DOCUMENT RESUME

ED 344 747 SE 052 537

AUTHOR Turner, JeannineTITLE Improving Mathematics and Science Teaching: 1990-91

ESEA Title II Evaluation Report.INSTITUTION Austin Independent School District, Tex. Office of

Research and Evaluation.REPORT NO AISD-Pub-90-46PUB DATE Jun 91

NOTE 39p.

PUB TYPE Reports - Evaluative/Feasibility (142)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Elementary Secondary Education; Inservice Teacher

Education; *Instructional Improvement; *MathematicsEducation; Preschool Education; *ProgramDescriptions; *Science Education; *Teacher EducationPrograms; Teacher Improvement; *Teacher Workshops

IDENTIFIERS *Austin Independent School District TX

ABSTRACTThe Elementary and Secondary Education Act (ESEA)

Title II was a 12-month project for the improvement of mathematicsand science teaching in grades pre-kindergarten through 12 for theAustin Independent School District comprising approximately 2,400elementary and secondary mathematics and science teachers. Thisdocument includes: (1) an executive summary and an evaluation summaryof the project; (2) evaluations by both the participants and thefacilitators of the staff development workshops which acquaintedteachers with the latest improvements in instructional techniques and,materials in elementary and secondary mathematics and science; (3)

the evaluation of the secondary mathematics graduate course by theparticipants; (4) an evaluation summary of the instructionalmaterials; (5) an evaluation of the professional meetings formathematics and science teachers; (6) an evaluation of the scope andsequence writing for secondary science teachers with examples; and(7) descriptions of project activities summarized for elementarymathemat:i.cs, elementary science, elementary gifted and talented,secondary mathematics, and secondary science. (JJK)

************************************W**********************************Reproductions supplied by PDPS are the best that can be made

from the original document.***********************************************************************

Improving Mathematics and Science Teaching:1990-91 ESEA Title II Evaluation Report

AL

u S. DEPARTMENT OF EDUCATION(Owe of Educabonai Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

Plis document has been reproduced asreceived from the person or organizationoriginating it

P M.nor changes have been made to Improvereproduction duality

e Points of view or opinions slated In this document do not necessarily represent officialesmescerelliOE RI position or policy

Austin Independent School DistrictOffice of Research and Evaluation

Jim, 1991

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

F . Holley

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

2 BEST COPY AV'AZA2,11

90.46

Austin Independent School DistrictDepartment of Management InformatienOffice of Research and Evaluation

)

ItirloROVING MATREMAillWSCIENCE, 31ING t44

I 9 I ESEA Title 1 t EvaltoiRepOrt

Author: Jeallititze niter

Program Description

Elementary and Secondary EducationAct (ESEA) Title H funds were usedin a 12-month project for the im-provement of mathematics andscience teaching in grades pre-Kthrough 12. ESEA was designed toserve all 2,422 elementary andsecondary mathematics and scienceteachers in the Austin IndependentSchool District. In 1990-91, AISDreceived $93,737. The projectprovided:

Staff development work-shops,

Funds for teachers to attendprofessional meetings,

Development of scopes andsequences for science,

Curriculum developement fora first-grade gifted andtalented pilot program focus-ing on engineering andscience,

Materials, and

Tuition/stipends fur teachersto attend developmentCourses.

Major Findings

1. Generally, most teachers rated the staff develop-ment workshops very positively (p. 4).

2. Secondary mathematics teachers attending agraduate course rated the experience highly(P. 17).

3. Elementary and secondary teachcis gaveinstructional materials high ratings (p. 19).

4. Teachers who attended professional meetingsrated them favorably (p. 25).

S. The pilot program for first-grade gifted andtalented students received positive reviews(p. 22).

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TABLE OF CONTENTS

ErECUTIVE SUMMARY

CONCLUSION

INTRODUCTION 1

EVALUATION SUMMARY 3

WORKSHOP EVALUATIONS 4

Elementary Mathematics 4

Elementary Science 9

Secondary Mathematics 12

Secondary Science 14

SECONDARY MATHEMATICS GRADUATE COURSE EVALUATION 17

MATERIALS EVALUATIONS 19

Elementary and Secondary Mathematics 19

Elementary and Secondary Science 21Elementary Gifted and Talented 22

PROFESSIONAL MEETINGS 25

SCOPE AND SEQUENCE/CURRICULUM WRITING 27

DESCRIPTION OF PROJECT ACTIVITIES 30

ELEMENTARYMathematics 30

Science 30

Gifted and Talented 31

SECONDARYMathematics 32

Science 33

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CONCLUSIONDR,

Overall, Title II funds were used effectively to improvemathematics and science teaching. The workshops, elementary andsecondary, were very well received by the participants. All ofthe professional meetings were given high ratings. A graduatecourse attended by selected secondary mathematics teachersreceived positive reviews. A pilot program for first-gradegifted and talented students received high ratings. In addition,teachers appraised elementary and secondary mathematics andsecondary science materials as useful and effective for improvinginstruction.

Furthermore, scopes and sequences were developed for selectedsecondary science courses and a pilot program was developed forgifted and talented students attending kinderrarten. At present,an evaluation of the scopes and sequences or the kindergartenpilot program cannot be determined because they will not beinstituted until September, 1991.

