The Data Speaks for Itself

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How do we know it works?

• The Data Speaks for Itself -

East Bay Educational Collaborative Warren,
RI www.ebecri.org
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Making Claims Based on Evidence

• The Data Speaks for Itself -
• A look at
• El Centro, California
• University of Iowa
• Horizons Research
• NAEP 2000 data
• Other Case Studies

East Bay Educational Collaborative Warren,
RI www.ebecri.org
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Where is El Centro?
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The Community and Students

• Mean income 16,322
• Poorest of all 58 counties in California
• 30 unemployment rate
• 36,000 students in 14 Districts
• In El Centro
• 6,500 K-8 students
• 11 Title I, School-wide Project Schools
• 73 Free/Reduced Lunch
• 51 English Language Learners
• 10 Migrant
• 81 Hispanic, 12 Caucasian,
• 4 African-American, 3 Asian

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Evidence

• SAT 9 Science Achievement Test
• Science-Literacy Connection
• Writing in lab notebooks
• District writing proficiency
• SAT 9 Reading Test

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El Centro Data

• Stanford 9 Achievement Test Science Scores
• 1998-99 NPR
• Gr4 Gr6
• Mean NPR 36 40
• Participating 43 49
• Non-Participating 25 31

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El Centro Data

• Stanford 9 Achievement TestScience Scores
• 1998-99 NPR - Sorted by Years in Program
• Years Gr4 Gr6
• CUM 36 40
• 0 21 27
• 1 32 32
• 2 38 42
• 3 47 50
• 4 53 64

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El Centro Data

• Stanford 9 Achievement TestReading Scores
• 1998-99 NPR Grade 4 Sorted by Years in Program
• Years LEP EO
• CUM 33
• 0 21 30
• 1 22 39
• 2 39 51
• 3 34 57
• 4 49 64

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El Centro Data

• District Writing Proficiency
• Grade 6Spring 1999 Results
• Cumulative Pass 71
• Participating Classes 89
• Non-Participating Classes 58

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El Centro Data

• District Writing Proficiency
• Grade 6Spring 1999 Results Years Passing
• 0 25
• 1 58
• 2 73
• 3 88
• 4 94

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UC Eligibility Rate for Underrepresented
Students Valley Imperial Project
Every Child Every School Every Day
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Scientists Notebooks

• El Centro Model
• Focus Question
• Hypothesis/Prediction
• Planning
• Data/Observations/Diagrams
• Making Meaning Conference
• Claims and Evidence
• Conclusions
• Next Steps/Applications

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Scientists Notebooks

• El Centro Model
• Focus Question
• Hypothesis/Prediction
• Planning
• Data/Observations/Diagrams
• Making Meaning Conference
• Claims and Evidence
• Conclusions
• Next Steps/Applications

• National Science Education Standards
• Ask questions
• Plan and conduct simple investigations
• Employ simple equipment and tools to gather data
  and extend the senses
• Use data to construct a reasonable explanations
• Communicate investigations and explanations

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Scientists Notebooks

• El Centro Model
• Focus Question
• Hypothesis/Prediction
• Planning
• Data/Observations/Diagrams
• Making Meaning Conference
• Claims and Evidence
• Conclusions
• Next Steps/Applications

