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NHPS Science Mission • The mission of the New Haven Public Schools Science Department is to ensure that all students at all levels achieve science literacy,concepts and skills, for science is the key to their future.
Science For DATA Team • CAPT Test • CMT Test • District Assessments • Other (grades, field study, programs, visits) • Goals • Highlights/Challenges • Future
NHPS Science • 100-150 minutes a week K-6, hands on, inquiry based science instruction. • Daily science (6)7-12, 3 years required, many take 4 years. • All take Phy/Chem, Biology, Chemistry. • Focus on inquiry skills, learning cycle, experimentation, discourse, use of science, technology in society.
#3 in DERG largest gain
Findings from Standardized Data • Standardized tests 10thCAPT, 8th CMT, 5th CMT show slight growth. • Inquiry scores increasing • Physical Science strands (CAPT chem, 5th/8th CMT) still weakest • ELL gap decreasing • Some schools stand out, some still inconsistent
Findings from data • Steady increase year to year in district assessment scores • Large variation among schools and teachers • Item analysis used to refine questions, analyze data • Inquiry items most useful to teachers • Need calibration on scoring rubrics, some integrity issues? • Could be better integrated with math/literacy strands • Need for more frequent discussion of data by BLDT and others • Course Grades indicate instruction issues and expectations • Course Grades may focus on task completion, not thinking
Complete study at • www.newhavenscience.org/peerdiscourse • Observed 6 classes, both class lesson, then 1 small group per class designing the acid rain experiment. • Coded class observations and group talk observations. • Teacher survey & student survey (all students in class). • Inquiry scores for q 1 & q 2 assessments compared to q3 • Used student numbers to match and find correlations
Student peer talk does correlate with achievement, even when prior achievement is factored in especially in science inquiry • Classroom observations are good data, as are student group observations • Students have some knowledge of understanding linked to group talk and scores • Teachers may not know of the benefit of group talk as much • Implications: • Teachers should scaffold and teach group talk, experiment design • Less emphasis on task completion, content as part of lab design talk • Social roles matter, and students can become aware of their roles. • Teachers need to find opportunities to observe group talk (video, peer observe, etc) Findings:
COMMUNITY PARTNERS • Science Fair, other competitions • Yale Community Outreach, Pathways (400 students)trying to coordinate (yale.edu/scienceoutreach) • Kids: Demos, SEOP, Peabody, CRISPY, Health, BioBus,SciSat, • ExtendedSchool: TAG, LittleScientists, 21stCentury,CT Sci For Kids, SCHOLARS, Evolutions, STEM grant, etc.. • CPEP, GearUp, CTInventionConv, STEM21, • TeacherTraining: Yale, SummerGrants, Peabody, UNH, etc…
Teacher Data • 402 elem “science” teachers, 13 with some “science” background. Nearly half not STC kit trained • 43 MS Science… 38 with < 5 years exp, 21 with <3 years exp • Average 8-12 new MS teachers/yr • 75 HS Science, 26 < 5 years exp, 39 bio, 22 chem, 6 physics, 2 earth, several cross endorsed
Science Monitoring Visits • Sep 2009-May 2011 • 85 “Cambridge” Subject Writeups • (38 High School, 47 K-8) • -Common findings include: • lack of time for elem science, lack of fidelity to curriculum • need for PD/support for elem science • classroom management in middle school • instruction 7-12: need for visual cues, student discourse, • display of student work, engaging projects • science data not always discussed • students talk about science, can explain what they learn!
CSDE Science Position Statement 2008District Responsibilities include: • Ensure that the instructionalfocus (time) for science is comparable to that provided for language arts and mathematics, and that teachers are able to integrate literacy and numeracy instruction within the context of students’ science learning experiences. • Provide students with multiple opportunities every week to experience inquiry investigations that develop students abilities to question, explore, observe, gather simple data, create graphs, draw conclusions based on the data and build their understanding of natural phenomena. • Ensure that 80 percent of science instructional time is devoted to inquiry-based investigations.
Elementary Science In NHPS Science Resource Center Facts: Over 2000 kits are sent out each year! Elem Schools get three rotations a year. In New Haven, nearly 23% returned unused/not opened. District Guidelines specify 2 Periods (100 minutes) of HANDS ON Science a week. Research shows use of inquiry based programs: - improves mathematical analysis and measurement skills -provides the experiential learning needed to build vocabulary and develop reading/writing skills, especially with group talk. -can prepare students for future STEM study, & for future! Warehouse manager, partner towns NHPS cost $6/student
Elementary Science • CHALLENGES: • TIME • RESOURCES • INTEGRATION • PD/SUPPORT • ADMIN CAPACITY • MONITORING • PLANNING (SIP) • HIGHLIGHTS: • PROGRAMS • EQUITY • COMMUNITY • ENGAGEMENT
Middle School Science • HIGHLIGHTS: • TEACHERS • TFA • CURRICULUM • ASSESSMENT DATA • CHALLENGES: • TIME • RESOURCES • TURNOVER • RIGOR • COLLABORATION • PD/SUPPORT • MONITORING
High School Science • HIGHLIGHTS: • ASSESSMENT DATA • ELL • FORMATIVE ASSESSMENT • TEAMS • TOP STUDENT SUCCESS • CHALLENGES: • SEQUENCE • EQUITY/ACCESS • COLLABORATION • STAFFING/CERT • SUBJECT PD & SUPPORT • HOTS, ENGAGING INSTRUCTION • MONITORING
Future -Expand community involvement -Sustain test scores: inquiry and content growth -Focused subject PD/support/monitoring, all grades, build capacity? -CT High School Reform, end of course exams -Expanded grad requirements, more staff/supplies -National Science standards/CT response, 2015? -Integration with careers/engineering/tech