Secondary Science Curriculum AlignmentMeeting 1

Instructional Materials Adoption

• Refreshments

• Look over the agenda

• Lunch Plans

• Introductions

Welcome

Meeting Dates

October 3, 2005 8:00-4:00 IRC, Conference Room A Middle

October 10, 2005 8:00-4:00 IRC, Conference Room A Elementary

October 24, 2005 8:00-4:00 IRC, Conference Room A Secondary

November 7, 2005 8:00-4:00 IRC, Conference Room A Elementary

December 6 , 2005 8:00-4:00 IRC, Conference Room A Secondary

December 7, 2005 8:00-4:00 IRC, Conference Room A Elementary

January 23, 2006 8:00-4:00 IRC, Conference Room A Secondary

January 27, 2006 8:00-4:00 IRC, Conference Room A Elementary

Participants• Ed Amesbury• Greg Biance• Kevin Bingham• Gloria Bishop• Tim Byrne• Emily Casey• Mark Cassidy• Marcie Clutter• Rebecca Clymer• Linda Connors• Amanda Crawford• Beth Evans• Sherina Finley• Gary Pearcy

• Laurie Grant• Jack Hall• Judy Johnson• Cyndi Jones• Donna Kenady• Janet Love• Robin Martone• Steve McCarthy• Vicky McCraine• Amber McLain• Helge Olsen• Barbara Olsen-

Fleming

• Sandy Pope• Kirk MacGinnis• Tracy Rash• Jennifer Sasser• Sandy Schneider• Ryan Selby• Carol Shapot• Janice Slattery• Gene Trescott• Michelle Tripp• Diane Walker• Melaney West• Cindy Williams• Ed Bailey

Our Mission

•Create a Vision for Citrus County Secondary Science and compare it with elementary.

•Identify Essential Outcomes

•Understanding of Power benchmarks

•Selection of Instructional materials to support our vision.

Ground Rules

1.Value all opinions and be considerate of others

2.Make sure points are shared in a concise and clear manner

3.Feel free to share views4.Respect the views of others5. The committee will work as a whole .

Rules of the Road

Fall 2005

What is our current reality?

Successes

• Essential outcomes from classes/lesson developments

• Teachers have unity on essential questions and philosophies

• Training for teachers

• Wide representation of all levels

• SSS drives the curriculum

Improvements• Communication to teacher/school from curriculum

alignment team members• All teachers on board• Getting a diverse group of teachers together• Follow up from CAT Meetings• Base set of rules• Teacher buy in to time invested in process• State guidelines/proper directions• Responsibilities of purchasing/role definition

What qualities (characteristics) do you believe comprise an

effective adoption process?

An effective adoption process results in:

• Standards based• Student Performance - focused/success/achievement• Implementation• Materials applicable for all teacher levels• Novice to experienced• Teacher needs are met• Consistent implementation in county• Alignment (Vertical/Horizontal)• Measurement and evaluation components

An effective adoption process includes:

• Acceptance• Values, Respect, Positive Attitude• Knowledge of Content• Clear and Compelling Process• Clear set of agreed upon rules/plan• Including people who want to be involved –

Representation of team members/stakeholders.• Staff Development and Training• Communication – district to school• Team representation of a variety of stakeholders• Begin with end in mind

Key Questions1. Who will participate in the process?

2. How do we ensure quality committee members?

3. What does an efficient/effective process look like?a. How do we decide what subjects constitute an in-depth

process?

b. When meetings take place

c. How do we determine a timeline

d. What role does the publisher have in the process

e. How do we ensure a smooth process?

• Note: Need to minimize disruption

Key Questions4. How do we share the work and results

of the committee?

5. How do we address non-consensus?a. How does decision making occur?

b. How do we ensure that we obtain consistency that is vertical and horizontal in implementation

Key Questions

7. What are the key components of the adoption process that can occur from K-12 (core beliefs, common focus? Philosophy essential?)

a. How do we use the adoption process as a catalyst for change?

b. What constitutes an instructional material?

Who Will Participate• Curriculum Specialist, AP in charge of curriculum

(all school sites)• Reading Representative (Coach)• Administrator• District Staff• Primary/Intermediate Representative from

Elementary, 6,7,8 Middle, High School discipline/expertise.

