1. Needs Assessment: Problem-Finding, Problem Solving Method Anna Davis Summer 2009

2. Reasons for Problem-Finding, Problem Solving Model  I decided to use this model because I have been able to find a problem with 5 th grade students not meeting state standards in Science.  This model also allows for the use of state assessment scores to help identify that there is a problem.

3. Problem Identification Student Scores –The amount of students passing the 5 th Grade Science WASL in the district:  2005-2006: 33.9%  2006-2007: 30.2%  2007-2008: 39.7% –The weakest strand appears to be the Systems of Science based on classroom discussions and student answers to assessment probes (Keeley probes). –All students need to pass to be able to graduate from High School (state superintendent decision).

4. Instructional or Training Needs  Identification of Misconceptions –Students’ misconceptions in science need to be identified and corrected through the use of probes.  An example of one misconception that students have is the way energy is transferred in a system, specifically energy. They assume that heat comes directly from the sun, when really it is light energy.  Teachers will need training on how to assess the probes and identify materials to correct the misconceptions. Teachers will need to collaborate on how best to do this.  Science Training –Teachers need more “background” knowledge to help supplement their science curriculums. –Teachers will need to attend trainings conducted by the district science coach.

5. Before School Science Club  Club designed to give 5 th grade students extra science time.  They were exposed to more vocabulary and different science opportunities.  They were given opportunities for more kinesthetic learning.  Students were given an opportunity to work with more state released WASL items.  There was an emphasis on inquiry, design, and application.

6. Non-Instructional Needs  Funding for teacher training  Funding and time for teacher collaboration  Access to supplemental materials including internet video clips.  Funding for before school science club  Access to computers for students to research.

7. Learning Environment  What are the characteristics of the teachers/trainers who will be using your instructional unit/materials? –The make up of the teachers vary greatly but all teach 5 th grade students. The number in normally between two to four teachers per building. –All teachers have a bachelor’s degree. – 70% of teachers have a master’s degree or higher. – 98% meet the credentials of being highly qualified –Approximately 25% of fifth grader teachers in the district are male. –Most have had experience working with the science curriculum and have been trained on how to use it as well as student notebook training.

8. Learning Environment  Are there existing curricula into which their piece of instruction must fit? –Currently the school district uses science kits supplied by the North Central ESD. –We receive three different kits a year. 5 th grade receives motion and design in the fall, land and water in the winter, and ecosystems in the spring. –Each kit is with the teacher for two and a half months. –These include preplanned lessons that have a clearly defined objective that students meet.

9. Learning Environment  What hardware is commonly available? –Most classrooms include at least one teacher computer and at least one student computer. Most teachers have two or more student computers. –Computer labs are available in all buildings which includes a class set of computers. –In the next three years, all classes will have an interactive white board and technology cart, which includes document camera, dvd/vcr, and mac computer.

10. Learning Environment  What are the characteristics of the classes that will use the new instruction? –Classrooms have an average of 27 students. –All classes are ethnically diverse and multicultural. –Amount of time spent on science instruction varies from one hour twice a week to one hour every day. –Most have a variety of technology in them including:  Document camera  Interactive white board  computers

11. Learning Environment  What are the characteristics of the school system in which the new instruction will take place? –The school system includes nine elementary schools that includes over 7,000 students. –It includes: 51% male and 49% female –There has been a large emphasis in math in the last year due to a new math curriculum adoption. Most schools are spending an hour and a half a day on math and an hour in reading. –All schools include site-based decision making.

12. Learning Environment  What is the philosophy of the school district? –Each building has their own mission statement/philosophy.  Many include teachers and staff who are dedicated to help the learner succeed. –The Moses Lake School District’s mission statement is:  An academic community dedicated to learning, teaching, guiding, and challenging.

13. Who are the Learners?  5 th grade students in Moses Lake School District. –27 students in each classroom –57% percent are free and reduced lunch –2 or more migrant students per classroom (average) –2 or more students with an IEP per classroom

14. Who are the Learners?  Gender:  51% male  49% female  Ethnicity of the learners:  61% Caucasian  33% Hispanic  2% African American  1% Asian

15. References  Office of Superintendent of Public Instruction (OSPI). Retrieved June 27, 2009, from http://reportcard.ospi.k12.wa.us/summary http://reportcard.ospi.k12.wa.us/summary