Secondary Science Curriculum Alignment Meeting 1

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Secondary Science Curriculum AlignmentMeeting 1

• Instructional Materials Adoption

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Welcome

• Refreshments
• Look over the agenda
• Lunch Plans
• Introductions

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Meeting Dates

• October 3, 2005 800-400 IRC, Conference Room
  A Middle
• October 10, 2005 800-400 IRC, Conference Room
  A Elementary
• October 24, 2005 800-400 IRC, Conference Room
  A Secondary
• November 7, 2005 800-400 IRC, Conference Room
  A Elementary
• December 6 , 2005 800-400 IRC, Conference Room
  A Secondary
• December 7, 2005 800-400 IRC, Conference Room
  A Elementary
• January 23, 2006 800-400 IRC, Conference Room
  A Secondary
• January 27, 2006 800-400 IRC, Conference Room
  A Elementary

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Participants

• Ed Amesbury
• Greg Biance
• Kevin Bingham
• Gloria Bishop
• Tim Byrne
• Emily Casey
• Mark Cassidy
• Marcie Clutter
• Rebecca Clymer
• Linda Connors
• Amanda Crawford
• Beth Evans
• Sherina Finley
• Gary Pearcy

• Sandy Pope
• Kirk MacGinnis
• Tracy Rash
• Jennifer Sasser
• Sandy Schneider
• Ryan Selby
• Carol Shapot
• Janice Slattery
• Gene Trescott
• Michelle Tripp
• Diane Walker
• Melaney West
• Cindy Williams
• Ed Bailey

• Laurie Grant
• Jack Hall
• Judy Johnson
• Cyndi Jones
• Donna Kenady
• Janet Love
• Robin Martone
• Steve McCarthy
• Vicky McCraine
• Amber McLain
• Helge Olsen
• Barbara Olsen-Fleming

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Our Mission

• Create a Vision for Citrus County Secondary
  Science and compare it with elementary.
• Identify Essential Outcomes
• Understanding of Power benchmarks
• Selection of Instructional materials to support
  our vision.

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Ground Rules

• Value all opinions and be considerate of others
• Make sure points are shared in a concise and
  clear manner
• Feel free to share views
• Respect the views of others
• 5. The committee will work as a whole .

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Rules of the Road

• Fall 2005

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What is our current reality?
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Successes

• Essential outcomes from classes/lesson
  developments
• Teachers have unity on essential questions and
  philosophies
• Training for teachers
• Wide representation of all levels
• SSS drives the curriculum

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Improvements

• Communication to teacher/school from curriculum
  alignment team members
• All teachers on board
• Getting a diverse group of teachers together
• Follow up from CAT Meetings
• Base set of rules
• Teacher buy in to time invested in process
• State guidelines/proper directions
• Responsibilities of purchasing/role definition

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What qualities (characteristics) do you believe
comprise an effective adoption process?
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An effective adoption process results in

• Standards based
• Student Performance - focused/success/achievement
  
• Implementation
• Materials applicable for all teacher levels
• Novice to experienced
• Teacher needs are met
• Consistent implementation in county
• Alignment (Vertical/Horizontal)
• Measurement and evaluation components

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An effective adoption process includes

• Acceptance
• Values, Respect, Positive Attitude
• Knowledge of Content
• Clear and Compelling Process
• Clear set of agreed upon rules/plan
• Including people who want to be involved
  Representation of team members/stakeholders.
• Staff Development and Training
• Communication district to school
• Team representation of a variety of stakeholders
• Begin with end in mind

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Key Questions

• Who will participate in the process?
• How do we ensure quality committee members?
• What does an efficient/effective process look
  like?
• How do we decide what subjects constitute an
  in-depth process?
• When meetings take place
• How do we determine a timeline
• What role does the publisher have in the process
• How do we ensure a smooth process?
• Note Need to minimize disruption

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Key Questions

• 4. How do we share the work and results of the
  committee?
• 5. How do we address non-consensus?
• How does decision making occur?
• b. How do we ensure that we obtain consistency
  that is vertical and horizontal in implementation

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Key Questions

• 7. What are the key components of the adoption
  process that can occur from K-12 (core beliefs,
  common focus? Philosophy essential?)
• How do we use the adoption process as a catalyst
  for change?
• What constitutes an instructional material?

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Who Will Participate

• Curriculum Specialist, AP in charge of curriculum
  (all school sites)
• Reading Representative (Coach)
• Administrator
• District Staff
• Primary/Intermediate Representative from
  Elementary, 6,7,8 Middle, High School
  discipline/expertise.
• ESE Representative (perhaps 1 or 2 people per
  committee who has a background)
• Community Representative? (SAEC)
• Technology Consideration (if needed)

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How do we ensure quality committee members?

• Identification by school leadership core team.
• Collaboration between district and principals.
• Core Leadership Team helps at schools help to
  make selection?
• Open minded
• Leadership oriented
• Understanding role- They represent the work of
  the group and not necessarily the school.
• Student focused

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What does an efficient/effective process look
like?
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Phase ISummer prior to adoption year.

