Refreshments Look over the agenda Lunch Plans Introductions Welcome
Meeting Dates October 3, 20058:00-4:00IRC, Conference Room AMiddle October 10, 20058:00-4:00IRC, Conference Room AElementary October 24, 20058:00-4:00IRC, Conference Room ASecondary November 7, 20058:00-4:00IRC, Conference Room AElementary December 6, 20058:00-4:00IRC, Conference Room ASecondary December 7, 20058:00-4:00IRC, Conference Room AElementary January 23, 20068:00-4:00IRC, Conference Room ASecondary January 27, 20068:00-4:00IRC, Conference Room AElementary
Participants Ed Amesbury Greg Biance Kevin Bingham Gloria Bishop Tim Byrne Emily Casey Mark Cassidy Marcie Clutter Rebecca Clymer Linda Connors Amanda Crawford Beth Evans Sherina Finley Gary Pearcy Laurie Grant Jack Hall Judy Johnson Cyndi Jones Donna Kenady Janet Love Robin Martone Steve McCarthy Vicky McCraine Amber McLain Helge Olsen Barbara Olsen- Fleming Sandy Pope Kirk MacGinnis Tracy Rash Jennifer Sasser Sandy Schneider Ryan Selby Carol Shapot Janice Slattery Gene Trescott Michelle Tripp Diane Walker Melaney West Cindy Williams Ed Bailey
Our Mission Create a Vision for Citrus County Secondary Science and compare it with elementary. Identify Essential Outcomes Understanding of Power benchmarks Selection of Instructional materials to support our vision.
Ground Rules 1.Value all opinions and be considerate of others 2.Make sure points are shared in a concise and clear manner 3.Feel free to share views 4.Respect the views of others 5. The committee will work as a whole.
Rules of the Road Fall 2005
What is our current reality?
Successes Essential outcomes from classes/lesson developments Teachers have unity on essential questions and philosophies Training for teachers Wide representation of all levels SSS drives the curriculum
Improvements Communication to teacher/school from curriculum alignment team members All teachers on board Getting a diverse group of teachers together Follow up from CAT Meetings Base set of rules Teacher buy in to time invested in process State guidelines/proper directions Responsibilities of purchasing/role definition
What qualities (characteristics) do you believe comprise an effective adoption process?
An effective adoption process results in: Standards based Student Performance - focused/success/achievement Implementation Materials applicable for all teacher levels Novice to experienced Teacher needs are met Consistent implementation in county Alignment (Vertical/Horizontal) Measurement and evaluation components
An effective adoption process includes: Acceptance Values, Respect, Positive Attitude Knowledge of Content Clear and Compelling Process Clear set of agreed upon rules/plan Including people who want to be involved – Representation of team members/stakeholders. Staff Development and Training Communication – district to school Team representation of a variety of stakeholders Begin with end in mind
Key Questions 1.Who will participate in the process? 2.How do we ensure quality committee members? 3.What does an efficient/effective process look like? a.How do we decide what subjects constitute an in-depth process? b.When meetings take place c.How do we determine a timeline d.What role does the publisher have in the process e.How do we ensure a smooth process? Note: Need to minimize disruption
Key Questions 4. How do we share the work and results of the committee? 5. How do we address non-consensus? a.How does decision making occur? b. How do we ensure that we obtain consistency that is vertical and horizontal in implementation
Key Questions 7. What are the key components of the adoption process that can occur from K-12 (core beliefs, common focus? Philosophy essential?) a.How do we use the adoption process as a catalyst for change? b.What constitutes an instructional material?
Who Will Participate Curriculum Specialist, AP in charge of curriculum (all school sites) Reading Representative (Coach) Administrator District Staff Primary/Intermediate Representative from Elementary, 6,7,8 Middle, High School discipline/expertise. ESE Representative (perhaps 1 or 2 people per committee who has a background) Community Representative? (SAEC) Technology Consideration (if needed)
How do we ensure quality committee members? Identification by school leadership core team. Collaboration between district and principals. Core Leadership Team helps at schools help to make selection? Open minded Leadership oriented Understanding role- They represent the work of the group and not necessarily the school. Student focused
What does an efficient/effective process look like?
