2011 12 science initiative
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Transcript of 2011 12 science initiative
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Rationale and Implementation Plan for Providing Two Science
Program OptionsSCUCISD Secondary Science
Coordinator
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The Biology-Chemistry-Physics Sequence
• Recommendation from the Committee of 10 in 1893
• Science not a “core subject” (3 R’s). Typically only one year required.
• U.S. Largely aggregate at the time • Biology was zoology and botany and only
trained students to observe and describe characteristics of plants and animals
• Biology didn’t require lab equipment
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117 years later…
• Biology is no longer based on physical characteristics
• Since the discovery of DNA in the 1950s, biology has become increasingly chemistry-based.
• Technology and advances in equipment have introduced more complex topics into biology such as cell structures, enzymes and reactions
• Biology has become more abstract and depends on key concepts from physics and chemistry.
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The Physics-Chemistry-Biology Sequence
• Gaining popularity since the 80s, mainly in private and magnet schools. More public schools began using model in 90s & 00s.
• Supported by groups such as the NSTA and AAPT
• Strongly supported by BSCS Cornerstone to Capstone Approach (BSCS developed the 5E model of instruction)
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Advantages of Bio-Chem-Phys Sequence
• Historical- generations of students have followed this model
• No changes needed to personnel, curriculum, etc.
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Advantages of Phys-Chem-Bio Sequence
• Physics deals with concepts students can experience (more concrete)
• Physics teaches HOW science works and empowers predictions
• Allows for inquiry based teaching• Less safety risks• Help students understand science as a
coherent body of knowledge and understanding by learning science from the concrete to the abstract
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Problems Identified with Bio-Chem-Phys Sequence
• Has produced marginal results in the district, the state, and the nation
• Asks students to learn abstract concepts before understanding the underlying concrete concepts
• Does not allow for vertical alignment between the courses.
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Where are we?SCIENCE GR. 8 GR. 10 GR. 11 District
All Students 83 83 96 88
African American 77 74 96 85
Hispanic 78 77 92 84
White 87 88 98 92
Economically Disadvantaged 69 72 90 79
*Limited English Proficient 29 38 86 61
*Special Education 44 46 65 59
Source: Texas Education Agency Accountability Report July 2010
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Where are we?SCIENCE % Commended 2008 2009
All Students 27 32
African American 17 22
Hispanic 21 23
White 33 40
Economically Disadvantaged 18 21
*Limited English Proficient 8 5
*Special Education 11 14
Source: Texas Education Agency 08-09 AEIS Report Nov 2009
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TAKS/STAAR Transition
% Met Standard- Science TAKS (2002-2010)
40
50
60
70
80
90
100
2003 2004 2005 2006 2007 2008 2009 2010
SCUCISD State
SCUC
State
Bio 31 31
Chem
22 23
Phys 31 28
Avg EOC Raw Score 2010
Source: T.E.A. 2003 -2010 Accountability Reports and E.O.C. distribution Report 2010
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Problems Identified with the Phys-Chem-Bio Sequence
• Lack of math sophistication of ninth graders– Changes in the physics TEKS
1998 TEKS 2010 TEKSSuggested prerequisites: one unit of high school science, Algebra I, and completion of or concurrent enrollment in a second year of mathematics. This course is recommended for students in Grades 10, 11, or 12.
Suggested prerequisite: Algebra I or concurrent enrollment in Algebra I. This course is recommended for students in grades 9, 10, 11, or 12.
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Problems Identified with the Phys-Chem-Bio Sequence
• Impact of State Assessments
– New test blueprints will emphasize the assessment of the curriculum standards that best prepare students for the next grade or course including CCRS.
– Performance standards will be set based on data from empirical studies of other state, national, and international assessments as well as on the examination of test content.
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Problems Identified with the Phys-Chem-Bio Sequence
• Availability of Highly Qualified Physics Teachers
– SCUC has pool of teachers that could easily be successful teaching a ninth grade physics course.
– Professional Development Opportunities
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Problems Identified with the Phys-Chem-Bio Sequence
• Lack of Appropriate Curriculum Resources
– CSCOPE– 5E Unit Maps– Other resources
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Problems Identified with the Phys-Chem-Bio Sequence
• Reluctance of teachers to embrace approach
– Provide necessary and appropriate training and education to science faculty.
– Science Coordinator is trained to provide these services, as is another science teacher in the district
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Research Identified Benefits of Phys-Chem-Bio Sequence
• Increased coherence across science courses
• Increased enrollment in advanced science courses (especially for minority populations and girls)
• Increased science and math achievement (state, national, and international tests)
• More positive attitude toward science
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Models of Implementation (as proposed by BSCS)
•Option One: Sweeping Change
•Option Two: Permanent Two- Program Model
•Option Three: Phased in Model
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Models of Implementation
•Permanent 2 Program model–SCUCISD–Offer of “choice” or “options” fits the district “customer service” initiative
–Less strain on all parties
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Likely Challenges, Objections or Concerns (Based on Role)
• Parent– “Not the way I learned.”
– “Physics is hard and has too much math!!”
– “Physics has to be difficult to be real.”
– “Want my kid to be successful.”
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Likely Challenges, Objections or Concerns (Based on Role)
• Teacher
– “Novel Approach”
– Wants only the best students
– Physics isn’t for everyone
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Likely Challenges, Objections or Concerns (Based on Role)
• Administration and Counselors
– I’m backing my teacher since I don’t know anything about physics.
– How will this affect my scores?
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Implementation Plan
• EDUCATE– Administrators and Counselors
– Teachers
– Students
– Parents
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Implementation Plan
• SELECT or IDENTIFY
– Teachers
– Students• Choice• Survey, Teacher Recommendation• Data
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Implementation Plan
• DESIGN and ASSESS
– Curriculum• Resources, Pacing Calendar, Unit Maps, Labs• Determining success of curriculum;
troubleshooting
– Instruction• Strategies (inquiry, modeling), Resources• Determining success of instruction;
troubleshooting
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Implementation Plan
• Long Term
– What, when, and why of data collection– Chemistry elements for year 2 of plan– Biology elements for year 3 of plan– Integration with math (9th Phys-Alg I; 9th
PreAP Phys-Geometry)– Complete change over?
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Resources• BSCS Cornerstone-to-Capstone Conclusion
http://www.bscs.org/library/CapstoneConclusion.pdf
• BSCS Executive Summaryhttp://www.bscs.org/library/Capstone_Exec_Summary.pdf
• http://www.physicsfirstmo.org/index.html• http://www.aapt.org/Policy/physicsfirst.cfm• T.E.A. TEKS and STAAR http://www.tea.state.tx.us/student.assessment/staar/ http://www.tea.state.tx.us/index2.aspx?id=6148• AAPT Guide to Physics First
www.aapt.org/aboutaapt/ennouncer/upload/physicsfirst.pdf