• Current Reality (district, state national
  direction)
• Data analysis
• Summary of best practices
• Philosophy
• Development of Essential Questions
• Criteria for selection- focus of text as resource
  and does not drive the curriculum

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Phase IIAdoption, Late Fall

• Criteria for selection
• This will eliminate texts
• Screening Process
• This will narrow the selection down as well.
• Goals and objectives
• Course sequence
• Material Selection

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Phase IIISummer, Early Fall

• Sample instructional plan
• Assessment/Progress monitoring
• Instructional Resources
• Professional development
• School/Parent Community Involvement

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Publishers Role

• Obligation to conduct initial conversations done
  with the district contacts
• District sets time to tell representatives when
  they can hold conversations with schools
• Provide materials for screening
• Provide all supporting materials after screening
  of remaining series.
• Emphasis on text and core of their program (not
  the free stuff)

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Publishers Role cont.

• What is their support program?
• Expectation to follow timelines and time periods
  for presentations
• Assist in ordering and follow up process
  (in-service)
• Communicate in an efficient and expedient
  manner/process? Adherence to our timelines.

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How do we decide what subjects constitute an
in-depth process?

• The process will be guided by the phases.
• Phases may be adjusted to accommodate needs based
  on differentiated circumstances and content
  areas.

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How do we ensure a smooth purchasing process?

• Need Clarification
• Purchasing Process Perhaps subcommittee to come
  up with a guidebook for the budget.

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Need to minimize disruption

• As many phases as possible in summer/addressed
  through timeline.

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How do we share the work and results of the
committee

• PowerPoint/Ideas shared.
• Perhaps a website to share information, such as
  agenda and minutes from meeting. Have all ground
  rules posted on website. Included embedded
  links.
• Email staff during the process.
• Report out at school meetings.

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How do we address no consensus

• What is consensus? (Can you live with this
  decision?)
• If I cannot live with it, then you dont have
  consensus.
• Prior to checking consensus, there needs to be a
  large amount of facilitated discussions and
  sharing of ideas.

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• First try to come to consensus. How do we
  identify consensus? (5 strong 3 Can live
  with it 1 Disagree) Public or Private
  Display.
• If consensus is not met Dialogue should occur
  opportunity for discussion/reflection about
  position. (Written or silent)
• Vote 2/3 majority (Use of CPS system?)
• Decision made by DSC team based on the
  information gathered at the meeting with
  representation from an administrator and members
  from Ed Services
• (Ask elementary administration if they are
  willing to participate?)

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Book Screening

• Criteria (Power)
• SSS/SPS
• Hands on/Lab
• Reading in Content/Lexiles
• Differentiated Instruction
• ESE
• LEP

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Book Screening

• 2. Rubric (Point Value System as a Product of
  the Summer Group?)
• Create by core team different by subject area
• Rigor/relevance
• Blooms
• Assessments
• Technology
• Staff Development
• Cost consumables (not a major factor)

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How do we obtain consistency that is vertical and
horizontal?
This needs to relate to frameworks. Perhaps we
could have parallel work groups in the summer.
If the groups are small, this will help. The
framework document could help in the vertical and
horizontal articulation. Common Assessment
County Wide Department meetings
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What are the key components of the adoption
process that can occur from K-12?
Core beliefs, common focus, philosophy, essential
elements. Ties in with frameworks
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Participants

• Barbie Anderson
• Janet Reed
• Kelly Tyler
• Bill Farrell
• Jennifer Sasser
• Mark Brunner
• Tom Curry
• Kathy Pomposelli

• Gloria Bishop
• Leigh Ann Bradshaw
• Mike Geddes
• Denise Willis
• Kit Humbaugh
• Mark Klauder
• Amber McLain

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Current Reality
In what ways do you communicate the work of this
group with your school?
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Current Reality

• Last meeting

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Current Reality
Middle School Direction http//www.citrus.k12.fl.u
s/edserv/klauderm/middle_school_sci_direction.htm
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Current Reality
UBD Process, Skill, Fact, Benchmarks
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Research
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8th Grade
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Science 8th Grade FCAT 2005
297
291
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(No Transcript)
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School Results
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8th Grade Citrus 297/ State 291
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Content Area 8th Grade
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11th Grade
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(No Transcript)
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(No Transcript)
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(No Transcript)
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Science Instruction What is the Best Approach?
A research based presentation
for Citrus County
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Project 2061 Science for All Americans
In 1985, the American Association for the
Advancement of Science (AAAS) began a long term
initiative to reform K-12 science education known
as Project 2061. This resulted in 3 programs
designed help meet science standards.
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The Three Programs for Meeting Science Standards
are
Benchmarks for Science Literacy
National Science Education Standards
Scope, Sequence, and Coordination of Secondary
School Science
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National Science Education Standards

• Science as Inquiry
• Physical Science
• Life Science
• Earth Space

• Science Technology
• Science in Personal and Social Perspectives
• History and Nature of Science

