making sense of science and literacy is an investing in innovation (i3) project. the i3 program is a...

Making Sense of Science and Literacy is an Investing In Innovation (i3) project. The i3 program is a federally funded initiative that seeks to identify and support solutions to persistent educational challenges in order to better serve substantially greater numbers of students at a national level.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY WestEd is a nonprofit agency dedicated to promoting excellence, achieving equity, and improving learning for children, youth, and adults in education and other communities.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY In the U.S., the majority of students fall far short in the skills needed for participating in the 21st century workforce (NCES, 2012). Nationally, students with the lowest achievement are far more likely to be from high-needs communities, students of color, and/or non-native English speakers (NCES, 2012). Only 1 in 4 of Californias 4th grade students are prepared, with 27% scoring at or above proficient in reading, 23% in writing, and 22% in science (NCES, 2014). Only 1 in 4 California 4 th grade students are prepared

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY In the U.S., the majority of students fall far short in the skills needed for participating in the 21st century workforce (NCES, 2012). Nationally, students with the lowest achievement are far more likely to be from high-needs communities, students of color, and/or non-native English speakers (NCES, 2012). Less than half of Milwaukee's 4 th graders are prepared, with only 16% scoring at or above proficient in reading, and 49% in science (WKCE, 2014). Only 16% of Milwaukees 4 th grade students are proficient in reading 16% proficient

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Students will be asked to Develop explanations and design solutions (e.g., journal entries, reports, posters, and presentations) that are supported by evidence-based arguments and sound scientific reasoning. Conduct investigations, solve problems, and engage in discussions that ultimately lead to a deeper understanding of the content. Utilize scientific practices, like modeling and systems thinking, to explain and contextualize scientific phenomena. Read and navigate complex texts from multiple sources (e.g., journals, internet) and summarize the content in a way that shows understanding.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Teachers have been shown to be the most important variable impacting student achievement (Duschl et al., 2007), yet More than two thirds of middle school teachers, and close to three quarters of elementary teachers have inadequate preparation in science. Schools with the most high-needs students are at the greatest disadvantage, since they lack the resources to support effective training, and hire teachers with less experience, certification, and coursework ( Darling-Hammond, et al., 2009; Desimone, 2009; Presley, et al. 2005)

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Teachers will need to Model the use of scientific practices in the classroom and allow students ample opportunity to use these practices. Allow students to muck around, ask questions of each other, and work to understand the science themselves. Generate open-ended assessments that offer multiple entry points and different approaches to answering questions or solving problems. Provide the necessary support in order to give all students equal access to these activities regardless of their entering ability levels in science, engineering, and literacy.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY www.wested.org/mss Figure adapted from Horizon Researchs ATLAST Theory of Action model http://www.horizon-research.com/atlast

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Professional development focuses on the critical connections between science understanding classroom practice literacy support Bridging learning in these areas is key to teachers' success, and ultimately to the success of their students.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Science Investigations strengthen content knowledge, inquiry skills, and ability to identify and correct common misconceptions Literacy Investigations learn to implement classroom practices that strengthen students abilities to write, read, and talk in science-specific ways Teaching Investigations examine student thinking and explore instructional practices to help move students toward more accurate understandings Classroom Connections reflect on key concepts and consider how these pertain to their own work with students.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Listen to what these teachers are saying about MSS: https://www.youtube.com/channel/UCF3zTEvCDd8wbyufv522w0w

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY As a Presidential Awardee I am a strong science teacher, but Making Sense of SCIENCE has changed the way I teach. The content unfolds in a way that pushes my thinking and uncovers the challenges my students face. The rigorous science combined with the rich conversations around student work and literacy is what makes Making Sense of SCIENCE one of the best overall learning experiences I have ever had. ~ Wendy Pierce Classroom Teacher, Bozeman Public Schools

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Research shows compelling evidence that Making Sense of SCIENCE courses SHORT TERM Strengthen teachers science content knowledge and transform classroom practices. Gains this great are typically only seen in one-on-one teaching! LONG TERM Teachers maintain this knowledge over time one year after participation, teachers knowledge continued to grow.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Research also shows that these changes to teachers knowledge and practice Lead to increased student achievement for all ability levels Non-native English speakers improved more than native speakers Low-performing students showed the greatest gains

