Supported by the National Science Foundation under Grant No. DUE-0315060 Impact of Science...

Supported by the National Science Foundation under Grant No. DUE-0315060

Impact of Science Instruction on Washington State’s Elementary

Students

George Nelson, PI and Carolyn C. Landel, PD

Washington State Assessment Conference

Thursday, December 6, 2007

SeaTac Hilton


Outline

• Introduction– Summary of project and findings– An editorial diversion into reality and philosophy

• About the partnership and its work– Some details

• Elementary school findings so far – WASL scores in partnership and two example schools

• Next steps


NCOSP History

• Funded by NSF in September 2003• Initial work with teachers in August 2004• Student data

– 2004: Baseline (prior to NCOSP activities)– 2005, 2006: Mid-treatment, only two years

• Teacher, Faculty, Administrator, building level data available for 2003-07


Summary of Findings• Significant professional development, focused on

increasing content and pedagogical content knowledge results in improved instruction K-16 and improved student achievement in science as measured by the grade 5 WASL

• Increases in student achievement in science are cumulative

• Teaching science well every day had a positive or neutral impact on reading and math achievement

• Improving science student achievement involved a partnership between higher education and K-12 focused on improving instruction at all levels


What is the Reality in Schools?• In fifth grade, 62% of instructional time was in literacy or math; only

24% was devoted to social studies or science. • Fifth-graders spent 91.2% of class time in their seats listening to a

teacher or working alone, and only 7% working in small groups, which foster social skills and critical thinking. Findings were similar in first and third grades.

• Fifth grade, students received five times more instruction in basic skills than problem solving and reasoning. In first third grades the ratio was 10:1.

• About one in seven (14%) kids had a consistently high-quality "instructional climate" all three years studied. Most classrooms had a fairly healthy "emotional climate," but only 7% of students consistently had classrooms high in both.

• There was no difference between public and private schools. Robert C. Pianta, Jay Belsky, Renate Houts, Fred Morrison, Opportunities to Learn in Americas Elementary Classrooms, Science, 315, p1795, 2007


Time Spent in 5th Grade Class

62%

24%

14%

Literacy (37%) or Math (25%)

Social Studies or Science

Managing materials or time

Robert C. Pianta, Jay Belsky, Renate Houts, Fred Morrison, Opportunities to Learn in Americas Elementary Classrooms, Science, 315, p1795, 2007


Time Spent in 5th Grade Class

91%

7%2%

Listening to Teacher orWorking Alone

Working in SmallGroups

Other

Robert C. Pianta, Jay Belsky, Renate Houts, Fred Morrison, Opportunities to Learn in Americas Elementary Classrooms, Science, 315, p1795, 2007


Tacit Beliefs (As evidenced by actions--and tests)• Knowledge of reading and math is sufficient for

students to lead fulfilling lives• Teacher-Centered classes are more effective• Students learn best by themselves• Basic Skills are more important than problem

solving or reasoning• Test scores are more important than other

evidence of learning


The North Cascades and Olympic Science Partnership


NCOSP HypothesisA partnership can change teachers’,

faculty’s, and administrators’ fundamental ideas about subject matter, teaching, and learning and promote learning through thinking. This change will result in improved student learning, increased test scores K-16, and new teachers better prepared to teach science effectively.


Focus on teaching“...teacher effectiveness is the single biggest

factor influencing gains in achievement, an influence bigger than race, poverty, parent’s education, or any of the other factors that are often thought to doom children to failure.”

-Thinking K-16Education Trust, Winter 2004


NCOSP Goals1. All students succeed in challenging science curriculum

aligned with standards.

2. Administrators understand and support science education reform goals and programs.

3. Knowledgeable and confident teachers use curriculum with integrity and fidelity.

4. The quantity, quality and diversity of teachers entering the workforce increases through effective recruitment, preparation, and retention.