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INTRODUCTIC

ESEA Title II was a 12-month project for the improvement ofmathematics and Lcience teaching in grades pre-K through 12. Theproject was designed to serve all elementary (gradee pre-K-5) andsecondary (grades 6-12) mathematics and science teachers. In the1990-91 school year AISD employed 1,835 elementary teachers, 334secondary mathematics teachers, and 253 secondary scienceteachers. From July, 1990 through June, 1991, $93,737 from TitleII provided:

. Staff development workshops to acquaint teachers with thelatest developments in instructional techniques andmaterials in their field,

Consultamts_to develop secondary science scopes andReguences to establish a formalized curriculum forscience throughout the District,

Funds for teachers to attend professional meetings toprovide for teacher involvement withtn their profession,

. WieriAlg_t_o_aggompapy_trAining in new methods ofinstruction,

Tuition/stipends for mathematics teachers to attend agraduate development course, and

atacig_oat_t_g_y_1112.tsspar_ai_t_x_g_iofted and talentgdstudents in the first grade.

Figure 1 displays the elements of the 1990-91 Title II project bycomponent. Project activities are described in detail in a latersection of this report, "Description of Project Activities."

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FIGURE 1ELEMENTS OF ESEA TITLE II

1990-91

ESEATIMEHCOMPONENTS

Staff Development

Workshops

Scope 8 Sequence

Curriculum Writing

Attendance at

Professional Meetings

Materials Tuition/Stipends

Elementary Mathematics X X X

Elementary Science X X X X

Elementary Gifted 8 Talented X X X

Secondary Mathematics X X X X X

Secondary Science X X X X X

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EVALUATION SUMMARY

The ESEA Title II evaluation focused on collecting, analyzing,and reporting information about the following.

A. Staft_development_workshops were offered to elementaryand secondary mathematics and science teachers. Datawere collected through:

1. Interviews with AISD instructional coordinators, and

2. Questionnaires distributed to teachers following everyworkshop.

B. Professional meetings were attended by selectedelementary mathematics teachers and secondary mathematicsand science teachers. Following the meetings,participants received questionnaires. Data werecollected from the teachers who returned evaluations.

C. ftimateriala were received by elementary and secondarymathematics and science teachers. Evaluationquestionnaires were distributed following each staffdevelopment workshop where teachers were able toparticipate in demonstrations of the new materials.

D. aggp_u_AnLAgstungpa were developed for selectedsecondary science courses. The scopes and sequencescomponents were collected through administratorinterviews.

E. j,I2t.varrsviasx_siftgglangLitklented students in firstgrade was evaluated through teacher questionnaires. Asimilar pilot program was designed for kindergarten.

Because the major portion of the project activities occurred atthe end of the school year, and funds for evaluation wereexpended by June 30, 1991, the evaluation was primarily of theprocess type. Very limited outcome data were available atout theeffectiveness of the staff curriculum development by theconclusion of the term of the funded evaluation. The ultimateimpact of the efforts to improve curricula, instructionalmaterials, and teacher training in science and mathematics canonly be ascertained over the long term, and then indirectlythrough the examination of global indicators of studentachievement, which are influenced by a myriad of other factors.

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WORKSHOP EVALUATIONS

Generally, all of the elementary and secondary mathematics andscience workshops were given high ratings by the participants.Most comments from the teachers were positive also.

ElementAry Mathematics

Elementary teachers and administrators were offered one ';'.01

workshop and one spring workshop. The fall workshop, held onNovember 24, 1990, concentrated on training teachers in ti-1 use

of Geoboards. Different evaluation questionnaires were 4_2d forthis workt.lhop because it was hosted in the fall. The springworkshop concentrated on the use of simple calculators.

The Geoboards workshop, held on November 24, 1990, had 33participants; 16 administrators, 12 teachers, and 5 teaching

aides. Overall, the responses were quite positive, Of the 33returned questionnaires, respondents strongly agreed or agreed

that:

Interest was maintained (91%),

Content was relevant/useful (88%), and

Presenters were knowledgeable and well prepared (97%)

(see Figure 2).

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FIGURE 2ELEMENTARY MATHEMATICS

WORKSHOP EVALUATION1990-91

PRESENTER WAS KNOWLEDGEBLEAND WELL PREPARED.

N ES

SO%

SO%

40%

20%

0%

INTEREST WAS MANTAINED.N IN

Tel

STRONGLY

AGREE

AGREE NEUTRAL DISAGREE

5

1. 0

100%

05

SO%

40%

20%

0%STRONGLY

AGREE

CONTENT WAS RELEVANT/USEFULN 1111

IV%

NNEUTRAL MAMIE

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Title 11 provided one spring elementary mathematics workshop heldon April 11, 1991. This workshop was attended by 28participants; all returned questionnaires. Out of the totalparticipants, 15 (54%) were elementary administrators, 10 (38%)were elementary teachers and 3 (11%) were listed as "other." The"othem" consisted of two aides ana one librarian. The workshopfocused on using calculators in elementary classrooms.Altogether, a total of 28 (100%) questionnaires were returned andanalyzed. Overall, the responses were quite positive, with mostrespondents strongly agreeing or agreeing that:

. The staff development workshop was beneficial and helpful(100%),

. Receiving this training would make them better teachersof mathematics and/or science (96%),

Overall, the training was worthwhile (100%).(see Figures 3 and 4).

