SciencePLUS (Promoting Learning & Understanding for Students) Network A Federally Funded Project through the Math-Science Partnership and the Kentucky Department of Education

SciencePLUS Network… …intends to rectify a lapse in student achievement in Chemistry/Biology by focusing resources on the development of a high school science network. The project is designed with the end goal of improved student learning through a multi- level approach. Project Design

26 biology and chemistry teachers create a network of professional learners who work and learn together in demonstration classrooms based in student- centered inquiry-based learning. This learning network is facilitated through on-going, job embedded professional development. Teachers are provided with professional development on Science Literacy, Formative Assessment and the Content Standards.

Project Design Teachers received content specific professional development (content stretch!) to enhance their own capacity for the courses and students they teach. Teachers attend professional development in content specific trainings with experts in the field. University faculty are utilized to provide day long training involving hands on experience with labs, experiments, teaching strategies and lesson planning development.

Project Design Strategies to impact instruction are taught to the teachers using inquiry-based learning. Teacher attended professional development and are provided with resources to increase the use of inquiry-based learning and student centered learning.

Project Design Student progress and achievement is measured to ensure ongoing changes in student test scores as well as content knowledge. Student test scores are monitored and students have completed a survey investigating their attitude and interest in science activities, careers and courses.

Project Design Principals are provided with the knowledge and skills needed to evaluate and coach biology and chemistry teachers in the use of student centered, inquiry-based learning. Principals received an overview the entire grant model and process. They were also provided with professional development in leading schools, specifically science education in higher level instructional leadership. Principals also participated in specific professional development in the identification and evaluation of inquiry based learning.

The overall project design has been created to ensure that students in the Commonwealth of Kentucky are provided with quality biology and chemistry instruction, by highly skilled teachers through the use of student centered, inquiry-based learning.

Goals of the Project Create a regional science network for high school science teachers. – Increase teacher collegiality through relationships established during trainings and classroom lesson observations, and then transferred to quarterly after-school network sessions – Build capacity of teachers through training in content and pedagogy to support an ongoing network, facilitated through GRREC during and post funding

Goals of the Project Create model classrooms of student-centered learning. – A 15% increase in teacher content knowledge (pre/post PRAXIS II scores in biology or chemistry) – By 2013, a measureable shift in classroom practice, from a mostly teacher-centered classroom environment toward a more student- centered environment.

Goals of the Project Increase academic success for all students. – An overall increase in student achievement in participating schools seen in three measures (KPREP, ACT, and EOC) – Students will report a positive shift in their attitudes/beliefs about science (course-level attitudinal surveys tracked by level of student exposure to participating teachers; reported annually)

Goals of the Project Improve leader capacity to support inquiry- based, student-centered instruction. – By 2013, principals will reflect a positive shift in beliefs related to teaching and learning in science. – Increase by 60% the number of participating principals who are able to identify the elements of model inquiry-based instruction (pre/post test of knowledge based on 5E Model; 2010 and 2013)

Data Collection and Evaluation The SciencePLUS Network used a combined approach for evaluating the success of the grant project. Comparison groups: Individual Chemistry and Biology teachers were selected from districts that indicated a need. Pre and post test evaluation followed each professional development opportunity and was analyzed for statistical significance using t tests, yielding significance and mean differences. Additionally, teachers were required to take the Praxis in their specific content area. Although several teachers were lost as participants in the project, and several teachers joined the project, 18 teachers recorded both pre and post test scor es.

Data Collection and Evaluation Repeated measures one-way Multivariate Analysis of Variance (MANOVA) was used to analyze the statistical significance in the observed differences between the pre- and post- scores. Results indicate that teachers know the content tested by the Praxis exams significantly better after participating in the grant activities than they did before the three-year series of professional development trainings. The interaction effect between Praxis scores and content was not significant. This means that both subjects improved to approximately the same extent, in other words, the professional development seems to have benefited both Biology and Chemistry teachers equally well.

Data Collection and Evaluation Student groups were based upon the students registered and assigned to the project teacher classrooms. Student evaluation was completed using the results of the state administered science assessments as well as ACT data. Student data was evaluated for trend as well as mean differences. Student data was compared to the national average as well as the performance across the state of Kentucky.

Professional Learning Strategies The PD was presented to the SciencePLUS Network teachers by IHE faculty from WKU, GRREC experts, and national experts. The PD was structured for full days of training that included: direct presentation small group interaction small group sharing peer feedback and conversation and hands on practice.

Professional Learning Strategies The activities were selected based on the topics or content identified in the pre-test praxis testing identified areas of lowered scores, the feedback from the teachers as well as results of the observations conducted in the science classrooms August, Facilitators used a variety of resources including iPad w/science related apps, Pasco Probes, internet resources, hands on experiments as well as other presentation materials.

Lessons Learned Success:  Teacher enthusiasm and excitement for teaching!...Specifically the teaching of science.  For some the project re-invigorated them, for others, it provided direction and support when entering a new field.

Lessons Learned Teachers demonstrate greater skill in student engagement, questioning strategies, and student led inquiry. Teachers have more confidence in their content knowledge. All but 3 teachers demonstrated Praxis score increase or maintenance. Resources were shared that in turn empower and enable teachers.

Lessons Learned Teachers have built a network of support and collegiality never before realized in a rural, often isolated field. Sharing of equipment and materials for instruction, research, and data collection. Students demonstrate greater excitement for science. Some student test scores increased.

Lessons Learned Challenges: Adequate time and resources for teachers to practice their new skills with peers before being asked to demonstrate with students. Time scheduled for SciencePLUS Network trainings competed with other district and state initiatives.

Lessons Learned Implementation of Common Core State Standards variation across districts – for some teachers the information was “old hat” for others; it was new and sometimes frightening. Juggling the new learning required in the implementation of the CCSS as well as the NGSS.

Lessons Learned Principal participation! New strategies were used in each year of the grant, but participation was still disappointing. Need to include administration/leadership to support changes in teacher behavior and practice. Teachers obtaining and understanding the student assessment data. In some instances, the teachers were not given access to the data, in other cases, teachers were uncertain how to interpret or use the student data to improve instruction.

Lessons Learned Need more time for networking! We tried using a blog or social networking, but the teachers really collaborated when they were sitting around a table throwing ideas and suggestions around.