5. Science education research provides evidence-based contributions to the learning and teaching knowledge base.


Partnership Principles• Organizing Principle: The project is organized and managed to

achieve its goals on time and within the budget

• Research Principle: Actions will be planned and modified based on the best research. Where no prior research is available, careful experiments will be designed and carried out

• Learning Principle: Everyone in the project is a learner

• Equity Principle: There are clear, high, and realistic expectations and strong support for all learners

• Collaboration Principle: NCOSP is a true partnership. Each partner contributes to and benefits from achieving the goals


K-12 Institutions• 28 School Districts – Whatcom

County (8), Skagit County (7), and the Olympic and Kitsap Peninsula (13)

Partners


Student DemographicsState vs. NCOSP

Demographic State(All grades- 2005/6)

NCOSP students(5th Grade- 2005/6)

Free/Reduced Lunch (% served)

37 % 43 %

Ethnicity (% non-white) 31 % 24 %

Gender (% males) 52 % 51 %

Bilingual (% served) 7 % 5 %

Special Education (% served)

12 % 12 %


Institutions of Higher Education• Western Washington University• Everett Community College• Northwest Indian College• Skagit Valley College• Whatcom Community College

Partners


Supporting Agencies• Washington State LASER• NWESD189 (Whatcom and Skagit Districts)• OESD114 (Peninsula Districts)

Partners


YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE Strategic Planning Institutes (1 per year) Curriculum Showcases (1 per year). Curriculum adoptions of reform science curricula completed in all partner districts Teacher Leader -Administrator Sympos ia (4 per year) Hire TOSAs (6 per year), 4 resident at WWU, 2 on Olympic Peninsula Summer Academies focused on Content and Leadership Principals attend 1 day of Summer Academies each year On-going professional development during the academic year for Teacher Leaders Leadership Week focused on PLCs Principals & Teacher Leaders support PLCs Develop introductory science sequence outcomes, curriculum and assessments

Pilot introductory science sequence

Evaluate and revise

Develop preservice s cience methods course outcomes, curriculum and assessments

Pilot science methods courses

Evaluate and revise

Data collection and analysis informs project and contributes to emerging science education research community Partnership Leadership Team meet re gularly to discuss research and evaluation findings

NCOSP Systemic Approach to Reform


“How People Learn”: Teacher Leader

Teacher Leader-reported’ “most powerful” learning:

Understanding of research on how

students learn

Learning about the research on 'How People Learn' and then 'experiencing' being in the student's place has had the most dramatic impact on my teaching. Everyday and with confidence, I can let the students know that I 'really understand what they’re going through'. This has built an element of trust in the classroom to 'stretch' minds.

-elementary teacher, Skagit


“How People Learn”: Higher EducationFaculty-reported understanding:

Before NCOSP, I was not aware of the role that preconceptions can have as barriers to student learning. I have incorporated more pre-learning activities (such as 'Initial Ideas' in the NCOSP classes, 'warm-ups' or 'introductory activities' in my other classes) into all of my classes…I have become more learner centered.

-Higher Education Faculty

In this curriculum on a regular basis every class, I am able to hear what students think and what they are learning because they must discuss their answers with each other and with the class...I am constantly hearing and seeing...how learning is unfolding.

-Higher Education Faculty


K12-Higher Education Partnership

“The Summer Academy was definitely a collaborative effort. I learned as much - if not more - than the teachers who were technically the students.”

-Higher Ed Faculty

“NCOSP didn’t say ‘here’s what’s wrong with education and here’s how we’re going to fix it’. Rather NCOSP said, ‘here’s what we know about How People Learn, let’s work on this together and see what we find out’. We weren’t just being told something - we were a part of something.”

-Teacher Leader


Principals’ Support and Understanding• 100% of respondents wanted to discuss/find out how to

better support their Teacher Leader in sharing his/her expertise in their school.

• 92% wanted to gain a better understanding of what high quality science instruction looks like.

