1. Science in NHPS

2. Science Teacher Day HS 8:00-9:00 – Important announcements/ideas/dates – Overview of last year, student learning results – Discussion on science learning 9:10-10:15 Three discussion rooms -Teacher goals for the year: to share -10:15-11:15 Three discussion rooms -Student learning goals for units, ideas -Relevance/Engagment ideas 11: 15 Back as whole group

3. 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.

4. NHPS District STEM TIER II GOAL NHPS students will have quality coordinated STEM education and programs, giving them the needed interest and skills for the opportunity to succeed in higher education and have access to STEM careers. Adults will integrate and coordinate of STEM activities, programs, and curriculum and align to 21st Century skills, district goals and procedures. This will result in more students succeeding in STEM courses in middle, high school and college, and more students selecting STEM majors and careers

5. Announcements See CIA Calendar Science Fair dates: May 14-16 Lab Safety Contract See Assessment Calendar Share, share, share... Check email, use wikispace.newhavenscience.org Other

6. Other late breaking announcements Schedules/Electives/Assignments... – Kids first, etc.. NSTA Regional Hartford Oct27-29 Lead science teacher meetings: 12-3pm Sep 23, Nov 18, Jan 10, May 4 Chemistry curr (maybe physics?) 12-3 pm Oct 14, Dec 9, Mar 23, May 25

7. 7 Observation Expectations Class focused on skills, sound instruction (see strategies list, learning cycle) Discussion--> writing, HOTs (high ?) Not textbook, but concept/skills driven Goals/objectives EVIDENCE OF PLAN, adherence to standards and ideas Hands on.. As often as possible! Real life connections for these kids Teacher/student rapport to make a difference

8. 8 Instruction Shift focus away from memorization. Focus on TALKING, and activities. Focus on critique of experiments. Continue to keep all older students interested, excited about science class. High school courses accessible to all levels.

9. PD Days CIAs MS: Oct 24, Dec 12, Feb 27, May 14 CIA HS: Oct 17, Dec 5, Feb 13, May 7 Oct 27-29 NSTA regional Hartford Sep 22, Nov 17, Mar 20 new science teacher support afternoons 9

10. 10 PD in Instruction Misconceptions Assessment (Lab, Class, Open Ended) Groups “ Science Talks ” Questioning Writing Strategies Formative Activities, Projects

11. CAPT Science Graph

22. District Assessments

30. DATA Analysis Steady improvement on CAPT scores, every strand, most schools. Still fairly strong correlation (.6-.8) between district assessments and CAPT, especially in inquiry strands. Focus on standards, strands in CAPT, and need to include retesters.

31. DATA QUESTIONS? Talk with group at table... What have you noticed? What other data do you need?

32. T VAL Guidelines given to principals Focus on the learning Use of schoolnet and item analysis (inquiry scores in district assessments?).

33. GUIDELINES FOR THE TEACHER GOAL SETTING PROCESS 1. BEGIN WITH STUDENT LEARNING. Before deciding on a goal,or even an assessment, clearly define what it is that students are intended to learn (the student learning objectives), taking into account appropriate and meaningful standards. 2. ORIENT ON GROWTH. Goals should measure how much progress students make towards the defined student learning objectives. Focus on the difference between the learning level where students start and the level they where they will be at the end of the year. 3.BE AMBITIOUS YET REASONABLE. In general, goals should reflect at least a year’s worth of learning, and potentially more. Set goals that reinforce high expectations for student learning. 4.USE VALIDATED MEASURES. Whenever possible, student learning should be validated, whether through valid external assessments, teacher scoring groups, spot checking, or some other mechanism. 5. USE MULTIPLE MEASURES. Getting a complete picture of student learning requires multiple data points. Each teacher should set at least two goals using at least two measures (assessments). 6. INCLUDE EVERY STUDENT. While an individual goal may focus on a subgroup of students, all students taught by a teacher should be included in at least one goal set by that teacher....And - above all - use your professional judgment. There will inevitably be exceptions to any guideline, use your judgment to set goals that are fair, reasonable, and ambitious given the situation at hand

34. Examples: One class, one teacher Given this pre/post data, what would make sense for goals and/or outcomes?

35. Discussion Groups What is your big goal for the year? (as a teacher?) How are you thinking this will lead to a TVAL goal?

36. Learning What does it mean for students to LEARN? See: Hohenstein, J., Manning, A. (2010), Thinking about learning: Learning in science. Chap 4. in Osborne, J., & Dillon, J. Good practice in science teaching: What research has to say (2nd ed.): Open University Press.

37. Learning -is NOT the same as WORK. -is a SHARED responsibility between student’s mind and teacher’s lesson. -depends on experience, both prior and new. -requires: engagement, relevance, culture. -works best when there is social component.

38. Learning Strategies Analogies, models, metaphors. Guiding questions. Engage, Explore, Explain, Elaborate, Evaluate. Peer Questioning Concept Maps

39. Motivation Extrinsic: – Grades, praise, rewards. Only work up to a point. Are more effective when they reward the new learning (not task completion) and understanding. Intrinsic: Motivation, pride in learning something new, making own connections. Reachable challenge (zone of proximal development)

42. Discussion Groups Think of the major units PhyChem, Bio, Chemistry, Physics, Other: What are the two most important science concepts for kids to LEARN? What are the two most important science skills for kids to LEARN? What is the big idea that will connect it to relevance/society?

43. Example Example: Physics Unit One: (One Dimensional Motion) Change in Distance/Time = Velocity, Change in Velocity = Acceleration are measurable properties of moving objects. All motion is relative Making, Calculating Derived Measurements (like Velocity, Acceleration) Graphing Motion Big Idea: Combination of Accelerating, Moving Object and Application in Real Life: Should I speed up or slow down at a yellow light?

44. SO: Discussion groups: Go around room: who are you, what do YOU want to accomplish this year as an educator? Ideas on TVAL goals (1 hr) -THEN What are the big student LEARNING ideas for your main units? Share.... (1 hr)