have average scores on the norm
referenced, nationally administered Stanford Achievement Test. PAC
students encounter situations that make success in school a struggle:
single parent households with low incomes; responsibility for the care
of younger siblings; the necessity of working to supplement the family
income; ambivalence toward education at home and in their
community. Many of them have experience with addicted family
members, abusive relationships, or friends or family in prison. Some
of the PAC children live with relatives because both parents are
deceased. For most kids like this, the idea of attending a university is,
at most, a flicker of a dream lost somewhere between middle school
and dropping out of high school. The PAC program offers students an
opportunity to achieve academic success, build self-esteem, and make
college a reality.
Scholarship Requirements
• Attendance at PAC: Remain with the
program until high school graduation
• Grade of C or better in all required science,
research, computer and mathematics
classes
• Admittance to FIU
Class of 2005
Accomplishments for
Class of 2005
 7 students in “Top 25” of 2005 graduates at MiamiSouthridge Senior
 10 students in Top 10% of graduating class
 14 of 16 graduates eligible for Tier 1 PAC Scholarships (4
years full tuition)…12 attend
 2 graduates eligible for Tier 2 PAC Scholarship (2 years full
tuition)
 2 graduates attend Duke University on full scholarships
 Total scholarship funds expected over four years is more
than $ 600,000
Class of 2006
Accomplishments for
Class of 2006
• 9 students in Top 10% of graduating class
•13 of 13 graduates eligible for Tier 1 PAC
Scholarships (4 years full tuition)…11 attend
•Two out of the thirteen students attend a technical
school
Accomplishments for
Class of 2006
•Total scholarship funds expected to be earned over
four years is more than $148,808.00
•6 students are receiving Bright Futures at FIU
•Whole class participation in Heart Awareness Night
ESSENTIAL INGREDIENTS
of the PAC Program--1
• A shared, focal vision of FIU and DCPS to
develop and sustain an innovative program in
Mathematics, Science, and Technology for
predominantly minority, at-risk students in
grades 7-12 at the University. Students at risk
of leaving school before graduation are a
special challenge to classroom teachers in
Florida and other parts of the USA. This
focus of working with children in the
community starting in grade 7 has helped to
sustain efforts in our growing collaborative,
despite obstacles.
ESSENTIAL INGREDIENTS of
The PAC Program--2
• Flexibility of University and school district faculty and
staff to work in different contexts (of responsibilities) and
environments created by the uniqueness and innovative
nature of the program. Compromises to individual’s goals
and each institution’s goals to meet the demands and
expectations of partnership has been absolutely necessary
to developing and sustaining the partnership;
•
Leadership capabilities and excellence among members
in the team in different categories including instruction
(grades 7-12 and university), curriculum development
(grades 7-12 and university), research, administration,
grant writing, and community relations;
ESSENTIAL INGREDIENTS of
The PAC Program--3
• A mixture and blend of creative and innovative
thinking by partnership personnel to maximize limited
resources, minimize stress of working in both University
and school district environments, and the ability to forge
relationships with extended partners, including local and
state agencies, to produce quality results for grades 7-12
students, pre-service and in-service teachers.
• Continuity of key personnel leading to stability and
growth of the program. Faculty, teachers from M-DCPS,
graduate students, and other School District key personnel
have developed PAC and have remained with PAC over
several years.
Some Outcomes for
The PAC Program
•
PAC program has been in operation for fourteen years. The first students who
joined the program in 1994, graduated in 2000. Over the past 14 years, the
PAC program has been very successful. Since the inception of the Florida
Comprehensive Assessment Test (FCAT) as a graduation requirement no PAC
student has failed to pass the math The portion of the exam by the end of the
eleventh grade year. Also, all PAC students take honors math and science
courses throughout high school and a large number take Advanced Placement
(AP) courses. During the 2006-2007 academic year, 45% of PAC high school
students were enrolled in at least one AP class and 25% were enrolled in two
or more AP classes. In the last three years, 46% of PAC graduates were among
the top 25 students in their graduating class. Beyond the academic
accomplishments, the PAC program has created a lifestyle that includes
community awareness, appreciation of diversity, and a sense of belonging.
