2. Analyzing Instructional Materials Review and Recommendation to the DCRC High School Science Instructional Materials Grades 9-10 April 19, 2011 District Office Boardroom

3. Analyzing Instructional Materials Welcome and Introductions Thank You Three questions drive our presentation…. – What foundations were in place prior to beginning the material review? – What process was used to review candidate materials and recommend candidate materials materials to this committee? – What is the consensus data, how did it support our recommendations and how do our recommendations align with other districts?

4. Analyzing Instructional Materials Data Driven Dialogue Phase 1 Predict Phase 2 Observe Phase 3 Infer/ Question GO VISUAL Adapted from Professional Development Center at BSCS

5. Analyzing Instructional Materials Data Set Two Compare student WASL performance by level from 8 th to 10 th grade for the Class of 2010 or 2011. Table 1 has Class of 2010 Table 2 has Class of 2011 Table 3 has Summary Data Class of 2010 Table 4 has Summary Data Class of 2011

6. Analyzing Instructional Materials Sample Data Set for Tables 3 and 4

7. Analyzing Instructional Materials Resolving Next Steps for the SVSD Science Program At your table privately reflect on the next steps you see for SVSDs science program. Briefly share your thoughts with others at your table Chart next steps for others to view Cut your inferences into strips and post Clump like strips Build consensus on the next strips

8. Analyzing Instructional Materials Next Steps Supported by Data Map our current instructional materials and activities Look at other instructional materials to consider their instructional practices

9. Analyzing Instructional Materials Instructional Materials Showcase Larry Parton, Coordinated Science Phyllis Woolwine, A Human Approach John Henry, An Inquiry Approach Kari Hollandsworth, Insights in Biology Matt Elisara, Its About Time Publishing Nils Boolen, Kendall Hunt Publishing

10. Analyzing Instructional Materials Lenses: Viewing Materials Inquiry Instruction Strategies Instructional Observation Tool to review instruction for content and cognition

11. Analyzing Instructional Materials 3 Disciplines, 3 Materials to Review LifeEarthChemPhysics Inquiry approach Coordinated Science Insights in Biology A Human Approach Not selected as a candidate material

12. Analyzing Instructional Materials TAKE HOME MESSAGE INQUIRY There is no separation between science process and science content. Inquiry teaching is not chaotic, it needs to be carefully choreographed. Students can take responsibility for learning -- ask, Who is making sense of the data? The four approaches are teacher tools to shift the responsibility for thinking about science concepts toward students over time.

13. Analyzing Instructional Materials AIM includes... Show- case Select Paper Screen Identify Criteria Gather Evidence Analyze Evidence & Apply Rubric Score Components Summarize Results Implementation

14. Analyzing Instructional Materials What is AIM? AIM is… A process and tools to analyze and select instructional materials Based on the National Science Education Standards (NSES) Aligned with research from How People Learn A professional development strategy A collaborative process that uses consensus-building AIM is NOT… A checklist; it goes beyond the thumb test Overly complicated and prescriptive

15. Analyzing Instructional Materials Specific Process at SVSD – Homework – Conceptual Flow Document – Review Sessions – -Decision on Recommended Materials – Looked at decisions by districts in the region

16. Analyzing Instructional Materials AIM: Paper Screen Gather Evidence Identify Criteria Summarize Results Analyze Evidence and Apply Rubric Score Components Gather Evidence Analyze Evidence and Apply Rubric Score Components Gather Evidence Analyze Evidence and Apply Rubric Score Components Gather Evidence Analyze Evidence and Apply Rubric Score Components Science Content Work Students Do Assessment Work Teachers Do

17. Analyzing Instructional Materials SCIENCE CONTENT RUBRIC (5) (3)(1) STANDARDS ALIGNMENT Science content standards: May originate at the national, state, district, or school level, May include the subject matter disciplines (physical, life, earth and space sciences) as well as science as inquiry, science and technology, science in personal and social perspectives, history and nature of science, and/or unifying concepts and processes. Most of the science content standards designated for the specific course and/or grade level are addressed. Some of the science content standards designated for the specific course and/or grade level are addressed. Few of the science content standards designated for the specific course and/or grade level are addressed. ACCURACY Accurate science content: Is grounded in current research and conforms to fact, Includes explanations about science that translate information into developmentally appropriate content without losing original meaning or distorting fact. Most of the science content is accurate with few errors of fact or interpretation. Some of the science content is accurate with few errors of fact or interpretation. Little of the science content is accurate with few errors of fact or interpretation. CONCEPT DEVELOPMENT (HPL 2) Content developed for conceptual understanding: Includes a limited number of key concepts, Develops concepts in-depth at a developmentally appropriate level, Requires students to apply and demonstrate their understanding in multiple ways. Most key science concepts are developed for conceptual understanding. Some key science concepts are developed for conceptual understanding. Few key science concepts are developed for conceptual understanding.

18. Analyzing Instructional Materials Part 2: Visually Display Your Evidence as a Conceptual Flow Graphic (CFG)

19. Analyzing Instructional Materials What is the consensus data, how did it support our recommendations and how do our recommendations align with other districts? Coordinated Science and Insights-ranklin Pierce and Bethel Districts Inquiry Approach 1 & 2: Tahoma, Port Angeles, Tukwila and 15+ WA schools in two year study. Inquiry Approach 1.5 and Insights-Renton

20. Analyzing Instructional Materials Earth Science INQUIRY APPROACHConsensus ScoreCriterion Score Science Content258.75 Work Students Do236.33 Assessment204.00 Work Teachers Do203.50 100%22.58 pts. COORDINATED SCIENCEConsensus ScoreCriterion Score Science Content217.35 Work Students Do174.68 Assessment122.40 Work Teachers Do121.05 67%15.48 pts.

21. Analyzing Instructional Materials Physics INQUIRY APPROACHConsensus ScoreCriterion Score Science Content258.75 Work Students Do256.98 Assessment204.00 Work Teachers Do203.50 100%23.13 pts. COORDINATED SCIENCEConsensus ScoreCriterion Score Science Content217.35 Work Students Do174.68 Assessment122.40 Work Teachers Do121.05 67%15.48 pts.

22. Analyzing Instructional Materials Life Science INQUIRY APPROACHConsensus ScoreCriterion Score Science Content248.05 Work Students Do256.68 Assessment204.00 Work Teachers Do203.50 97%23.43 pts. INSIGHTS IN BIOLOGYConsensus ScoreCriterion Score Science Content258.75 Work Students Do256.68 Assessment204.00 Work Teachers Do202.50 100%25.13 pts.

23. Analyzing Instructional Materials Thank You For this Time Inquiry I, II & II were selected by the committee A research based process was used in the review A strong sense of collaboration and a change in culture about science instruction was developed during the process We are truly looking forward to implementing these materials in the fall Questions