100%

00%

00%

40%

20%

0%

rIGURE 3ELEMENTARY MATHEMATICSWORKSHOP EVALUATION

1990-91

THE 8TAFFDEVELOPMENTWORK8HOPMRSIENEFICIALAWHELPFUL

N al

TRONGLY AGN EE NEUTML DISAGREE STROM GLYAGREE REE

6

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100%

80%

00% -

FIGURE 4ELEMENTAn MATHEMATICS

NOR:WHOP EVALUATION1990-93.

OVERALL I THINK THETRAINING WAS WORTHWHILE.

40% -

20%

0%0% 0% 0%

100%

INOINILY AGM liorrNAL MAIM STRCINGLI 00%MOW GISPAIRES

7

00%

40%

20%

0%

RECEIVING THIS TRAINING WILLMAKE ME A BETTER TEACHER OF

MATHEMATICS/SCIENCE.N 20

0% 0% 0%

TRONGLY ME NEUTRAL ONIA;AKE STRONGLYAGREE ONAORES

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Responding to the question "What did you like most about thetraining?" participants commented:

. Fun activities with calculators. They all kept myattention.

I enjoyed the exposure to all the different possibilitiesof calculator usage.

The relation of basic math concepts to algebra and higherlevel math processes was very helpful.

Answering the question, "Will this training change yourinstructional methods, If so, how?" participants responded:

Yes! Children who achieve math concepts with difficultywill benefit tremendously with the use of the calculator.

Yes, creative ideas and hands on for slow-learners; allcan get higher-level thoughts.

Greater emphasis will be placed on thinking skillsassociated with calculators instead of simplecalculations.

Participants offered the following comments to the question, "Rowwill this training improve student achievement?":

. Calculator use is a life skill long overdue in elementaryclassrooms. Problem-solving abilities will improve.

. It will develop better students/ analysis and evaluationskills which will enhance their thinking and academicskills.

Will validate problem solving rather than computationalskills.

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An elementary science workshop was held on June 4, 1991. A totalof 75 teachers attended, and 66 (86%) teachers turned inclmpleted questionnaires. Of the teachers who returnedquestionnaires, 57 (86%) were elem,ntary teachers and theremaining 9 teachers (14%) were junior high or middle schoolteachers. Generally, teachers rated the workshop favorably, andalmost all comments were positive. Negative comments focusedattention on the crowded facilities of the workshop site.Elementary science teachers strongly agreed or agreed that:

The staff development workshop was beneficial and helpful(98%),

Receiving this training would make them better teachersof mathematics and/or science (93%), and

Overall, the training was worthwhile (99%)(see Figures 5 and 6).

FIGURE 5ELEMENTARY SCIENCE

WORKSHOP EVALUATIONS1990-91

THE STAFF DEVELOPMENT WORKSHOPVII*8 BENEFICIAL AND HELPFUL

N

0% 0%

STRONGLY AGREE MISTRAL DISAGREE STRONGLY?ARSE DISAIIREE

9

4

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100%

SO%

SO%

40% -

FIGURE 6ELEMENTARY SCIENCE

WORKSHOP EVALUATIONS1990-91

RECEIVING THI8 TRAINING WILLMAKE ME A BETTER TEACHER OF

MATHEMATIC8/8CIENCE.

20%-

T1%

N SS

LW

2%AIL% I

2%

STSOISINX was MUTSU SWAM MOSSO"OAKS MOM

100%

OVERALL, I THINK THETRAINING WA8 WORTHWHILE.

N SS

STISCOOLYAMOS

eatretet. STRONGLYDIMORIS

The comments from the questionnaires were mainly positive Intheir comments, teachers showed enthusiasm for the exposure tonew instructional methods and ideas. Responding to the question,"What did you like most about the training?" teachers from the"Science and Technology" workshop commented:

. I enjoyed the "hands-on" experience with the laser discmaterial.

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The fact that we were taken through the materials step bystep.

. The presenters were articulate, intelligent, andinteresting.

I eajoyed the science lessons which make it "fun" for thestudents.

Participants responding to the question, "Will this trainingchange your instructional methods? If so, how?" commented:

. Yes! It will give me a lot of resources I didn't havebefore.

. Visual and hands on really get the point across and kidslove it!

. Yes! I will be using the laser disc and more visualteaching.

. Yes. I am trained to integrate two new materials to thescience program (laser discs and new books).

The workshop was successful, &ccording to the Elementary ScienceInstructional Coordinator. Although she was pleased that so manyteachers participated, the workshop was quite crowded because 10teachers showed up unexpectedly without previously signing up.She realized a great deal of material was covered in one day andhas offered an optional attendance follow-up session to allowteachers more experience with using the laser disc. Most of theworkshop participants have expressed a desire to attend.

90.46

Secondary Mathematics

Secondary mathematics teachers were offered five workshops at theend of the school year. A total of 86 teachers attended theworkshops, and 84 (98%) turned in completed questionnaires.Among the respondents, 47 (56%) were middle school or junior highschool teachers and 37 (44%) were high school teachers. Allparticipants rated the workshops positively. Very few negativecomments were received. Most of the negative comments expresseda desire to have more time to work with materials. Teachersstrongly agreed and agreed that:

. The workshop was well organized (98%),

. The leader of the workshop was informed and insightful(100%), and

. The objectives of the workshop were clear (99%).