Storylines
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RI Statement of Enduring Knowledge PS 2 Energy is
necessary for change to occur in matter. Energy
can be stored, transferred and transformed, but
cannot be destroyed.
RI GSEs for 3-4 Students demonstrate an
understanding of energy by4c Describing or
showing in many ways that heat can be produced
(e.g., electricity, friction, burning). 4d
building a complete circuit drawing and
labeling diagrams of electrical circuits and
explaining what makes a complete circuit. 4e
Using experimental data to classify a variety of
materials as conductors or insulators Students
demonstrate an understanding of energy in their
world by 4f Making observations of natural
phenomena (e.g., static electricity)
Assessment Target Given a specific example or
illustration (e.g., simple closed circuit,
rubbing hands together), predict the observable
effects of energy (i.e., light bulb lights, a
bell rings, hands warm up (e.g., a test item
might ask, what will happen when?)
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Big Idea Animals are like one another other in
some ways, and different in other ways.
RI Statement of Enduring Knowledge PS 1 All
living organisms have identifiable structures and
characteristics that allow for survival
RI GSEs for 3-4 Students demonstrate an
understanding of classification of organisms
by 1b identifying and sorting based on similar
or different external features 1c observing and
recording the external features that make up
living things
Assessment Target Sort/classify different
living things using similar and different
characteristics.
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RI Statement of Enduring Knowledge PS 1 All
living organisms have identifiable structures and
characteristics that allow for survival
LS1 (K-2)4 Students demonstrate understanding
of structure and function-survival requirements
by 4a Identifying the specific functions of the
physical structures of a plant or an animal (e.g.
roots for water webbed feet for swimming). LS1
(3-4)4 Students demonstrate understanding of
structure and function-survival requirements by
4a Identifying and explaining how the physical
structure/characteristic of an organism allows it
to survive and defend itself (e.g. of a
characteristic the coloring of a fiddler crab
allows it to camouflage itself in the sand and
grasses of its environment so that it will be
protected from predators). 4b Analyzing the
structures needed for survival of populations of
plants and animals in a particular
habitat/environment (e.g. populations of desert
plants and animals require structures that enable
them to obtain/conserve/ retain water).
Focus Questions and Understandings (Big Ideas)
Assessment Target LS1 (K-4) FAF 4 Identify and
explain how the physical structures of an
organism (plants or animals) allow it to survive
in its habitat/environment
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Owl Moon A Focusing Activity
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On Having Goals A Metaphor/Analogy
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University of IowaThe Science Writing Heuristic

• El Centro Model
• Focus Question
• Hypothesis/Prediction
• Planning
• Data/Observations/Diagrams
• Making Meaning Conference
• Claims and Evidence
• Conclusions
• Next Steps/Applications

Brian Hand and Carolyn Keys, Sep 2005
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The Science Writing Heuristic

• El Centro Model
• Focus Question
• Hypothesis/Prediction
• Planning
• Data/Observations/Diagrams
• Making Meaning Conference
• Claims and Evidence
• Conclusions
• Next Steps/Applications

The Science Writing Heuristic

• A template for student thinking.
• Beginning ideasWhat are my questions?
• TestsWhat did I do?
• ObservationsWhat did I see?
• ClaimsWhat can I claim?
• EvidenceHow do I know? Why am I making these
  claims?
• Negotiating meaning
• ReflectionHow have my ideas changed?

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Solving a Mystery
The Death of Mr. Xavier
Focus Question How did Mr. Xavier die?
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CSI Ashton School
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Results of Science Writing Heuristic Studies
(American Chemical Society California
Diagnostic Exam)

• Longitudinal study over three semesters
• 700 hours of classroom observations
• TAs were ranked as being high, medium, or low
  implementers of the SWH
• Students were ranked as being high, medium, or
  low in their acceptance of the SWH approach

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Results of Science Writing Heuristic Studies
(American Chemical Society California
Diagnostic Exam)

• The higher both the TA and the student group were
  ranked, the more apparent the learning gains
  were.
• The difference between the high and low classroom
  dynamic represents a variation of one whole grade
  level on the students cumulative semester
  results.
• This score was regardless of student ability
  level (e.g., students in the top half of the
  class versus the bottom half of the class).

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A College Chemistry Lab (SWH)
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A College Chemistry Lab (SWH)
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A 5th Grade Scientists Notebook
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A 5th Grade Scientists Notebook
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The Death of Mr. Xavier
Why did we do this?

• Goal To have students experience a Making
  Meaning Conference
• Big Idea Making meaning happens when students
  communicate with one another, the group, and by
  writing in their notebook

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Horizons Research DataLooking Inside the
Classroom

• Observed a nationally representative sample of
  364 K-12 science and mathematics lessons
• 30 school districts around the nation
• Lessons equally divided among K-5, 6-8, and 9-12
  divided equally between science and mathematics.

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Among the Questions Addressed by Inside The
Classroom

• How does science instruction look in the
  nations classrooms?
• Are students actively engaged in pursuing
  questions of interest to them?
• Is there a climate of respect for students ideas
  and questions? Are students encouraged to
  generate ideas and questions?
• Are adequate time and structure provided for
  reflection and sense-making?

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Among the Questions Addressed by Inside The
Classroom

• How does science instruction look in the
  nations classrooms?
• Are students actively engaged in pursuing
  questions of interest to them?
• Is there a climate of respect for students ideas
  and questions? Are students encouraged to
  generate ideas and questions?
• Are adequate time and structure provided for
  reflection and sense-making?

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• What percent of science lessons nationally are
  high quality?