• Administrators’ responses to survey items and a focus group interview suggest that even in buildings where science is considered “a priority”, there may not be mechanism in place to support the work of science teachers.


Teacher Leaders: Content Knowledge

0

10

20

30

40

50

60

70

80

90

100

SA 2004: PhysicalScience

SA 2005: LifeScience

SA 2006: EarthScience

Percent Correct

Pre-test Mean

Post-test Mean

One-year Follow-up


Teacher Leaders: Pedagogy

% Clear to Very Clear Understanding Rate your understanding of the topics below both BEFORE an d AFTER your Summer Academy (SA) experience.

SA 2004 (N=144) Before/After

SA 2005 (N=152 ) Before/After

SA 2006 (N=130) Before/After

How to elicit students’ thinking 46 90 68 92 70 98 How to help students construct their understandings

49 91 60 90 66 96

How students learn science 59 95 79 98 81 99 My own learning process 72 98 87 99 90 100


Teacher Leaders: Classroom Observations

Qualitative Observations

• Content covered in lessons was developmentally appropriate and accurate

• Content of lessons were linked to real-world contexts

• Students were recording data and observations in science notebooks to reflect on and access evidence for conclusions

• Lessons contained investigations and experiments that required active participation by students

Quantitative Rating

Tchr Ldr: 3 Low

National Comparison

1-2: 59%

3 Low: 17%

3 Med: 10%

3 High: 5%

4-5: 10%


Teacher Leaders: Classroom PracticeTeacher-reported

changes in classroom practice:

• Identifying students’ preconceptions

• Paying attention to student preconceptions

• Questioning strategies

Asking questions instead of providing answers is prompting my students to take a more active role in their own learning. I know this because they complain! 'Please just tell me!' Is a reply I hear now more than ever.

-elementary teacher, Whatcom

…I feel more confident now, because I'm better at probing, and I have more content background to extend student questions to validate their thinking and make it more engaging for them.

-middle school teacher, Peninsula


Higher Education: Classroom Observations

Qualitative Observations• Faculty did a good job with

“content” by ensuring the lesson was developmentally appropriate, connected to other disciplines or real world contexts, and accurate.

• High ratings in the dimension of “culture” reflected the active participation of students in the courses that were focused on content.

• Students were encouraged to use evidence to support their statements.

Quantitative Rating

Faculty: 3 High

National Comparison

1-2: 59%

3 Low: 17%

3 Med: 10%

3 High: 5%

4-5: 10%


Higher Education: Classroom Practice

Faculty-reported changes to classroom practice:

• Increased knowledge of questioning strategies, assessment techniques, and how to elicit student preconceptions

• Increased knowledge of how to teach concepts in an effective and lasting way.

Learning and practicing questioning skills has been invaluable. How to guide student thinking with questioning is very powerful. Having a curriculum to teach science in a student-centered, hands-on way is empowering for students.

-Higher Ed Faculty


Higher Education: Student Outcomes

0

10

20

30

40

50

60

70

80

90

100

Physical Science Earth Science Life Science

Percent Correct

Pre-test Mean

Post-test Mean


Teacher Leaders: Leadership

84% of Teacher Leaders stated that the 2006 Summer PD prepared them to take on more of a leadership role in their school

Over the 2006-2007 school year, Teacher Leaders reported increased comfort with all four aspects of leadership measured:

• Facilitating• Presenting• Coaching• Consulting


Teacher Leader: LeadershipLeadership Roles

Although only 25% of the elementary school Teacher Leaders (N=16) reported science leadership activities prior to NCOSP, all reported them now.

