Rationale and Implementation Plan for Providing Two Science

Program OptionsSCUCISD Secondary Science

Coordinator

The Biology-Chemistry-Physics Sequence

• Recommendation from the Committee of 10 in 1893

• Science not a “core subject” (3 R’s). Typically only one year required.

• U.S. Largely aggregate at the time • Biology was zoology and botany and only

trained students to observe and describe characteristics of plants and animals

• Biology didn’t require lab equipment

117 years later…

• Biology is no longer based on physical characteristics

• Since the discovery of DNA in the 1950s, biology has become increasingly chemistry-based.

• Technology and advances in equipment have introduced more complex topics into biology such as cell structures, enzymes and reactions

• Biology has become more abstract and depends on key concepts from physics and chemistry.

The Physics-Chemistry-Biology Sequence

• Gaining popularity since the 80s, mainly in private and magnet schools. More public schools began using model in 90s & 00s.

• Supported by groups such as the NSTA and AAPT

• Strongly supported by BSCS Cornerstone to Capstone Approach (BSCS developed the 5E model of instruction)

Advantages of Bio-Chem-Phys Sequence

• Historical- generations of students have followed this model

• No changes needed to personnel, curriculum, etc.

Advantages of Phys-Chem-Bio Sequence

• Physics deals with concepts students can experience (more concrete)

• Physics teaches HOW science works and empowers predictions

• Allows for inquiry based teaching• Less safety risks• Help students understand science as a

coherent body of knowledge and understanding by learning science from the concrete to the abstract

Problems Identified with Bio-Chem-Phys Sequence

• Has produced marginal results in the district, the state, and the nation

• Asks students to learn abstract concepts before understanding the underlying concrete concepts

• Does not allow for vertical alignment between the courses.

Where are we?SCIENCE GR. 8 GR. 10 GR. 11 District

All Students 83 83 96 88

African American 77 74 96 85

Hispanic 78 77 92 84

White 87 88 98 92

Economically Disadvantaged 69 72 90 79

*Limited English Proficient 29 38 86 61

*Special Education 44 46 65 59

Source: Texas Education Agency Accountability Report July 2010

Where are we?SCIENCE % Commended 2008 2009

All Students 27 32

African American 17 22

Hispanic 21 23

White 33 40

Economically Disadvantaged 18 21

*Limited English Proficient 8 5

*Special Education 11 14

Source: Texas Education Agency 08-09 AEIS Report Nov 2009

TAKS/STAAR Transition

% Met Standard- Science TAKS (2002-2010)

40

50

60

70

80

90

100

2003 2004 2005 2006 2007 2008 2009 2010

SCUCISD State

SCUC

State

Bio 31 31

Chem

22 23

Phys 31 28

Avg EOC Raw Score 2010

Source: T.E.A. 2003 -2010 Accountability Reports and E.O.C. distribution Report 2010

Problems Identified with the Phys-Chem-Bio Sequence

• Lack of math sophistication of ninth graders– Changes in the physics TEKS

1998 TEKS 2010 TEKSSuggested prerequisites: one unit of high school science, Algebra I, and completion of or concurrent enrollment in a second year of mathematics. This course is recommended for students in Grades 10, 11, or 12.

Suggested prerequisite: Algebra I or concurrent enrollment in Algebra I. This course is recommended for students in grades 9, 10, 11, or 12.

Problems Identified with the Phys-Chem-Bio Sequence

• Impact of State Assessments

– New test blueprints will emphasize the assessment of the curriculum standards that best prepare students for the next grade or course including CCRS.

– Performance standards will be set based on data from empirical studies of other state, national, and international assessments as well as on the examination of test content.

Problems Identified with the Phys-Chem-Bio Sequence

• Availability of Highly Qualified Physics Teachers

– SCUC has pool of teachers that could easily be successful teaching a ninth grade physics course.

– Professional Development Opportunities

Problems Identified with the Phys-Chem-Bio Sequence

• Lack of Appropriate Curriculum Resources

– CSCOPE– 5E Unit Maps– Other resources

Problems Identified with the Phys-Chem-Bio Sequence

• Reluctance of teachers to embrace approach

– Provide necessary and appropriate training and education to science faculty.

– Science Coordinator is trained to provide these services, as is another science teacher in the district

Research Identified Benefits of Phys-Chem-Bio Sequence

• Increased coherence across science courses

• Increased enrollment in advanced science courses (especially for minority populations and girls)

• Increased science and math achievement (state, national, and international tests)

• More positive attitude toward science

Models of Implementation (as proposed by BSCS)

•Option One: Sweeping Change

•Option Two: Permanent Two- Program Model

•Option Three: Phased in Model

Models of Implementation

•Permanent 2 Program model–SCUCISD–Offer of “choice” or “options” fits the district “customer service” initiative

–Less strain on all parties

Likely Challenges, Objections or Concerns (Based on Role)

• Parent– “Not the way I learned.”

– “Physics is hard and has too much math!!”

– “Physics has to be difficult to be real.”

– “Want my kid to be successful.”

Likely Challenges, Objections or Concerns (Based on Role)

• Teacher

– “Novel Approach”

– Wants only the best students

– Physics isn’t for everyone

Likely Challenges, Objections or Concerns (Based on Role)

• Administration and Counselors

– I’m backing my teacher since I don’t know anything about physics.

– How will this affect my scores?

Implementation Plan

• EDUCATE– Administrators and Counselors

– Teachers

– Students

– Parents

Implementation Plan

• SELECT or IDENTIFY

– Teachers

– Students• Choice• Survey, Teacher Recommendation• Data

Implementation Plan

• DESIGN and ASSESS

– Curriculum• Resources, Pacing Calendar, Unit Maps, Labs• Determining success of curriculum;

troubleshooting

– Instruction• Strategies (inquiry, modeling), Resources• Determining success of instruction;

troubleshooting

Implementation Plan

• Long Term

– What, when, and why of data collection– Chemistry elements for year 2 of plan– Biology elements for year 3 of plan– Integration with math (9th Phys-Alg I; 9th

PreAP Phys-Geometry)– Complete change over?

Resources• BSCS Cornerstone-to-Capstone Conclusion

http://www.bscs.org/library/CapstoneConclusion.pdf

• BSCS Executive Summaryhttp://www.bscs.org/library/Capstone_Exec_Summary.pdf

• http://www.physicsfirstmo.org/index.html• http://www.aapt.org/Policy/physicsfirst.cfm• T.E.A. TEKS and STAAR http://www.tea.state.tx.us/student.assessment/staar/ http://www.tea.state.tx.us/index2.aspx?id=6148• AAPT Guide to Physics First

www.aapt.org/aboutaapt/ennouncer/upload/physicsfirst.pdf