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Infusing an Integrated Science Program and the Effects on Student Achievement. Dr. Jean E. Teal, Principal Mrs. Sandra Pelham, Vice Principal Ms. Sacha T. Challenger, Teacher Leader Ms. Thelma Davis, Professional Partner Miami Edison Senior High School

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infusing an integrated science program and the effects on student achievement
Infusing an Integrated Science Program and the Effects on Student Achievement

Dr. Jean E. Teal, Principal

Mrs. Sandra Pelham, Vice Principal

Ms. Sacha T. Challenger, Teacher Leader

Ms. Thelma Davis, Professional Partner

Miami Edison Senior High School

Superintendent’s Urban Principal Initiative

May 2008

abstract
Abstract

The focus of this action research was to implement the District’s Secondary Science Pacing Guide as a curriculum map that integrates Physical Science, Biology, and Earth Space Science curriculum with Scientific Thinking, monitor student progress through lesson plans, School Improvement Zone (SIZ) assessments and District assessments which are aligned with the Sunshine State Standards benchmarks.

introduction
Introduction

Miami Edison Senior High School (MESH) seeks to be a safe, supportive, and nurturing community which inspires all students to perform at high levels of learning. High standards and continuous improvement is embedded within our school culture to inspire lifelong learners to flourish in a global society.

MESH’s action research project used a district developed Integrated Science curriculum to impact the motivation of students in 11th grade and to increase assessment scores. The research focused on raising the achievement and performance levels for all students.

introduction1
Introduction

The School Improvement Zone (SIZ) is a differentiated approach to public education that promotes high achievement and eliminates low student performance for students in Miami-Dade County Public Schools. MESH is apart of the SIZ.

introduction2
Introduction

The results of the 2007 state mandated standardized science assessment indicated that 90% of the students in 11th grade did not meet the standards. A detailed analysis of clustered scores in the state mandated standardized science assessment revealed that students in 11th grade were weakest in Physical/Chemical and Life/Environmental. Other analysis indicated that the mean scale score of 11th grade students at MESH is 264, a 36 point increase, as compared to the previous year.

background context
Background/Context

Miami Edison Senior High School is a historic Miami-Dade County Public School which opened in 1917. It is a Title 1 school located between the inner-city Miami neighborhoods known as “Little Haiti” and “Liberty City”. Since the mid-seventies, an influx of people of Caribbean and South America descent have enriched the cultural aspect of the community.

background content
Background/Content

The school’s capacity is 2219, with a current enrollment of 1136. The ethnic/racial makeup of the student body is 1017 African American students, 108 Hispanic students, 9 White, and 2 Other. Of the current enrollment, 13% of the students are Students with Disabilities (SWD) and 20% are Limited English Proficient (LEP), with 290 students being served in the English for Speakers of Other Languages (ESOL) program.

background context1
Background/Context

Approximately 73% of the students receive free or reduced lunch. A recent School Profile Report from 2004-2005 reports the mobility index at 50%.

background content1
Background/Content

Because MESH is apart of the SIZ, we are required to participate in numerous SIZ assessments as well as District assessments. These assessments provide meaningful data and progress for each student. This data is analyzed and disaggregated by teachers, students, assessed benchmarks, grade levels, and sub groups. This comprehensive analysis allows for curricular adjustments and implementation of interventions.

research question
Research Question

How will the infusion of an integrated science curriculum in 11th grade science classes, increase student achievement/performance on the Science benchmarks?

literature review
Literature Review

Research has shown that learning is more powerfully enabled when curricula are integrated such that connections are established between subject areas rather than as fragmented islands of information or knowledge (Drake, 1993; Edling, 1996; Lewis & Shaha, 1999).