Figure 7 displays results from other questions.

TIMMY AGREE TT%

1

FIGURE 7SECONDARY MATHEMATICSWORESHOP EVALUATIONS

1990-91

N 84

NEUTRAL 1%

AGREE 22%

THE STAFF DEVELOPMENT WORKSHOPWAS BENEFICIAL AND HELPFUL.

12

STRONGLY AGREE

N 84

RECEIVING THIS TRAINING WILL MAKE ME ABETTER TEACHER OF MATHEMATICS/SCIENCE.

1 7

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Comments were positive in all workshops. Some teachers in the"Using the TI-34 Scientific Calculator In the Classroom," workshopresponding to the question, "What did you like most about thetraining?" conmented:

I enjoyed actually getting to do the procedures on thecalculator.

The hands-on calculator use and worksheets were verybeneficial.

Instruction was thorough and there was time to practice.

Collaborating with other teachers about their ideas.

Responding to the question, "How will this training improvestudents' achievement?" teachers from the "Using the GraphicsCalculator in the Mathemat!Lcs Classroom" workshop commented:

It will allow studellts to see more graphs and how changesin the equation will affect the graphs.

It will enable us to do many things much quicker!

They will have high interest and motivation.

They will gain experience relating technology to theirmath concepts.

The Secondary Mathematics Instructional Coordinator believes thatthe workshops were successful. He stated that the workshopsexposed teachers to the latest technology and teachingtechniques, which was the main objective. Many of the teachersexpressed a desire for more in-depth knowledge. His only lamentwas that he wished more teachers had attended, especially becausethe workshops were so well received.

13

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Secondary Science

Secondary Science offered a laser disc technology workshop incombination /itlh an inservice meeting to develop scopes andsequences for seventh-grade life science and ninth-grade biologycourses. The purpose of the inservice was to infuse laser disctechnology images into curriculum and to bridge the curriculumfrom middle school to high school. A total of 31 teachers andone administrator attended the workshop. Altogether, 25 (81%)questionnaires were returned and analyzed. Of the teachers whoreturned questionnaires, 12 (48%) were junior high or middleschool teachers and 12 (48%) were senior high school teachers.One aftinistrator was present. Teachers responded positively.Middle and high school teachers strongly agreed or agreed that:

. The staff development workshop was beneficial and helpful(96%),

Receiving this training would make them better teachersof mathematics and/or science (96%), and

Overall, the training was worthwhile (96%)(see Figures 8 and 9)

SO%

FIGURE 8SECONDARY SC7ENCE

WORKSHOP EVALUATION1990-91

OVERALL, I MINK THETRAINING WA8 WORTHWHILE.

40% -

20% -

0%

24%

4%

\\\\\\N °",STRONGLY AGREE NEUTRAL STRONGLY

AGREE DISAGREE

141 9

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FIGURE 9SECONDARY SCIENCE

WORKSHOP EVALUATION1990-91

THE STAFF DEVELOPMENT WORKSHOPWAS BENEFICIAL AND HELPFUL

N 26100%

SO%

40% -

20%

STRONGLY AGREE NEUTRAL DISAGREE STRONGLYAGREE DISAGREE

%

SO%

40%

RECEIVING THIS TRAINING WILLMAKE ME A BETTER TEACHER OF

MATHEMATICS/SCIENCE.N 26

20% -

0%

SO%

sTmoNoLY AGREE NEUTRAL DISAGREE SYNONYMAGREE DISAGREE

Comments from the teachers were mostly positive. Teachersresponded enthusiastically to the laser disc technology. On thenegative side, the majority of teacher complaints centered on thefeeling that more time was needed to complete their task and towork with materials. Answering the question, "How will thisimprove student achievement?" participants replied:

The curriculum will now do a better job of meeting theneeds of students; it will be better coordinated betweengrade levels.

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Students will get more foundation, more depth, and lessfluff!

Each course will bui)d upon another. Students will beable to experience continuity and experience moresuccessful transfer of information.

This training will increase students' interest andmotivation.

Teachers responding to the question, "What did you like mostabout the training?" commented:

That I was instrumental in developing relevantcurriculum.

I enjoyed the interactions with the laser disc and thecommunications with high school teachers.

I most liked the exchange of ideas and the sharing sothat scope and sequence could be achieved and all canimprove teaching.

To see correlation between junior and senior high biologycurriculum and a "real" curriculum guide and outlineproduced.

According to the Secondary Science Instructional Coordinator, theworkshop was very successful. He was particularly pleased at theenthusiasm of all participants and the interaction between juniorhigh and senior high school teachers. The laser disc trainingcorrelated visual images with the generated scope and sequence.

16 21

GRADUATE COURSE EVALUATION

All secondary mathematics graduate course participants gave thecourse high ratings and positive comments.

This year, for the firEt time, secondary mathematics teacherswere offered the opportunity to parLicipate in a graduate courseoffered at Southwest Texas State University. Title II funds paidfor the tuition of 16 participants to attend Math 5304 whichconcentrated on the use of manipulatives and technology in thedevelopment of a problem-solving focus in algebra and geometry.The course was eight weeks in length and met Tuesday and Thursdayevenings from October 9 - November 29, 1990. Of the 16participants, 14 (88%) returned questionnaires; 2 (13%) weremiddle or jurior high school teachers, and the remaining 12 (75%)were senior high school teachers. All responses were positive.The participants of the graduate course strongly agreed or agreedthat:

. The course was beneficial and helpful (100%),

. The course was well organized (86%),

. Attending tnis course would make them better teachers ofmathematics and/or science, and

. Overall, the couse was worthwhile (100%)(see Figure 10).