Leadership Practices

• 50% applied leadership practices from all four categories of presenting, coaching, consulting, and facilitating;

• 44% applied three categories• 6% applied two categories

Data Source: Carty, 2007 Masters’ Research


Elementary School WASL Results


4th Grade WASL non-NCOSP vs. NCOSP

students

566061

546058

0

10

20

30

40

50

60

70

80

90

100

non-NCOSP NCOSP State

% Proficient

20042006

60 5969

60 6359

0

10

20

30

40

50

60

70

80

90

100


% Proficient

20042006

student N= non-NCOSP = 4,600 NCOSP = 250

74818076

92

81

0

10

20

30

40

50

60

70

80

90

100


% Proficient

20042006

Writing

Reading

Math


5th Grade WASL Scores-2006 By Subject % Proficiency

56 56 55

76 7679

3640

43

0

10

20

30

40

50

60

70

80

% Proficient

Math Reading Science

Year

Statenon-NCOSPNCOSP


5th Grade Science WASL: Cumulative Impact of NCOSP TL (2006)

62

40

4843

0

10

20

30

40

50

60

70

0 1 2

Years w/ NCOSP Teacher Leader

% Proficient

4th

Grade 5th

Grade

State Prof.= 36%

4th & 5th

Grade

No TLs

student N = 3,443 190 813 113 teacher N = 200 33 36 13


Two Examples• Nooksack Elementary

– All K-5 teachers teach science– Collaborative model led by the principal – Professional development coordinated into integrated building plan

• Larabee Elementary– Collaborative Specialist model grades 3-5 initiated 2005-2006

• 7.5 hours/week with science teacher– Strong principal support to create collaborative structure– Professional development targeted at individuals

• Both– Shared commitment to “effective teaching for every student, every

subject, every day, every year”– Shared high expectations and support for all students


Nooksack ElementaryStudent Demographics (State Values)• Enrollment (October 2006 Student Count) 271• Gender (October 2006) Male 53.5% (51.5%) Female 46.5% (48.5%)• Ethnicity (October 2006)

– American Indian/Alaskan Native 3.3% (2.7%)– Asian 1.1% (7.8%)– Black 1.5% (5.6%)– Hispanic 24.4% (14.0%)– White 69.4% (67.5%)

• Special Programs– Free or Reduced-Price Meals (May 2007) 54.4%(37.0%)– Special Education (May 2007) 17.0% (12.7%)– Transitional Bilingual (May 2007) 19.1% (7.5%)– Migrant (May 2007) 8.1% (2.0%)


Nooksack Elementary


Larrabee ElementaryStudent Demographics (State Values)• Enrollment (October 2006 Student Count) 202• Gender (October 2006) Male 55.9% (51.5%) Female 44.1% (48.5%)• Ethnicity (October 2006)

– American Indian/Alaskan Native 3.0% (2.7%)– Asian 2.0% (7.8%)– Black 1.5% (5.6%)– Hispanic 4.0% (14.0%)– White 86.1% (67.5%)

• Special Programs– Free or Reduced-Price Meals (May 2007) 40.1% (37.0%)– Special Education (May 2007) 13.4% (12.7%)– Transitional Bilingual (May 2007) 2.5% (7.5%)– Migrant (May 2007) 0.0% (2.0%)


Larrabee Elementary


Today’s Status--Next Steps


Higher Education

• Regional institutionalization of a common science content course sequence

• Courses and degree requirements for elementary education majors restructured

• Collaborative network of scientists and science educators established


K-12 Education• Implementation of school-based

professional learning communities (98)

• Shift from supporting 1 Teacher Leader to a five-member school-based team with same monetary resources

• Collaborative network of K-12 teachers throughout northwest Washington


Tools to Support Reform

• Instructional materials for preservice and inservice science content courses

• Professional development tools– Instruction– Professional Learning Community (Collaboration)– Assessment

• Administrator observation instruments and rubrics


Ongoing Studies• Student WASL scores, Preservice content and

teaching data• Classroom videos and observations, K-12 and Higher

Education• Professional Learning Community videos and

observations• Case studies of 10 selected schools• Self-written case studies of PLCs by Teacher Leaders

and Principals• Partnership surveys


Questions?

Supported by the National Science Foundation under Grant No. DUE-0315060 Impact of Science...

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