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY We are far too familiar with the poor results of many professional development programs so when I received a request from teachers for more Making Sense of SCIENCE, I took note. The excellent activities, all geared to the adult learner, spark conversation and deep learning. Making the explicit links to literacy skills provides much needed modeling and connections for teachers to support their students as they make connections across the curriculum. Impressed with the outcomes and feedback from staff, we successfully wrote a Title II Math-Science Partnership grant to expand the reach of this program throughout our district, as well as for staff at several neighboring districts. ~ Tim Peterson Assistant Director of Curriculum and Assessment Madison Metropolitan School District

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY a 2018 2019 2017 2016 2015 Group 1 teachers attend earth science PD (summer) and participate in PLCs (school-year) Group 1 Leadership Cadre members attend leadership workshops and facilitate PLCs Principals attend admin workshop Group 1 teachers attend physical science PD (summer) and participate in PLCs (school-year) Group 1 Leadership Cadre members attend leadership workshops and facilitate PLCs Principals attend admin workshop PROGRAM STUDY Final school selection and random assignment (fall) Data collection for all teachers begins (fall) Group 2 teachers attend earth science PD (summer) and participate in PLCs (school-year) Group 2 Leadership Cadre members attend leadership workshops and facilitate PLCs Group 2 teachers attend physical science PD (summer) and participate in PLCs (school-year) Group 2 Leadership Cadre members attend leadership workshops and facilitate PLCs Principals, teachers, and administrators attend information meeting (spring, fall) Data collection for all teachers, students, and classrooms (spring) Principals take annual survey Data collection for all teachers, students, and classrooms (spring) Principals take annual survey Teachers begin surveys in fall 2016 (3 surveys per year through spring 2018)

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY 4 th and 5 th grade teachers will Participate in 5-day summer institutes to deepen their understanding of earth and physical science concepts. Explore what teaching these concepts to students means and gain support for the implementation of the Next Generation Science Standards (NGSS). Form a Professional Learning Community (PLC) and collaboratively examine student work, provide peer- to-peer support, and refine instruction.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY 4 th and 5 th grade teachers will also Attend annual data collection meetings (fall 2015, spring 2017, and spring 2018) Fill out brief online surveys collected quarterly. Assist in collecting classroom and student data, as needed.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY The study will document the effects of the MSS intervention on teachers, classrooms, and students and will involve 60 schools and 300 teachers from Milwaukee (WI) and the greater Stockton area (CA). The study is a Randomized Control Trial (RCT). Schools will be randomly assigned to Group 1 or Group 2. Both groups will participate in data collection from fall 2015 spring 2018. Both groups will receive professional development, but at different times Group 1 in 2016-2018 and Group 2 2018-2019. WestEd Partners Empirical Education, Inc. Heller Research Associates Milwaukee Public Schools San Joaquin COE Stockton USD Teaching Channel

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Teacher data will be gathered in annual meetings (fall 2015, spring 2017, spring 2018) and via quarterly online surveys. Classroom data will be collected in the second year via teacher interviews and classroom videotaped observations. Student data (e.g., surveys and content quizzes) will be collected as part of classroom instruction. Teachers will collect parent consent forms. District data will be obtained on students (e.g., demographics, test scores, roster). WestEd Partners Empirical Education, Inc. Heller Research Associates Milwaukee Public Schools San Joaquin COE Stockton USD Teaching Channel

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Listen to what this regional coordinator is saying about MSS: https://www.youtube.com/watch?v=ubmHB5bGPqw