Although comments were not solicited, one teacher wrote on thequestionnaire, "This was more beneficial than one-day workshops.It was valuable because it required a considerable effort fromthe participant. I would like to see one of these given forcalculus, etc."

0

17

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N 16

FIGURE 10SECONDARY MATHEMATICS

GRADUATE COURSE EVALUATIONS1990-91

STRONGLY AGREE 100%

THE GRADUATE COURSE WASBENEFICIAL AND HELPFUL.

STRONGLY AGREE 03%

STRONGLY AGREE 03%

N 16

AGREE 7%

ATTENDING THIS COURSE WILL MAKE ME A

N 16 BETTER TEACHER OF MATHEMATICS/SCIENCEBECAUSE I AM NOW MORE INFORMED OF THECURRENT AINANCEMENTS IN THE FIELD.

OVERALL, I THINK THIS COURSEWAS WORTHWHILE.

18

AGREE 7%

90.46MATERIALS EVALUATIONS...1

Almost all teachers rated new materials highly and gaveoptimistic responses for their future use.

Elementary and Secondary Mathematics

Secondary Mathematics purchased new instructional materials withTitle II funds. Many of the workshops trained teachers to usethe materials in the classroom, and.the only exposure thatteachers had to ttem prior to the evaluation was through theworkshops. The questionnaires that teachers completed followingeach staff development workshop included questions about thematerials presented. All of the opinions examined in elementaryand secondary mathematics were formed with minimal exposure tothe instructional materials and without using them in theclassroom.

A total of 86 secondary mathematics teachers attended workshopswhich used the ORE-developed questionnaires that askedparticipants about the materials presented. Altogether, 84 (98%)completed questionnaires. Almost all teachers were verysatisfied with the materials. Most teachers strongly agreed oragreed that:

. The materials presented were compatible with the traininggiven (100%), and

. The materials were effective in improvingmathematics/science instruction (96%)(see Figure 11).

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N 84

FIGURE 11ELEMENTARY AND SECONDARY MATHEMATICS

MATERIALS EVALUATIONS1990-91

STRONGLY AGREE 74%

AGREE 26%

THE MATERIALS PRESENTED WERECOMPATIBLE WITH THE TRAINING GIVEN.

N 84

STRONGLY AGREE 70%

THE MATERIALS WERE EFFECTIVEIN IMPROVING MATHEMATICS/SCIENCE

INSTRUCTION.

Commenting on the materials, semidary teachers participating inthe "Using the Calculator in Middle School" workshop responded:

Using calculators will allow students to do things--specifically computations--quicker and thus allow morework on "cnncepts."

Teaching with the calculators will help students betterprepare for real-life situations involving math.

By using the calculators, students will be able tounderstand more functions and cover more advancedmaterial.

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Elementary. and Secondary Science

Elementary Science purchased three "Voyage of the Mimi" videokits and three Apple 2E computers by which to use the kits.Surveys were distributed at the laser disc workshop whichincluded questions about the materials. Altogether 99 teachersparticipated in the elementary and secondary workshops; 91 (92%)questionnaires were returned and analyzed. Of the 91respondents, 57 (63%) were elementary teachers, 21 (23%) werejunior high or middle school teachers, and 12 (13%) were seniorhigh school teachers. One administrator attended a workshop.Overal', the participants rated the materials positively. Theteachers strongly agreed and agreed that:

The materials presented were compatible with the traininggiven (96%), and

The materials were effective in improvingmathematics/science instruction (95%)(see Figure 12).

N 91

Si RON GLY

DISAGREE 1%

FIGURE 12ELEMENTARY AND SECONDARY SCIENCE

MATERIALS EVALUATIONS1990-91

STRONGLY AGREE 67c,

f

NEUTRAL 3%AGREE 29% DISAGREE 1%

ThE MATERIALS PRESENTED WERECOMPATIBLE WITH THE TRAINING GIVEN.

N 91

STRONGLY AGREE 74%

AGREE 21%

THE MATERIALS WERE EFFECTIVEIN IMPROVING MATHEMATICS/SCIENCE

INSTRUCTION.

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Comments related to the materials were very positive. Mostteachers believe that the laser disc technology will facilitateunderstanding, especially for visual learners. Teacherscommented on the laser discs as follows:

Visual learners will do much better; children canexperience things they never had a chance to see.

. With laser disc technology, students will receive multi-modality learning.

With this technology, students will, I believe, reallyget more excited about science and will retain moreinformation and get the big picture of what science is

all about.

Elgmentaxy_gifted and_Talented

Elementary Gifted and Talented teachers were awarded a total of

$1,399.54 in instructional materials. The materials were scienceteaching aids for their classrooms and were awarded as anincentive for leading an after-school science club beyond normal

work hours. The science teaching aids were received the last

week of school, and their effectiveness will not be evaluated

until next year. Science club activities and participation arediscussed further in the "Description of Project Activities"section of this report.