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The Framework for Restructuring Science
Education Should Encompass the Following Goals
The science curriculum teaches the scientific
concepts and processes outlined in the national
standards
The science curriculum incorporates the content
and processes of science
The science curriculum provides meaningful,
engaged learning for all students
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Classroom science inquiry is goal oriented and
moves along a continuum incorporating various
strategies and activities.
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What does this mean for Citrus County?
Assessment
Methodology
Curriculum
Support
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"The path of least resistance and least trouble
is a mental rut already made. It requires
troublesome work to undertake the alternation of
old beliefs." John Dewey
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Three Levels of Inquiry
Structured Inquiry exemplifies scientific ways
of thinking and doing to initiate student
responsibility for the process
Guided Inquiry continues to exemplify
scientific ways of thinking and doing while
transitioning more responsibility for thinking
and doing from the teacher to students
Student-initiated Inquiry exemplifies thinking
and behaving in scientific ways to solve personal
and socially important problems
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An Inquiry based curriculum should
Promote problem solving skills by applying
concepts, theories, principles, and laws across
disciplines
Foster independent scientific thinking through
investigation of phenomena
CURRICULUM
Integrate math and technology with science
Promote connections between science disciplines
Reduce content while boosting scientific
understanding and student achievement
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Science inquiry takes away the notion that the
teacher has all the answers and allows the
students to find the answers themselves. It
allows misconceptions to bubble up and lets
teachers take advantage of them. Korman,
Stone Academy
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Should encompass one or all of the following
Hands-on/use of technology and equipment
Use of Gardners Multiple Intelligences to meet
student needs
METHODOLOGY
Reading for information and content
Student discussions, reflections, and drawing of
conclusions
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You cant get all the information you need from
just paper-and-pencil activities. Over the
years, Ive learned to do different kinds of
assessment to obtain more information about the
kids and their learning. Judy Snider, teacher
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While paper-and-pencil tests are important, the
teacher should no longer rely on them as a sole
means of assessing student progress and
achievement. Performance-Based assessment should
be equally utilized.
ASSESSMENT
In 2002, ASSET published research data indicating
improvement of scores on state assessment tests
were directly connected to inquiry-based science
lessons, while incorporating hands-on activities
in the classroom.
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Examples of Performance-Based Assessment

• Portfolios sampling of student produced
  materials

• Journals reflective thinking

• Self-Evaluation self-judging by student

• Practical observation of problem-solving
  skills through experiments and open-ended
  situations

• Oral interviews for students more adept at
  speaking than writing

• Concept mapping organizing ideas

• Diagrams for students with verbal/reading
  challenges

• Creative scrap books, videos

• Rubrics pre-established for student/teacher use

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The lack of teacher training has a direct effect
on the way students learn, or fail to learn
science. Teachers need a good understanding of
the concepts of science as it leads to improved
student understanding. Susan Doubler, project
director at TERC, a nonprofit education
research and development organization
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Professional Development is strongly recommended
in the area of Science, regardless of the
curriculum and methodology.
Results from the recent Bayer Report, which
surveyed 1000 teachers, showed that only 18
rated their training in and ability to teach
science as an A. 42 were rated as C or below.
Only 7 of the 250 deans of colleges of education
surveyed said they were very confident that
students are receiving a good science education
due to lack of teacher training.
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Teachers need opportunities
to become researchers
for partnerships between teachers or school and
colleges or universities
SUPPORT
to attend conferences and meetings for science
instruction
to observe and coach other teachers
to try new practices in a risk-free environment
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Community Involvement
Community members and parents participation in
science instruction as experts, aides, guides, or
tutors
Active involvement of community members on task
forces for curriculum, staff development,
assessment, and other areas vital to learning
SUPPORT
Opportunities for teachers, administration, and
school staff members to visit informally with
community members to discuss the life of the
school, resources, and greater involvement of the
community
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The following K-12 model is a prime example of
how to approach learning science through inquiry.
Tennessee State K-12 Model
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The graph depicts the suggested amount of
instruction time to be spent at the various grade
levels on each of the four components of science
education.
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Doing what you have been doing, and getting what
you have been getting Harry Wong
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Is our current curriculum, methodology, and
assessment enough?
Inquiry-based learning will
Foster scientific literacy and understanding of
scientific processes
Engage students and leads them to become
independent scientific thinkers
Promote mathematical and technological skills
Enhance student attitudes towards science and
math while boosting performance
Create meaningful classroom discussions
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Gerry Wheeler, executive director of the National
Science Teachers Association, commented on
current research and surveys
There is a huge wake-up call out there, but no
one is picking up the phone.
Lets be the first to answer!
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The Research Team
Emily Casey
Mark Cassidy
Lora Davis
Randy Hobson
Rene Johnson
Cindy Jones
Janet Love
Steve McCarthy
Kathy Presti
Barbara Shore
Laurie Traum
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Created By
Mark Cassidy
Rene Johnson
Laurie Traum
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Edthoughts
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Power Benchmarks
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(No Transcript)
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State Directions
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Adoption
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Identify Core Objectives