• ESE Representative (perhaps 1 or 2 people per committee who has a background)

• Community Representative? (SAEC)• Technology Consideration (if needed)

How do we ensure quality committee members?

• Identification by school leadership core team.• Collaboration between district and principals.• Core Leadership Team helps at schools help to

make selection?• Open minded• Leadership oriented• Understanding role- They represent the work of

the group and not necessarily the school.• Student focused

What does an efficient/effective process

look like?

Phase ISummer prior to adoption year.

• Current Reality (district, state national direction)

• Data analysis• Summary of best practices• Philosophy• Development of Essential Questions• Criteria for selection- focus of text as resource

and does not drive the curriculum

Phase IIAdoption, Late Fall

• Criteria for selection– This will eliminate texts

• Screening Process– This will narrow the selection down as

well.

• Goals and objectives• Course sequence• Material Selection

Phase IIISummer, Early Fall

• Sample instructional plan

• Assessment/Progress monitoring

• Instructional Resources

• Professional development • School/Parent Community

Involvement

Publishers Role• Obligation to conduct initial conversations

done with the district contacts

• District sets time to tell representatives when they can hold conversations with schools

• Provide materials for screening

• Provide all supporting materials after screening of remaining series.

• Emphasis on text and core of their program (not the free stuff)

Publishers Role con’t.

• What is their support program?• Expectation to follow timelines and

time periods for presentations• Assist in ordering and follow up

process (in-service)• Communicate in an efficient and

expedient manner/process? Adherence to our timelines.

How do we decide what subjects constitute an in-depth

process?

• The process will be guided by the phases.

• Phases may be adjusted to accommodate needs based on differentiated circumstances and content areas.

How do we ensure a smooth purchasing process?

• Need Clarification• Purchasing Process; Perhaps

subcommittee to come up with a guidebook for the budget.

Need to minimize disruption:

• As many phases as possible in summer/addressed through timeline.

How do we share the work and results of the committee:

• PowerPoint/Ideas shared.

• Perhaps a website to share information, such as agenda and minutes from meeting. Have all ground rules posted on website. Included embedded links.

• Email staff during the process.

• Report out at school meetings.

How do we address no consensus:

What is consensus? (Can you live with this decision?)

• If I cannot live with it, then you don’t have consensus.

• Prior to checking consensus, there needs to be a large amount of facilitated discussions and sharing of ideas.

1. First try to come to consensus. – How do we identify consensus? (5 – strong; 3 – Can live with it; 1 –Disagree) – Public or Private Display.

2. If consensus is not met – Dialogue should occur – opportunity for discussion/reflection about position. (Written or silent)

3. Vote – 2/3 majority (Use of CPS system?)4. Decision made by DSC team based on the

information gathered at the meeting; with representation from an administrator and members from Ed Services

• (Ask elementary administration if they are willing to participate?)

Book Screening

1. Criteria (Power)– SSS/SPS

– Hands on/Lab

– Reading in Content/Lexiles

– Differentiated Instruction

– ESE

– LEP

Book Screening

2. Rubric (Point Value System – as a Product of the Summer Group?)

Create by core team – different by subject area– Rigor/relevance– Bloom’s– Assessments– Technology– Staff Development– Cost – consumables (not a major factor)

How do we obtain consistency that is vertical and horizontal?

This needs to relate to frameworks. Perhaps we could have parallel work groups in the summer. If the groups are small, this will help. The framework document could help in the vertical and horizontal articulation.

Common Assessment

County Wide Department meetings

What are the key components of the adoption process that can

occur from K-12?

Core beliefs, common focus, philosophy, essential elements.

Ties in with frameworks

Participants• Barbie Anderson

• Janet Reed

• Kelly Tyler

• Bill Farrell

• Jennifer Sasser

• Mark Brunner

• Tom Curry

• Kathy Pomposelli

• Gloria Bishop

• Leigh Ann Bradshaw

• Mike Geddes

• Denise Willis

• Kit Humbaugh

• Mark Klauder

• Amber McLain

Current Reality

In what ways do you communicate the work of this

group with your school?