A first-grade pilot program for gifted and talented students wasused at one elementary school. The program plan was titled"Design Technology" and consisted of lesson plans involvingengineering for children. A Design Technology Kit was purchased

for use in conjunction with the lesson plans. The kit consisted

of tools and materials for building structures, wheels, axles,

etc. Four teachers piloted the program and returned evaluation

questionnaires. All teachers rated the program and materials

very positively. The teachers strongly agreed that:

The Design Technology activities included teachingstrategies which were effective in their classroom(100%),

. They have a need for teaching materials such as thiswhich encourage creativity in science (100%), and

Design technology curriculum could make their studentsmore aware of careers in science and engineering (100%).

Elementary Gifted and Talented teachers were offered eightdifferent mathematics computer-game programs available for check-

out on a monthly basis. Each program focused on a different

22P-2

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mathematics aspect and contained different degrees of difficulty.Teachers were asked to respond to questionnaires after they hadused a program. See Figure 13 for a description of themathematics computer programs. All questions on the survey wereopen-ended. Responses were very positive. One teacherresponding to the question, "Would you buy this program for yourclass? Why or Why Not?" offered the following comment concerningthe "Solve It!" computer program:

. Yes. The program is clear and well written. It held theinterest of my students and offered a number of problemsat each level, all of which have variables, so they aredifferent each time you play. The levels provide clearprogression of skills taught. It gave good use of hintsand positive and constructive feedback. There were notmany graphics, but the few it had were interesting.Also, the accompanying manual was well written and hadgood activities for use in the classroom and worksheetsfor use with the program.

Another teacher, after using the "How the W.I.gst Was One + Three xFour" program, offered the following suggestions for use of thisprogram:

. This program works well with groups because of the needfor seeing several possible solutions and choosing onlyone. After use in a group it could be used in a labsetting, two students per computer.

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FIGURE 13MATH COMPUTER PROGRAMS AVAILABLE TO

GIFTED AND TALENTED TEACHERS1990-91

BALANCING BEARThis program provides a visual introduction to additionand inequalities. There are four levels of difficultyand multiple solutions are possible. Many problems onlevel four have no solution at all.

SUBTRACTION WITH BALANCING BEARStudents discover different subtraction strategies asthey remove and combine numbers to achieve one or morecorrect answers. They must also recognize when a problemhas no solution.

MULTIPLY WITH BALANCING BEARStudents learn about number relationships inmultiplication.

THE ENCHANTED FORESTStudents must use attributes to identity shapes and sortthe shapes into conjunctions, disjunctions, andnegations.

HOW THE WEST WAS ONE + THREE X FOURThis exciting mathematics strategy game teaches order ofoperations and the importance of using parentheses.Students expand their problem-solving strategies as theystrive to beat their opponent--either another student orthe computer.

TAKING CHANCESExplores the principles of probability with a highlychallenging program. Students learn how sampling withreplacement produces different results from samplingwithout replacement.

SOLVE IT!This program uses a game format in which students playthe role of a detective using a detective agency database. The student uses exploration and discovery skillsto analyze and synthesize information in order to solvethe mysteries. An evaluation of the student's problem-solving abilities is given at the end of the session.

BUILDING PERSPECTIVEThis is a challenging game of spatial perceptioninvolving different perspectives of various buildings.

24

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PROFESSIONAL MEETINGSAMMIMMOMM"

All conference participants responded favorably and expressed thebenefits obtained from attending.

In 1990-91, 51 secondary mathematics and science staff membersattended professional meetings (the total includes 47 teachers,four administrators.) Figure 14 shows the dates and locations ofthe conventions.

FIGURE 14SECONDARY MATHEMATICS AND SCIENCE PROFESSIONAL MEETINGS

1990-91

MATHEMATICS

National Council of Teachers of Mathematics (NCTM)April 17-20, 1991

New Orleans, Louisiana

SCIENCE

National Science Teachers Association (NSTA)March 27-30, 1991

Houston, Texas

Following each meeting, the teachers completed a questionnaire toevaluate their experiences at the convention. Of the 51convention attendants, 34 (66%) turned in a completedquestionnaire. Among respondents, 27 (79%) were science teachersand 7 (19%) were mathematics teachers. Altogether, 8 (24%) weremiddle school or junior high school teachers, 24 (71%) were highschool teachers, and 2 (6%) were administrators. The teachersresponded very favorably to the conventions. See Figure 15.

Although comments were not solicited, several teachers includedremarks on their questionnaires.

The conference was wonderful. I received many usefulmaterials that I shared with both students and fellowteachers!

I was able to use demonstrations and materialsimmediately upon my return.

I received a lot of useful resources for my classes.

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STRONGLY AGREE 78%

1/

FIGURE 15PROFESSIONAL MEETINGS

SECONDARY SCIENCE AND MATHEMATICS1990-91

N 34

ATTENDING THIS CONFERENCE WILL MAKE ME ABETTER TEACHER OF MATHEMATICS/SCIENCEBECAUSE I AM NOW MORE INFORMED OF THECURRENT ADVANCEMENTS IN THE FIELD.

STRONGLY A3REE 01%

N 34

111

N 34

AGREE 3%

STRONGLY AGREE 97%

THE PROFESSIONAL CONFERENCE WASBENEFICIAL AND HELPFUL

AGREE TS

OVERALL I THINK THIS CONFERENCEVMS WORTHWHILE.