Prior research has also supported the premise that integrate curricula produce superior educational results through classroom instruction that incorporates various subject matters as an interconnected whole rather than separate subject areas.

literature review1
Literature Review

Educators as a whole make every conscious effort to do what is best for their students. They willingly embrace new ideas and incorporate them into their instruction and curricula in their quest for improved educational results. (Jenkins, 1997; Lewis, 2000)

Educators are most likely to succeed, and therefore continue the improvement of their curricula and instruction, when provided with some means for achieving the success through a pragmatic and user-friendly process for curriculum development. (Baldrige, 2002; Drake, 1993)

literature review2
Literature Review

Jenkins (1997) reports that motivation for learning is increased when students work on “real” problems a common element in intergrated programs. When students are activiely involved in planning their learning and in making choices, they are more motivated, reducing behavior problems.

literature review3
Literature Review

Shaha (1983) reports that an integrated curriculum is associated with better student self-direction, higher attendance, higher levels of homework completion, and better attitudes toward school. Students are engaged in their learning as they make connections across disciplines and with the world outside the classroom.

intervention
Intervention

The purpose of this 36 week intervention was to provide opportunities for 11th grade students to investigate the theories and ideas associated with Biological Life/Environmental, Scientific Thinking, Earth Space, and Physical /Chemical sciences in a way that is relevant and usable.

Every 11th grade student was enrolled in an Integrate Science III course that incorporated 100 minutes of science laboratory activities per week. Weekly laboratories included hands-on activities using inquiry-based activities.

slide16
The instructional model used during the pull-out component consisted of a 45 minute, every other block designed to address specific benchmarks, Earth Spaceand Physical/Chemical. The teacher student ratio was 1:5. Students were group by achievement levels utilizing the District’s Math scores from previous assessments. The teacher utilized high interest level passages related to science passage to increase reading comprehension activities as well.
intervention1
Intervention

Students were provided learning opportunities through science tutorials. Tutoring sessions were offered during school, after school, and on Saturdays.

The intervention curriculum addressed the following “best practice” recommendations:

intervention2
Intervention

Multiple Exposure Curriculum

Varied Methods of Assessment

Math and Reading Skills Development

Problem Solving

Challenging Learning Extensions

Vocabulary Building

Use of Data

Cooperative Grouping Strategies

Sharing Best Practices

Collaborating Planning

Extensive Laboratory Activities

slide21
Miami Edison Senior High SchoolScience Assessment Benchmark Analysis2007-200811th Grade Integrated Science
slide23
Miami Edison Senior High School 2007-2008Integrated Science 3 Grade 11Overall Average Scores Per Assessment
data analysis
Data Analysis

The use of the Integrated Science curriculum yielded promising results in how to meet student science needs. By focusing on the four strands, students within the lowest 40% were able to receive during school and after school intervention.

data analysis1
Data Analysis

Results of the 2008 FCAT Science Test will indicate the percentage of students who scored Achievement Level 3 or above. MESH will continue to track progress monitoring by conducting school wide monthly assessments, District assessments, and weekly Science Lab activities. Teachers will collaboratively decide student needs from the assessment results and discuss other factors that may have led to low student achievement.

data analysis2
Data Analysis

The data revealed the 11th grade students overall average of mastery on the Mid Year Assessment was 1%. 99% percent scored non-mastery on the Mid Year Assessment.

The overall performance on the Mid Year Assessment was 33%. The strongest cluster was Scientific Thinking at 35%. Students continued to struggled with Physical/Chemical at 31%. During the Mid Year Assessment Earth/Space and the Biological/Environmental strands were not assessed.

data analysis3
Data Analysis

February Assessment which included all four strands, students scored the highest percentage at 42 percent. Earth/Space and Biological/Environment was the lowest at 37% and 38% respectively.

Comparing the Pretest in August to the FCAT Mock Assessment in February, there was an increase in overall percentage from 27% to 42%.

data analysis4
Data Analysis

Overall comparison all four strands improve from August to February.