Students and parents volunteer their time to participate in events such as the
Heart Awareness Night, Math and Science Academic Night, Saturday School,
and the PAC Summer Academy.
Outcomes and Comparisons for The
PAC Program
• Probably, PAC’s most remarkable accomplishment is the
high school graduation rates. Of the students that start 9th
grade with PAC: 94% graduate from high school, 72%
graduate from PAC, and 54% get accepted to a university
and are awarded scholarships. Of the students that make it
to the 12th grade in PAC: 98% graduate from high school,
95% graduate from PAC, and 75% get accepted to a
university and are awarded scholarships. As a means of
comparison, although there were 1402 students that entered
the 9th grade in the fall of 2001 at the home school for the
PAC students, Southridge Senior High School, there were
only 696 in the twelfth grade in 2004-2005 (49%), 619 of
those graduated (89% of the senior class but only 44% of
the original freshman class). Of the 696 seniors, 31.3% had
plans to go to a 4-year college or university.
The PAC Students by Leanne Wells (Lead
Teacher, 1999-2002)--1
The PAC Students (written in 2001):
• The students enrolled in the Partnership in Academic
Communities program were not born with the proverbial silver
spoon in their mouths. Their lives are not filled with the many
advantages that other kids take for granted, like extra tutoring to
help them succeed academically and college prep courses to help
them score a little higher on their SAT’s. In fact, they often
encounter situations that make success in school a struggle:
single parent households with low incomes; responsibility for the
care of younger siblings; the necessity of working to supplement
the family income; ambivalence toward education at home and in
their community. Many of them have experience with addicted
family members, abusive relationships, or friends or family in
prison. Some of the PAC children live with relatives because
both parents are deceased.
The PAC Students by Leanne Wells
(Lead Teacher, 1999-2002)--2
For most kids like this, the idea of attending the university is, at
most, a flicker of a dream lost somewhere between middle school
and dropping out of high school. The reasons for dropping out
are numerous: pregnancy, poverty, drugs, boredom, escape, a life
of mediocrity, low self-image.
What these kids do have going for them is a desire and an
opportunity to succeed in mathematics and science, and in
academics in general. They are breaking a cycle of poverty, low
expectations and failure. They have teachers, college faculty and
college students who care about them and are willing to put in the
time and effort to help them succeed. And they are succeeding!
The students in PAC today are involved in a program with a track
record of getting its graduates into colleges and universities, and
providing full scholarships for those who attend Florida
International University!
Benefits to Grades 7-12 Students
in The PAC Program
“like a mini-magnet
school
in mathematics, science
and technology”
The PAC Program Looks
to the Future
With fourteen successful years of providing safe,
innovative, and multidisciplinary instruction to
Southridge Senior High School and feeder pattern
students, PAC looks forward to a challenging future.
Please Join Us This Afternoon—
A Comprehensive Approach to the Study of Anatomy
and Physiology of the Heart: Motivating
High School Biology Students via
Community and Experiential Learning
Presented by:
Giselle M. Jorge, PAC Lead Teacher
George E. O’Brien, PAC Program Director
NSTA Boston Nation Conference
Session No. 1875
Saturday, March 29, 2008
3:30PM - 4:00PM
Seaport Hotel Room Plaza A
Any Questions, Want to Know More?
Please Contact Us —
George E. O’Brien, PAC Program Director
Associate Professor, Science Education
Florida International University
College of Education
Ziff Family Education Building 255B
University Park, Miami, Florida 33199
Tel. (305) 348-2599 e-mail: [email protected]
web: http://www.fiu.edu~obrieng/obrienbiopage.html
Giselle M. Jorge, PAC Lead Teacher
ED.D. Candidate in Curriculum & Instruction
Florida International University
College of Education
Ziff Family Education Building 231A
University Park, Miami, Florida 33199
Tel. (305) 348-6762 e-mail: [email protected]