2 6 31

90.46 SCOPE AND SEQUENCE/CURRICULUM WRITING

Scopes and sequences were developed for 7th-grade life scienceand 9th-grade biology courses. Gifted and talented curriculumwa.4 developed for kindergarten and lst-grade students focusing onengineering and science.

Secondary Science Scopes and Se uences

Secondary science scopes and sequences were developed for 7th-grade life science and 9th-grade biology. Scopes and sequencesfor othel grades will be developed over the next four years.Because the development of the scope and sequence tat .s are socomplex, the scopes and sequences of two particular coursesinstead of all AISD science courses were developed for thesecondary science curriculum. According to the Secondary ScienceInstructional Coordinator, a scope and sequence for a givencourse provides the framework for which concepts will be taughtduring the school year. In addition, it suggests the sequenceand gives details of each concept. The scopes and sequences weredeveloped to create a more uniform curriculum throughout theDistrict in life science and biology, to focus on audio/visualmaterials, and to streamline the curriculum.

The 7th-grade life science scope and sequence was developed by 15AISD middle school teachers over a four-day period in conjunctionwith a laser disc technology workshop. The Secondary ScienceInstructional Coordinator sent a letter to each middle school toinvite one or two teachers to participate. Teachers were chosenat each respective school by their interest and merit. Theteachers received a stipend for their work. Following theirdevelopment of the scope and sequence, the teachers will returnto their school as trainers for the other 7t1grade teachers.

The 9th-grade biology science scope and sequence was developed by15 high school teachers over a period of four days in conjunctionwith the same laser disc workshop attended by the middle schoolteachers. The selection process was the same as with the 7th-grade teachers, based on interest and merit. The teachersreceived a stipend for their work. The teachers who developedthe biology science scope and sequence returned to their schoolto train the other 9th-grade teachers.

Basic course outlines were generated in correlation with thetextbooks and videodiscs. The Secondary Science InstructionalCoordinator was extremely pleased with the results and felt thatthe week had been very productive. He further believed that theteachers who participated realized the important role they playedin putting the scopes and sequences together. Figure 16 presentsa sample scope and sequence for 7th-grade life science.

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90.46

FIGURE 16SECONDARY SCIENCE SCOPE AND SEQUENCE (SAMPLE)

1990-91

7t1A-Grade Life ScienceI. Cells

Objectives!The student will be able to:1. identify the cell as the basic unit of all living

things.2. identify parts of cells and tell what they do.3. differentiate between plant and animal cells.

II. PlantsObjectives:

The student will be able to:1. identify plant parts (gross anatomy of stems; flowers,

seeds/spores, roots).2. describe what plant parts do.3. explain the role of photosynthesis in the environment.

4. explain the importance of plants economically andenvironmentally.

5. explain uses of plants by man and other organisms.

III. AnimalsA. BehaviorObjectives:

The student will be able to:1. observe animal behaviors, i.e., stimulus-response,

territory, social, migration, instinct.2. recognize the importance of beneficial and harmful

organisms.

B. Endangered SpeciesObjectives:

The student will be able to:1. define extinct, endangered, threatened, mutations.2. explain the impact of humans on wildlife.3. discuss ways wildlife can be protectef2.

IV. Ecology/Environmental ProblemsObjectives:

The student will be able to:1. discuss relationships between ecology, bi)sphere,

ecosystems, environment, habitats, populations, andcommunities.

2. analyze environmental relationships, including foodchains, food webs, food pyramids, producers, consumers,and de,mmposers.

3. discLes the noncept of cycles.

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90.46

Curriculum Writing for Design Technology, Elementary Gifted andTalented Pro ram

Title II funds were disbursed for four teachers to review thepilot lessons used in the Design Technology pilot program.During a six-hour session, the teachers reviewed and rewrote asneeded the lessons for the first-grade curriculum which focusedon engineering and science. Furthermore, a Kindergarten DesignTechnology was developed by the Elementary Gifted and TalentedScience Specialist for use next year. See Figure 17 for a sampleof the Kindergarten Design Technology Curriculum.

FIGURE 17ELEMENTARY GIFTED AND TALENTED

CURRICULUM FOR DESIGN TECHNOLOGY1990-91

Learning Experiences and Lessons:

Learning Experience One:1. Natural and synthetic2. Properties of natural3. Mixtures of materials

Materials that we usematerialsand synthetic materialsand properties

Learning Experience Two: Structures and models1. Tents and Tepees2. Balance and StaLility: Calder mobiles3. Models of structures

Learning Exderience Three: Levers1. We use.balancing: two for the see-saw2. A card that moves with levers3. Levers change direction of movement4. Mechanicals I: Toys that move using levers

Learning Experience Four: Cams: Wheels that work levers1. Wheels and Axles2. Pop-up scenes

Learning Experience Five: Rubber band power1. Paddleboats, Ahoy!2. First Technology Fair

90.46

ELEMENTARY

LDESCRIPTION OF PROJECT ACTIVITIES IE]s_m_en.tasy24athematics

Two lementary mathematics workshops offered during the 1990-91school year concentrated on manipulative. and calculator usage.A week-long workshop is planned for the last week of June (24-28)which will concentrate on "Making Math Memorable." Because oftime constraints, the evaluation results of that workshop cannotbe included in this report.

