© 2006 Michigan State University, PROM/SESupported by NSF Cooperative Agreement EHR-0314866 PROM/SE...

© 2006 Michigan State University, PROM/SE Supported by NSF Cooperative Agreement EHR-0314866

PROM/SE Science AssociatesWinter Institute

SMART Consortium

February 23, 2006

Corporate College East, Warrensville Heights, Ohio

© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866

• Christina Mazuca, MSU PROM/SE Team

• George Viebranz, SMART program director

• Lee Cogan, MSU PROM/SE Team• Kathy Wight, MSU PROM/SE Team• Marty Couretas, PROM/SE Site

Coordinator, Ingham• Dave Grueber, MSU PROM/SE Team• Natalie Lenz, MSU PROM/SE Team


Goal

To use assessment and opportunity-to-learn data to make curricular decisions about Earth/Space Science, K-12


ObjectivesParticipants should have:

• Deeper understanding of student learning as a function of the intended and enacted curriculum

• Content areas where you need to expand your own understanding

• Content areas in which your students have particular difficulty

• Basic ideas in Earth/Space Science


Overview of the day:• Using data to make

curricular recommendations:introduction Bedrock School District

• What do our students know about Earth/Space Science: small groups by grade band

• LUNCH

• Analysis of district reports and strategic planning

• Critical friends review and report


USING EVIDENCE AND DATA

DEEPENING

CONTENT

KNOWLEDGE

BECOMING

A LEADER

© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

PROM/SE Capacity Building: Associates

© 2006 Michigan State University, P-TEDS Supported by NSF Grant REC-0231886

The PROM/SE Process

Gather Data

Analyze Data

Interpret DataDesign

Solutions

ImplementChanges

IdentifyChallenges

ConjectureReasons

© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866


The questions we are exploring today:

• What are the intended, implemented, and attained curricula in the area of Earth Science within PROM/SE grades and districts, and how are they related?

• What questions and hypotheses does this raise for us, and how will we take next steps in our district?


The Many Aspects of Curriculum ….

intended

implemented

attained

standards, benchmarks, indicators

student performance

what teachers do in classrooms


Intended Curriculum: system-wide policies, plans, & goals

Implemented curriculum: goals, strategies, & practices carried out in classrooms

Attained curriculum: pupil knowledge, skills, & attitudes

Tripartite Model of Curriculum


• From School Districts– Topic Trace Maps

• From Systems– Textbooks

• From Teachers– Teacher Content Goals

• From Students– Student Assessment

Sources of Data in PROM/SE

Intended

Implemented

Attained

Potentially Implemented


An Earth/Space Science Item The Moon is much smaller than the Sun. How can the Moon block the sunlight during a total eclipse of the Sun?

A. The Moon cannot block all the sunlight; therefore only partial eclipses of

the Sun are possible. B. The Moon can block the sunlight because the Moon is so much closer to

the Earth than the Sun is.

C. The Moon can block the sunlight because the Moon is much more dense than the Sun.

D. The Moon cannot actually block the sunlight but the spin of the Earth

makes it appear as if the Sun is blocked

TOP 4 Average "Grade 12" 61.0INTERNATIONAL Average "Grade 12" 54.3

UNITED STATES Grade 12 61.2

PROM/SE Grade 9 58.5PROM/SE Grade 10 60.3PROM/SE Grade 11 61.4PROM/SE Grade 12 59.7


Grade Earth FeaturesEarth ProcessesEarth and the

UniverseEarth FeaturesEarth Processes

Earth and the Universe

Earth FeaturesEarth ProcessesEarth and the




UniverseEarth Features Earth Processes


DistrictTop-

achieving countries

1 2 1 0 0 1 1 0 0 0 5.1 5.8 0 1 1 n/a

2 0 1 2 0 1 1 0 0 0 0.6 6.1 4.7 1 1 1

3 1 0 0 1 2 0 1 0 0 7.3 4.7 3.1 4 1 4 51.7 50.2 47.5 78.4 73.2

4 1 1 2 2 3 0 2 0 0 3.3 0.7 0.7 1 3 1 62.8 72.3 58.9 77.2 79.8

5 3 0 0 2 0 1 2 1 1 6.6 7.2 0.1 5 5 4 71.2 70.1 62.8 85.3

6 1 0 0 1 1 0 3 1 2 0 0 11.6 5 5 4 46.5 55.8 46.1 41

7 2 3 0 1 2 0 5 2 2 2.1 0 2.1 3 5 3 30.9 57.3 48 47.2 44.7

8 1 1 0 2 2 2 5 3 2 6.4 4 9.7 3 3 1 53.1 72.3 50.7 53 50.4

9-12 0 0 0 n/a n/a n/a 52.8 42

9-12 20 34.7 0 4 4 n/a 63.4 40.3

9-12 0 0 0 n/a n/a n/a 65.3 59.8

9-12 n/a n/a n/a n/a n/a n/a 68.7 68.9

9-12 0 0 0 n/a n/a n/a 36.4 50.9

9-12 n/a n/a n/a n/a n/a

1 Knowing simple information; using apparatus2 Simple data collection activities3 Integrating information4 Designing and conducting investigations5 Interpreting data, formulating conclusions; reasoning and problem solving