Current Reality

• Last meeting

Current Reality

Middle School Direction

http://www.citrus.k12.fl.us/edserv

/klauderm/middle_school_sci_direction.htm

Current Reality

UBD

Process, Skill, Fact, Benchmarks

Research

8th Grade

8th Grade FCAT State Wide Mean Score

0

50

100

150

200

250

300

350

County

Sco

re

Mean Score

Science 8th Grade FCAT 2005

291

294

287

282

292

297

302

313

265

270

275

280

285

290

295

300

305

310

315

Score

STATE TO TALS NASSAU HIGHLANDS PUTNAM INDIAN RIVER CITRUS CHARLO TTE MARTIN

County

Series1

291 297

298 299297

316313

332

309

303

313

308 309

323

270

280

290

300

310

320

330

340

Score

CITRUS03 CITRUS05 OKALOOSA04 MARTIN03 MARTIN05 BREVARD04County/Year

FCAT 8th Grade Results

Series1

School Results

304293 299 294

214

0

50

100

150

200

250

300

350

Score

INVERNESS MIDDLE CRYSTAL RIVERMIDDLE

LECANTO MIDDLE CITRUS SPRNGSMDL SCHL

RENAISSANCE CTR

School

2005 8th Grade Science FCAT Scores

Series1

8th Grade Citrus 297/ State 291State Compared to Citrus

5.4

5.6

5.8

6

6.2

6.4

6.6

6.8

7

7.2

Physical andChemical

Earth and Space Life andEnvironmental

Scientific Thinking

Scor

e

STATE TOTALS

CITRUS

Content Area 8th Grade8th Grade FCAT Score

7 7 7 7

4

6 6 6 6

3

7 7 7

5

7 7 7

6

4

7

0

1

2

3

4

5

6

7

8

INVERNESS MIDDLE CRYSTAL RIVERMIDDLE

LECANTO MIDDLE CITRUS SPRNGS MDLSCHL

RENAISSANCE CTR

School

Scor

e

Physical Chemical

Earth Space

Life Environmental

Sci Thinking

11th Grade

0

50

100

150

200

250

300

350

Score

STATETO TALS

CALHO UN DESO TO GILCHRIST HIGHLANDS LAKE MARIO N O SCEO LA ST. LUCIE UNIO N

County

State Wide FCAT Mean Score 11th grade

Series1

293294

300

309

292

314

304

280

285

290

295

300

305

310

315

Score

NASSAU HIGHLANDS INDIAN RIVER CITRUS HERNANDO MARTIN CHARLOTTE

County

11th Grade FCAT Science 2005

Series1

11th Grade FCAT Science Mean Scale Score (100-500)

297

302

309

290

292

294

296

298

300

302

304

306

308

310

1 2 3

Year

Mea

n S

core

Mean Scale Score (100-500)

29

3

30

7

30

8

31

2

280

285

290

295

300

305

310

315

Score

STATE TOTALS CITRUS HIGH CRYSTALRIVER HIGH

LECANTO HIGHSCH

School

11th Grade FCAT Mean Scale Score 05

Mean Scale Score

By Content 11th Grade 2005

0

1

2

3

4

5

6

7

8

9

1 2 3 4Content 1. Physical & Chemical 2. Earth & Space 3. Life and Environmental 4. Scienctific Thinking

Poi

nts

STATE TOTALS

CITRUS HIGH

CRYSTAL RIVER HIGH

LECANTO HIGH SCH

A research based presentation for Citrus County

In 1985, the American Association for the Advancement of Science (AAAS)

began a long term initiative to reform K-12 science education known as Project

2061. This resulted in 3 programs designed help meet science standards.

Benchmarks for Science Literacy

National Science Education StandardsScope, Sequence, and Coordination

of Secondary School Science

National Science Education Standards

• Science as Inquiry

• Physical Science

• Life Science• Earth & Space

• Science & Technology

• Science in Personal and Social Perspectives

• History and Nature of Science

The science curriculum incorporates the content and processes of science

The science curriculum teaches the scientific concepts and processes outlined in the

national standards

The science curriculum provides meaningful, engaged learning for all students

Classroom science inquiry is goal oriented and

moves along a continuum incorporating various

strategies and activities.

"The path of least resistance and least trouble is a mental rut

already made. It requires troublesome work to undertake the alternation of old beliefs."