Phase I Summer prior to adoption year. Current Reality (district, state national direction) Data analysis Summary of best practices Philosophy Development of Essential Questions Criteria for selection- focus of text as resource and does not drive the curriculum
Phase II Adoption, Late Fall Criteria for selection –This will eliminate texts Screening Process –This will narrow the selection down as well. Goals and objectives Course sequence Material Selection
Phase III Summer, Early Fall Sample instructional plan Assessment/Progress monitoring Instructional Resources Professional development School/Parent Community Involvement
Publishers Role Obligation to conduct initial conversations done with the district contacts District sets time to tell representatives when they can hold conversations with schools Provide materials for screening Provide all supporting materials after screening of remaining series. Emphasis on text and core of their program (not the free stuff)
Publishers Role cont. What is their support program? Expectation to follow timelines and time periods for presentations Assist in ordering and follow up process (in-service) Communicate in an efficient and expedient manner/process? Adherence to our timelines.
How do we decide what subjects constitute an in-depth process? The process will be guided by the phases. Phases may be adjusted to accommodate needs based on differentiated circumstances and content areas.
How do we ensure a smooth purchasing process? Need Clarification Purchasing Process; Perhaps subcommittee to come up with a guidebook for the budget.
Need to minimize disruption: As many phases as possible in summer/addressed through timeline.
How do we share the work and results of the committee: PowerPoint/Ideas shared. Perhaps a website to share information, such as agenda and minutes from meeting. Have all ground rules posted on website. Included embedded links. Email staff during the process. Report out at school meetings.
How do we address no consensus: What is consensus? (Can you live with this decision?) If I cannot live with it, then you dont have consensus. Prior to checking consensus, there needs to be a large amount of facilitated discussions and sharing of ideas.
1.First try to come to consensus. – How do we identify consensus? (5 – strong; 3 – Can live with it; 1 –Disagree) – Public or Private Display. 2.If consensus is not met – Dialogue should occur – opportunity for discussion/reflection about position. (Written or silent) 3.Vote – 2/3 majority (Use of CPS system?) 4.Decision made by DSC team based on the information gathered at the meeting; with representation from an administrator and members from Ed Services (Ask elementary administration if they are willing to participate?)
Book Screening 1.Criteria (Power) –SSS/SPS –Hands on/Lab –Reading in Content/Lexiles –Differentiated Instruction –ESE –LEP
Book Screening 2. Rubric (Point Value System – as a Product of the Summer Group?) Create by core team – different by subject area –Rigor/relevance –Blooms –Assessments –Technology –Staff Development –Cost – consumables (not a major factor)
How do we obtain consistency that is vertical and horizontal? This needs to relate to frameworks. Perhaps we could have parallel work groups in the summer. If the groups are small, this will help. The framework document could help in the vertical and horizontal articulation. Common Assessment County Wide Department meetings
What are the key components of the adoption process that can occur from K-12? Core beliefs, common focus, philosophy, essential elements. Ties in with frameworks
Participants Barbie Anderson Janet Reed Kelly Tyler Bill Farrell Jennifer Sasser Mark Brunner Tom Curry Kathy Pomposelli Gloria Bishop Leigh Ann Bradshaw Mike Geddes Denise Willis Kit Humbaugh Mark Klauder Amber McLain
Current Reality In what ways do you communicate the work of this group with your school?
Current Reality Last meeting
Current Reality Middle School Direction http://www.citrus.k12.fl.us/eds erv/klauderm/middle_school_s ci_direction.htm
Current Reality UBD Process, Skill, Fact, Benchmarks
8 th Grade
Science 8 th Grade FCAT 2005 291 297
8 th Grade Citrus 297/ State 291
Content Area 8 th Grade
11 th Grade
A research based presentation for Citrus County
In 1985, the American Association for the Advancement of Science (AAAS) began a long term initiative to reform K-12 science education known as Project 2061. This resulted in 3 programs designed help meet science standards.
Benchmarks for Science Literacy National Science Education Standards Scope, Sequence, and Coordination of Secondary School Science
National Science Education Standards Science as Inquiry Physical Science Life Science Earth & Space Science & Technology Science in Personal and Social Perspectives History and Nature of Science
The science curriculum incorporates the content and processes of science The science curriculum teaches the scientific concepts and processes outlined in the national standards The science curriculum provides meaningful, engaged learning for all students
Classroom science inquiry is goal oriented and moves along a continuum incorporating various strategies and activities.