Physical/Chemical from 26% to 48%

Earth Space from 30% to 37%

Biological/Environmental from 24% to 38%

Scientific Thinking from 32% to 47%

implications recommendations
Implications/Recommendations

Continued strategies and activities that are being implemented to support the Integrated Science Program:

K-12 Comprehensive Science Plan

Integrated Science Professional Development

District’s Science Pacing Guides

Curriculum Support Specialist

Mini Lab Demonstrations

Collaboration with Fellow Science and Math Teachers

School-wide Science Focus Calendar

Various Creating Independence through Student-owned Strategies (CRISS)

Differentiated Instruction Training

summary of findings
Summary of Findings

Deliverance of a relevant and rigorous curriculum.

Students are more engaged in hand-on laboratory activities, appended to specific benchmarks.

Students are engaged in teacher/student Data Talks that increase and promoted ownership of his or her academic progress

summary of findings1
Summary of Findings

Science classrooms are print rich and inviting

Science teachers are continuing to work collaboratively and sharing best practices.

Collaboration with Mathematics Department

Teacher and students awareness of science benchmarks have increased.

summary of findings2
Summary of Findings

The success of the curriculum can be contributed to thorough planning, engaging and high interest hands on activities, highly effective and committed teachers, consistent progress monitoring, and administrative reviews.

Implementation of classroom activities and project based learning (which included laboratories, cooperative grouping, and problem solving strategies) utilizing project based software to provide all students with an inquiry based scientific approach which employs all the elements of the scientific method to further the development of science process skills.

summary of findings3
Summary of Findings

Data generated by school site developed monthly assessments will be used to redirect classroom instruction and create flexible tutorials.

Collaboration with Mathematics Department in reinforcing concepts and skills (graphing, data analysis, formula manipulation etc.) that is consequential to science learning.

summary of findings4
Summary of Findings

Integrated Science Teachers had common planning period. Data from these assessments were reviewed, disaggregated, displayed and disseminated to teachers in an effort to evaluate and monitor student learning in the classroom.

During these common planning periods, curriculum maps and instructional focus calendars were adjusted and modified based on students’ results.

summary of findings5
Summary of Findings

Students’ test data were continually examined and strategies and accommodations were explored to ensure adequate learning gains were met. Data was disseminated to students via individual “Data Talks”.

Advanced students were required to take an additional science course. These students continued to excel in both science courses.

summary of findings6
Summary of Findings

Students took ownership of their academic growth in which produced outstanding results.

Continuous monitoring and evaluation of the students’ performance was in place to ensure that the delivery of instruction at the school met the students’ needs and that it was aligned to the assessed standards.

strategies for improved student achievement in science
Strategies for Improved Student Achievement in Science

Continue to engage students in hands-on laboratory activities, appended to specific benchmarks both annually assessed as well as content standard.

Expose students in Grade 10 to annually assessed science benchmarks.

Continue to support student needs in Science through in-school instruction and small group tutorials.

strategies for improved student achievement in science1
Strategies for Improved Student Achievement in Science

Innovative ways to encourage students’ participation in Saturday tutorials.

Continue to provide intensive targeted pullout tutorials for 11th grade students.

Engage students in teacher/student data talks to increase promote ownership of academic progress.

strategies for improved student achievement in science2
Strategies for Improved Student Achievement in Science
  • Continue Min-workshops on answering Short/Extended Response Questions.
  • Implement a vocabulary enhancement program with students on Science FCAT words.
  • Provide explicit teacher directed instruction during small groups for students not meeting mastery.
references
References

Baldrige, M. (2002) National Institutes for

Standards and Technology. Gaithersburg, MD.

Drake, S.M. (1993). Planning Integrated Curriculum: The Call to

Adventure. Alexandria, VA.

Jenkins, L. (1997). Improving Student Learning. Applying Demings’s

Quality Principles in Classrooms. Milwaukee, WI.

Lewis, V. (1999). Maximizing Success Through Integrated Instruction.

Beaver Creek, CO.

Shaha, S. H. (1983). Cognitive and Affective Process Related to

School Achievement. San Francisco, CA.

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