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Overall Lesson Rating Scale

• Level 1 Ineffective instruction
• a. passive learning
• b. activity for activitys sake
• Level 2 Elements of effective instruction
• Level 3 Beginning stages of effective
  instruction (low, solid, high)
• Level 4 Accomplished, effective instruction
• Level 5 Exemplary instruction

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Key Elements of High Quality Instruction

• Engage students with the science content
• Create an environment conducive to learning
• Ensure access for all students
• Use questioning to monitor and promote
  understanding and
• Help students make sense of the science content.

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National ResearchNational Assessment of
Educational Progress (NAEP)
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Correlation between inquiry-centered activities
or investigations in science and student
achievement (Grade 4) Source National
Assessment of Educational Progress (NAEP)
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Correlation between inquiry-centered activities
or investigations in science and student
achievement (Grade 4) Source National
Assessment of Educational Progress (NAEP)
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A Study of the Effects of Hands-On/Inquiry-Based
Instruction on SAT9 Reading Scores Jerry
Valadez, et. al Fresno, CA
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A Study of the Effects of Hands-On/Inquiry-Based
Instruction on SAT9 Reading Scores Jerry
Valadez, et. al Fresno, CA

• Inquiry-based science programs promote the use
  of critical thinking skills shown to be
  associated with increased reading comprehension

Source Valadez, J. Freve, Y. (2002). A
Preliminary Summary of Findings from a Study of
the Effects of Hands-On/Inquiry-Based Instruction
on SAT9 Reading Scores. Available
sustainability2002.terc.edu/invoke.cfm/page/143
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Dade County, Florida Science Kit students also
achieved higher scores in Mathematics
Computation, and Mathematics Applications.
Report on Achievement Effects of Hands-on
Science Dade County, Florida (1996)
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Science IDEAS Research-Based Evidence (Science)
Science IDEAS research published in 1992 -
Journal of Research in Science Teaching 2001
International Journal of Science Education)
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Science IDEAS Research-Based Evidence (Reading)
Science IDEAS research published in 1992 -
Journal of Research in Science Teaching 2001
International Journal of Science Education)
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Science IDEAS Research

• Findings showed that standard and at-risk
  students participating in Science IDEAS made
  significant gains in both reading comprehension
  and science when measured using the ITBS and MAT
• Research cited in National Reading Panel and
  numerous other sources

Science IDEAS research published in 1992 -
Journal of Research in Science Teaching 2001
International Journal of Science Education)
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Einstein Project Cornerstone StudyGreen Bay,
Wisconsin

• Einstein Project provides inquiry-centered
  curriculum units to over 60 districts around
  Green Bay, WI. The study showed
• Einstein students averaged 18 points more than
  non-Einstein students when applying science
  concepts and drawing conclusions.
• Einstein Project students used correct science
  terminology 81 of the time more compared to
  non-Einstein students at 20. (Remember our
  quotes?)

Source www.einsteinproject.org/studies/index.shtm
l
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ASSET Project University of Pittsburgh
ASSET fifth grade students' scores were
significantly higher than both international and
national scores (p lt 0.05) at both the 4th and
7th grade levels ASSET students use
inquiry-based science units exclusively (FOSS,
STC, Insights, SEPUP, STC/MS, MARS)
Source School Science and Mathematics Journal,
volume 101, Number 8, Dec. 2001(pp. 417-426).
Available lsc-net.terc.edu/do.cfm/paper/7118/show
/use_set-lsc_init
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University of Rhode Island

• Compared science achievement of 226 fifth graders
  from RI LSC districts that have kit-based inquiry
  curriculum units supported by intensive PD, with
  data from 173 fifth graders from non-LSC
  districts using non-kit science materials that
  have no systematic PD.

Young, B. J., Lee, S. K. (2004, April). The
effects of a kit-based science curriculum and
intensive science professional development on
elementary student science achievement. Paper
presented at the American Educational Research
Association, San Diego, CA.
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University of Rhode Island
Kit-based classrooms scored significantly higher
than students with non-kit classrooms on both
pre- and post-test (even though there were more
minutes of science instruction in the non-kit
classrooms).
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East Bay Collaborative 2005 Study of 641 RI 5th
GradersUSING TIMSS Released Tasks
Source Dr. Anne M. Seitsinger, National Center
on Public Education and Social Policy at the
University of Rhode Island, June 2005
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East Bay Collaborative Study of 641 RI 5th
GradersUSING TIMSS Released Tasks
Source Dr. Anne M. Seitsinger, National Center
on Public Education and Social Policy at the
University of Rhode Island, June 2005