"The path of least resistance and least trouble is a mental rut already made. It requires troublesome work to undertake the alternation of old beliefs." John Dewey
Structured Inquiry – exemplifies scientific ways of thinking and doing to initiate student responsibility for the process Guided Inquiry – continues to exemplify scientific ways of thinking and doing while transitioning more responsibility for thinking and doing from the teacher to students Student-initiated Inquiry – exemplifies thinking and behaving in scientific ways to solve personal and socially important problems
Promote problem solving skills by applying concepts, theories, principles, and laws across disciplines An Inquiry based curriculum should: Foster independent scientific thinking through investigation of phenomena Integrate math and technology with science Promote connections between science disciplines Reduce content while boosting scientific understanding and student achievement
Science inquiry takes away the notion that the teacher has all the answers and allows the students to find the answers themselves. It allows misconceptions to bubble up and lets teachers take advantage of them. Korman, Stone Academy
Hands-on/use of technology and equipment Should encompass one or all of the following: Use of Gardners Multiple Intelligences to meet student needs Reading for information and content Student discussions, reflections, and drawing of conclusions
You cant get all the information you need from just paper-and-pencil activities. Over the years, Ive learned to do different kinds of assessment to obtain more information about the kids and their learning. Judy Snider, teacher
While paper-and-pencil tests are important, the teacher should no longer rely on them as a sole means of assessing student progress and achievement. Performance-Based assessment should be equally utilized. In 2002, ASSET published research data indicating improvement of scores on state assessment tests were directly connected to inquiry-based science lessons, while incorporating hands-on activities in the classroom.
Examples of Performance-Based Assessment: Rubrics – pre-established for student/teacher use Creative – scrap books, videos Portfolios – sampling of student produced materials Practical – observation of problem-solving skills through experiments and open-ended situations Diagrams – for students with verbal/reading challenges Oral interviews – for students more adept at speaking than writing Journals – reflective thinking Self-Evaluation – self-judging by student Concept mapping – organizing ideas
The lack of teacher training has a direct effect on the way students learn, or fail to learn science. Teachers need a good understanding of the concepts of science as it leads to improved student understanding. Susan Doubler, project director at TERC, a nonprofit education research and development organization
Results from the recent Bayer Report, which surveyed 1000 teachers, showed that only 18% rated their training in and ability to teach science as an A. 42% were rated as C or below. Only 7% of the 250 deans of colleges of education surveyed said they were very confident that students are receiving a good science education due to lack of teacher training. Professional Development is strongly recommended in the area of Science, regardless of the curriculum and methodology.
to attend conferences and meetings for science instruction Teachers need opportunities: to try new practices in a risk-free environment to observe and coach other teachers for partnerships between teachers or school and colleges or universities to become researchers
Community members and parents participation in science instruction as experts, aides, guides, or tutors Community Involvement: Opportunities for teachers, administration, and school staff members to visit informally with community members to discuss the life of the school, resources, and greater involvement of the community Active involvement of community members on task forces for curriculum, staff development, assessment, and other areas vital to learning
The following K-12 model is a prime example of how to approach learning science through inquiry. Tennessee State K-12 Model
The graph depicts the suggested amount of instruction time to be spent at the various grade levels on each of the four components of science education.
Doing what you have been doing, and getting what you have been getting Harry Wong
Inquiry-based learning will: Is our current curriculum, methodology, and assessment enough? Create meaningful classroom discussions Enhance student attitudes towards science and math while boosting performance Promote mathematical and technological skills Engage students and leads them to become independent scientific thinkers Foster scientific literacy and understanding of scientific processes
Gerry Wheeler, executive director of the National Science Teachers Association, commented on current research and surveys: Lets be the first to answer! There is a huge wake-up call out there, but no one is picking up the phone.
The Research Team: Emily Casey Laurie Traum Barbara Shore Kathy Presti Steve McCarthy Janet Love Cindy Jones Rene Johnson Randy Hobson Lora Davis Mark Cassidy