ASKASKITITAligning Student Knowledge through Inquiry Thinking

ASKASKITIT• Project OverviewProject Overview

• StakeholdersStakeholders

• Roles and ResponsibilitiesRoles and Responsibilities

• Payment ProceduresPayment Procedures

• FormsForms

Project OverviewProject Overview

Regions Served

GRREC’s 32 districts

AskAskItIt (12 districts)

Project OverviewProject OverviewGRREC’s 32 districtsGRREC’s 32 districts

AskAskItIt (12 districts) (12 districts)

• AskAskIt - It - $600,000 professional $600,000 professional development initiative of the GRRECdevelopment initiative of the GRREC

• The project is one of only seven awards The project is one of only seven awards made by the Kentucky Department of made by the Kentucky Department of Education in 2007 from its U.S. Education in 2007 from its U.S. Department of Education Math/Science Department of Education Math/Science Partnership Fund. Partnership Fund.

Project OverviewProject OverviewThe Research Upon Which AskAskItIt is Based

• Formative Assessment for Student Learning:– Assessment for student learning can increase achievement by 28-30

percentiles. This is affirmed in the research by Paul Black and Dylan Wiliam (1996, 2004), Richard Stiggins (2002), and Robert Marzano (2006).

• Rigor and Relevance: – Digging deeper into content that connects to what students both want and need to

know creates greater meaning and success. This is supported by KDE/DOK, confirmed by Willard Daggett, 2005; Doug Reeves, 2004; Harvey Silver and Richard Strong; 2000.

• Inquiry-based learning: – Students build science knowledge from the new skills and challenges that come as

they investigate. This is confirmed by the work of the National Research Council (Suzanne Donovan and John Bransford, 2005) and other national organizations and their peer reviewed work (Peter Dow, et al, 2000; NSTA, 2004).

• Embedded, collegial learning of teachers:– Learning must occur based on established standards, such as those endorsed by

the KDE and the National Staff Development Council, and championed by GRREC. Further, professional learning must consider the needs of adult learners, as outlined by educators Marsha Speck (1996, 2003), Stephen Shaha et al (2004), and the National Commission on Teaching and America’s Future (Hunt, 2003).

Regional NeedRegional Need• Rural farming areas of 8,000 to 23,000 people, with high levels of

poverty. More than half of our students qualify for free/reduced lunch.• GRREC surveys indicate teachers had limited opportunity to

participate together in collegial learning related to science.• Most Teacher Leaders within this project have an average of just three

years in the classroom.• Students within these schools (75%) reported on the KCCT that there

were questions on the test which had not been covered in the classroom. And 60% reported that they never or just sometimes used strategies considered inquiry-based.

• 80 percent of students said they tried very hard on the 2006 KCCT, only 27 percent walked away from the test thinking they had performed well.

Project OverviewProject Overview

Non-F/R lunch

Free/Reduced

No disability

With disabilities

42% 63%

80

60

40

20

Poverty

47% 77%

Disability

Our students by subgroupBELOW Proficient

2006 KCCT in Science at 7th grade

Project OverviewKey components

1. Program ReviewWithin a pre-designed framework and with guidance from project staff and consultants, this Team will begin to inventory individual and collective talents and deficits

2. Action PlanScience teachers will create an Action Plan to address the issues they’ve uncovered; it will guide the local work over the three-year project

3. Professional Development GRREC will call in the experts

4. FOSS Modules and Other Curricular Resources

Scientifically research-based modules aligned to middle school science core content standards and the big ideas of the Program of Studies / Other resources to include “Script Sheets”

Project Overview

Project GoalsGoal 1: Create a culture of rigor and

relevance within each science classroom (teachers)

Goal 2: Increase academic achievement for all students (students)

StakeholdersRegional Ask AskIt It Team

• Liz Storey, Executive Director of GRREC • Brian Womack, Project Director • Mindy Alexander, Professional Development

Coordinator • Rico Tyler, Middle Grades/Secondary

Professional in Residence (Physics) at WKU • Doug Jenkins, Adjunct Science Faculty (WKU)

and President, BRIMS • Dr. Jeanne Fiene, Project Evaluator/WKU

StakeholdersSchool-Based Learning Teams

• In part patterned after the National Staff Development Council’s “Learning Teams” concept

• “Common Thread” - 7th-grade science

Team Leader Benefits

– $1,000/semester stipend for extra duty

– Substitute reimbursement for school

– $2,500/year in FOSS classroom materials

– $125/day for summer training sessions

– 11 days of professional development annually

– Regular work with consultants/experts (up to 3 days per year)

– Support staff through GRREC

Stakeholders

Team Leader responsibilities– 8 release days/school per year – 3 days of PD each summer– Facilitate webcam sessions– Guide Student Friendly Learning target work

of the Learning Teams (after school; other)– Share Action Plan work; refine as determined

by staff, WKU faculty, experts– Take all pre-/post-tests; assist program review– Complete monthly reflection logs– Share finished products created through the

initiative with others in project, GRREC

StakeholdersTeam Member benefits

–$25/hour for after school meetings (up to 10 per year)

–$125/day for summer training (1 day)

–Shared materials and new curricula items

–Regular work with consultants/experts

–Support staff through GRREC

StakeholdersTeam Member Responsibilities

– Work with the Teacher Leader to develop and implement the Action Plan

– Participate with the Team to observe new strategies, review student work

– Participate in periodic webcam sessions

– Implement Student Friendly Learning targets within the classroom

– Take all pre-/post-tests; comply and assist with program review

StakeholdersPartners

Provide classroom feedback through real world teaching and learning.

• Science faculty from Western Kentucky University’s Ogden College of Science and Engineering

• Barren River Imaginative Museum of Sciences (BRIMS)

• Kentucky Dataseam

Stakeholders

Project Staff • Roberta Johnson, Director of Finance

• Terri Stice, Technology Coordinator

• Ann Burden, Technology Specialist

• Johna Rodgers, Grant Writer

Things to remember….

• Payment Invoices Due:

December 14th and May 16th

• brian.womack@grrec.ky.gov

• FAX# 270-563-2208

• Both are located at the bottom of the forms section in the notebook

Questions????