Performance Type:

Earth Science

BEDROCK SCHOOL DISTRICT

Intended Curriculum - Topics Intended in the District or State Curriculum

Implemented Curriculum - Reported Coverage of Topics by Teaching Staff

Attained Curriculum - Measured by Student Performance

Primary Performance Type - Student Performances Expected (50%+ of staff)

PROM/SE Test % correct

TIMSS Sub-test % Correct

Life Science

Number of Intended Topics for District

Number of Intended Topics for OH

Number of Intended Topics by TIMSS Top-achieving Countries

% of Instructional Time Spent on Topics - District

Average

Advanced Placement

Earth Science

Physics

Chemistry

Integrated/ Physical/ General Science


Grade Earth FeaturesEarth ProcessesEarth and the




Universe

1 2 1 0 0 1 1 0 0 0

2 0 1 2 0 1 1 0 0 0

3 1 0 0 1 2 0 1 0 0

4 1 1 2 2 3 0 2 0 0

5 3 0 0 2 0 1 2 1 1

6 1 0 0 1 1 0 3 1 2

7 2 3 0 1 2 0 5 2 2

8 1 1 0 2 2 2 5 3 2

9-12

9-12

9-12

9-12

9-12

9-12

Intended Curriculum - Topics Intended in the District or State Curriculum

Life Science

Number of Intended Topics for District

Number of Intended Topics for OH

Number of Intended Topics by TIMSS Top-

achieving Countries

Advanced Placement

Earth Science

Physics

Chemistry

Integrated/ Physical/ General Science





5.1 5.8 0 1 1 n/a

0.6 6.1 4.7 1 1 1

7.3 4.7 3.1 4 1 4

3.3 0.7 0.7 1 3 1

6.6 7.2 0.1 5 5 4

0 0 11.6 5 5 4

2.1 0 2.1 3 5 3

6.4 4 9.7 3 3 1

0 0 0 n/a n/a n/a

20 34.7 0 4 4 n/a

0 0 0 n/a n/a n/a

n/a n/a n/a n/a n/a n/a

0 0 0 n/a n/a n/a

n/a n/a n/a

Implemented Curriculum - Reported Coverage of Topics by Teaching Staff

Primary Performance Type - Student Performances Expected (50%+ of staff)

% of Instructional Time Spent on Topics - District

Average

Grade

1

2

3

4

5

6

7

8

9-12

9-12

9-12

9-12

9-12

9-12

Performance types:

1. Knowing simple information; using apparatus

2. Simple data collection activities

3. Integrating information

4. Designing and conducting investigations

5. Interpreting data, formulating conclusions, reasoning and problem solving


Earth Features Earth Processes Earth and the

Universe

DistrictTop-

achieving countries

51.7 50.2 47.5 78.4 73.2

62.8 72.3 58.9 77.2 79.8

71.2 70.1 62.8 85.3

46.5 55.8 46.1 41

30.9 57.3 48 47.2 44.7

53.1 72.3 50.7 53 50.4

52.8 42

63.4 40.3

65.3 59.8

68.7 68.9

36.4 50.9

n/a n/a

Attained Curriculum - Measured by Student Performance

PROM/SE Test % correct

TIMSS Sub-test % Correct

Grade

1

2

3

4

5

6

7

8

9-12

9-12

9-12

9-12

9-12

9-12


• What do the data tell you about the intended, implemented, and attained curriculum?

• What questions does the data raise for you?

• How would you pursue the answers?

• Do you have any hypotheses?


• Looks like from district data more is happening in 7th than in 8th, even though Ohio calls for 8th grade.

• Under earth/universe only 2 grade levels (2nd, seems early) and 4th, yet in TIMSS it’s heavier at higher grades, done more abstractly (but attended not addressed at 6-7-8)

• What is intended by district differs from what is intended by the state

• Achievement seems unrelated to time spent on topic

• Expectation doesn’t match time


intended implemented attained


Green Sheet Questions:

• What does it look like to be a science student in a particular grade across schools within a district in a particular subject area?

• What does it look like to be a student in a particular district in a particular subject area?


Task:

• Create a map identifying intended,implemented, and attained curriculum for students in Bedrock School District


• What prior knowledge is needed to progress in understanding of Earth Science?

• Has prior knowledge needed for understanding the concepts been addressed and assessed in earlier grades? Where?

© 2006 Michigan State University, PROM/SESupported by NSF Cooperative Agreement EHR-0314866 PROM/SE...

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