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Schools who participate will: Join as a team, have administrator support, involve all or most of the 4 th and 5 th grade teachers, and nominate a Lead Teacher to be part of the Leadership Cadre. Make a two-year commitment and agree to be randomly assigned to professional development as Group 1 (starting PD in 2016) or Group 2 (starting PD in 2018). Both groups will participate in data collection activities fall 2015 - spring 2018. Commit to having six 2-hour PLC meetings each year for two years.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Compensation for teachers includes: Participation in MSS summer institutes and school-year PLC follow-up meetings ($1000/year). Attending data collection meetings, classroom video-taping, and student data collection (up to $600/year). Compensation for schools includes: Money for science materials, based on participation ($600 for 3 teachers per school, $1000 for 46 teachers, $1500 for more than 6 teachers)

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Eligible schools must Serve low-income students. Join as a school with a minimum of three teachers across 4 th and 5 th grade committed to participate. Schools with more than three teachers across these grade levels need 75% or greater participation. Commit to participate in study-related activities (fall 2015 to spring 2018). Agree to be randomly assigned to Group 1 (PD starts summer 2016) or Group 2 (PD starts summer 2018), and commit to six 2-hour follow-up PLC meetings each year.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Teachers can apply to become a Lead Teacher and be part of the Leadership Cadre. Leadership Cadre members will: Serve as the point of contact for their school, and assist with communication. Coordinate six PLC meetings with their peers, each year, for two school years. Participate in four days of leadership workshops with a regional cadre of science leaders in 2016 and 2017. Visit WestEd.org/MSSi3 for more information and to apply.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Leadership Cadre members may also: Attend a 5-day MSS Facilitation Academy and co-lead teacher courses in Summer 2016 and 2017. Collaborate with the WestEd and Teaching Channel to conceptualize online resources, and create a digital library of classroom artifacts (e.g., student work, sample lessons) for teacher use. Leadership Cadre members will receive an additional stipend for each leadership activity and for facilitating teacher courses. Schools can nominate a Lead Teacher when they apply, or teachers can apply individually. Visit WestEd.org/MSSi3 for more information and to apply.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY One Facilitation Academy results in: 1.24 Leadership Cadre members development (12 pairs of Teacher Educators) equipped to lead MSS professional development. 2.Each pair co-leads a teacher course with 24 teachers. 3.These 24 teachers then return to their schools and impact an average of 25 elementary students each year they remain in the classroom. A single Facilitation Academy can impact 3,600 students in one year!

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Benefits for schools include School focus on science and literacy. Leadership development for teachers and administrators. Money for hands-on science materials.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Benefits for teachers include Stronger knowledge of physical and earth science concepts and how to teach those concepts to students. More confidence in teaching science, engaging students in sense making, and addressing misconceptions. Support in implementing scientific practices and cross-cutting concepts to address the NGSS. Increased literacy strategies and routines to help students read, write, and communicate in science.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Benefits for students include Improved science achievement. Improved skill in scientific reasoning and providing clear and accurate scientific explanations. Greater aptitude for reading, writing, and discussing science ideas. More positive dispositions toward science and future science learners. Reduced achievement gaps based on student demographics, entering abilities, and English proficiencies.

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Preparing our teachers for inquiry science instruction was a district priority. Teachers were concerned with their personal content knowledge as well as assessing learning in the experiential setting. The Making Sense of SCIENCE course served both needs, while building confidence and excitement for engaging students in the real world of science. Our teachers found the professional development directly applicable to their classrooms, and it supported improved teaching and learning for student success! ~ Darlene Ryan Principal Chapel Hill, NC

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY 1.Confirm that all school eligibility requirements are met. 2.Obtain teacher and principal approval. 3.Visit our website: www.WestEd.org/MSSi3 and submit a School Application form.www.WestEd.org/MSSi3

E X P L O R E T H E M O D E L CONNECTING SCIENCE, TEACHING, & LITERACY Lissa Gilmore CA Site Coordinator [email protected] | 209.468.9170 Kathy Huncosky WI Site Coordinator [email protected]| 510.302.4258 Kirsten Daehler WestEd Project Director [email protected] | 650.381.6402 Drika Weller WestEd i3 Program Manager [email protected] | 650.381.6417 To learn more about the program and to apply: www.WestEd.org/MSSi3

making sense of science and literacy is an investing in innovation (i3) project. the i3 program is a...

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