John Dewey

Structured Inquiry – exemplifies scientific ways of thinking and doing to initiate student responsibility for the processGuided Inquiry – continues to exemplify scientific ways of thinking and doing while transitioning more responsibility for thinking and doing from the teacher to studentsStudent-initiated Inquiry – exemplifies thinking and behaving in scientific ways to solve personal and socially important problems

Promote problem solving skills by applying concepts, theories, principles, and laws across disciplines

An Inquiry based curriculum should:

Foster independent scientific thinking through investigation of phenomena

Integrate math and technology with science

Promote connections between science disciplines

Reduce content while boosting scientific understanding and student achievement

“Science inquiry takes away the notion that the teacher has all the answers and allows the students to find the answers

themselves. It allows misconceptions to bubble up

and lets teachers take advantage of them.”

Korman, Stone Academy

Hands-on/use of technology and equipment

Should encompass one or all of the following:

Use of Gardner’s Multiple Intelligences to meet student needs

Reading for information and content

Student discussions, reflections, and drawing of conclusions

You can’t get all the information you need from

just paper-and-pencil activities. Over the years, I’ve learned to do different kinds of assessment to obtain more

information about the kids and their learning.

Judy Snider, teacher

While paper-and-pencil tests are important, the teacher should no longer rely on them as a sole means of assessing student progress and achievement. Performance-Based assessment should be equally utilized.

In 2002, ASSET published research data indicating improvement of scores on state assessment tests were directly connected to inquiry-based science lessons, while incorporating hands-on activities in the classroom.

Examples of Performance-Based Assessment:

Rubrics – pre-established for student/teacher use

Creative – scrap books, videos

Portfolios – sampling of student produced materials

Practical – observation of problem-solving skills through experiments and open-ended

situations

Diagrams – for students with verbal/reading challenges

Oral interviews – for students more adept at speaking than writing

Journals – reflective thinking

Self-Evaluation – self-judging by student

Concept mapping – organizing ideas

“The lack of teacher training has a direct effect on the way students learn, or fail to learn science. Teachers need a good understanding of the concepts

of science as it leads to improved student understanding.”

Susan Doubler, project director at TERC, a nonprofit

education research and development organization

Results from the recent Bayer Report, which surveyed 1000 teachers, showed that only 18% rated their training in and ability to teach science as an A. 42% were rated as C or below.

Only 7% of the 250 deans of colleges of education surveyed said they were “very confident” that students are receiving a good science education due to lack of teacher training.

Professional Development is strongly recommended in the area of Science, regardless

of the curriculum and methodology.

to attend conferences and meetings for science instruction

Teachers need opportunities:

to try new practices in a risk-free environment

to observe and coach other teachers

for partnerships between teachers or school and colleges or universities

to become researchers

Community members’ and parents’ participation in science instruction as experts, aides, guides, or tutors

Community Involvement:

Opportunities for teachers, administration, and school staff members to visit informally with community members to discuss the life of the school, resources, and greater involvement of the community

Active involvement of community members on task forces for curriculum, staff development, assessment, and other areas vital to learning

The following K-12 model is a prime example of how to approach learning science through

inquiry.

Tennessee State K-12 Model

The graph depicts the suggested

amount of instruction time to

be spent at the various grade

levels on each of the four

components of science education.

“Doing what you have been doing, and getting what you have been getting”

Harry Wong

Inquiry-based learning will:

Is our current curriculum, methodology, and assessment enough?

Create meaningful classroom discussions

Enhance student attitudes towards science and math while boosting performance

Promote mathematical and technological skills

Engage students and leads them to become independent scientific thinkers

Foster scientific literacy and understanding of scientific processes

Gerry Wheeler, executive director of the National Science Teachers Association, commented on current

research and surveys:

Let’s be the first to answer!

There is a huge wake-up call out there, but no one is picking

up the phone.”

The Research Team:Emily Casey

Laurie Traum

Barbara Shore

Kathy Presti

Steve McCarthy

Janet Love

Cindy Jones

Rene’ Johnson

Randy Hobson

Lora Davis

Mark Cassidy

Mark Cassidy

Rene’ Johnson Laurie Traum

Edthoughts

Power Benchmarks

What are the essential components of an effective K-12 Science Program?

Vertical Alignment

Student Needs

Content

Environment

Instructional Methods

Other

Vision

Vision Statement:

State Directions

Adoption

Identify Core Objectives