The workshops were organized by the AISD instructionalcoordinator responsible for the elementary mathematicscurriculum. The workshops were sponsored in connection withRegion XIII, the educational service center for Austin areaschools. The workshops are being held in AISD schools.

The leader of the elementary mathematics staff developmentworkshop was a consultant from Region %III.

Questionnaires were used for the workshop evaluations. Twodifferent forms were utilized, an evaluation from StaffDevelopment that is generally used following all workshops and anevaluation developed by ORE specifically for the n-thematics andscience workshops. The Staff Development evaluation form wasused in the first elementary mathematics workshop. The twoquestionnaires are similar in their questioning format; however,the ORE evaluation included more open-ended questions thatsolicited comments.

Elementary Mathematics purchased 95 simple calculators and 70geoboards with Title II funds.

nementary Science

The elementary science staff development workshop concentrated onteaching laser disc technology and integrating life science,physical science, and earth science.

The workshop was organized by the AISD instructional coordinatorresponsible for the elementary science curriculum. The workshopwas one day in length. It was held at the Hyatt Regency Hotel onJune 5, 1991. The leader of the workshop was a scienceconsultant from Optical Data Corporation, the producers of thelaser discs and Windows on Science, the coordinating textbook.

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90.46

Elementary Science spent $6,670 in Title II funds for newinstructional materials which consisted of three "Voyage of theMimi kits, three apple 2E computers, and laser discs.

Two elementary science administrators and five teachers attendeda national convention, thr annual meeting of the National ScienceTeachers Association (NSrA). The convention was heldApril 17-20, 1991, in New Orleans, Louisiana.

Elementary Gifted and Talented

The elementary gifted and talented program used Title II funds toprovide learning materials for the school's science clubs and forpiloting the design technology program.

The Gifted and Talented Program offered a science club at theelementary schools to provide "handt;-on" science experience.Membership was based on interest in science. The meetings wereconducted by classroom teachers who volunteered. Teachers werecompensated by being awarded science teaching aids for theirclassrooms. Because the teachers received the materials duringthe last week of school, their effectiveness cannot be evaluatedat this time, According to Elementary Gifted and Talenteddocuments, there were 24 science clubs with 324 students and 12teachers participating. The meetings were held at eachrespective school.

The Gifted and Talented programs purchased a Design TechnologyKit which was used in conjunction with the pilot testing of thefirst-grade design technology program. The design technologyprogram focused on teaching ngineering and science skillsthrough hands-on experience. The program was evaluated byquestionnaires developed by the Gifted and Talented program. Thequestionnaire contained both scaled answers and open-endedquestions.

A Design and Technology Curriculum was also developed forkindergarten use to be piloted in the 1991-92 school year.

3 ,1

90.46

SECONDARY

Secondary Mathematics

Th secondary mathematics workshops concentrated on teaching theuse of manipulatives and use of calculators.

The AISD Secondary Mathematics Instructional Coordinatororganized six workshops which were all held at AISD schools.Leaders of the workshops were AISD teachers considered effective,knowledgeable, and creative in the teaching of mathematics.

The workshops' objective was to expose teachers to the latesttechnology and teaching techniques. These workshops focused onthe use of manipulatives, the use of graphic and scientificcalculators, and the use of videodiscs. Figure 18 lists theSecondary Mathematics workshops.

FIGURE 18SECONDARY MATHEMATICS WORKSHOPS

SPRING? 1991

TITLE

Using the Graphic Calculator inMathematics Instruction

Calculator Usage in the MiddleSchool Classroom

Calculator Usage in the SeniorSchool Classroom

Improved Mathematics Instruction inMiddle Schools through Enrichmentand Error Analysis

Improved Mathematics Instruction inHigh Schools through Enrichmentand Error Analysis

DATE

June 3, 1991

June 4, 1991

June 5, 1991

June 6, 1991

june 7, 1991

Utilization of Videodisc to June 8, 1991Support Mathematics Instruction

32 3 7

90.46

The following materials were purchased with Title II funds:

350 simple calculators30 graphic calculators7 scientific calculators

ORE-developed questionnaires were used for the workshopevaluations. Nine close-ended and six open-ended questionsconstituted the instrument.

Sixteen senior high school teachers attended a graduate course atSouthwest Texas State University. Title II funds paid thetuition costs for these teachers. The primary component of thegraduate course stressed the appropriate use of manipulatives andtechnology in the development of problem solving in algebra andgeometry. Teachers also received specialized training in IBMcomputer applications and graphics calculator applications.Enrollment was limited to 24 applicants.

Title II funds were also enlisted to assist 10 junior and seniorhigh school teachers to attend the National Council of Teachersof Mathematics (NCTM). This conference was held in New Orleans,Louisiana from April 17-20, 1991.

ORE-developed questionnaires were used to evaluate both theconference and the graduate course. The questionnaires consistedof six close-ended, scaled questions.

gecondgry_lcignce

Secondary Science used Title II funds to offer a staffdevelopment workshop in laser disc technology in conjunction withthe development of a scope and sequence. The AISD SecondaryScience Instructional Coordinator organized and led the workshopand the development of the scope and sequence.

With $16,500 of Title II monies, secondary science purchased 25video disc libraries; one went to each school.

During the 1990-91 school year, 34 teachers attended the NationalScience Teachers Association. The conference was heldMarch 29-30, 1991 in Houston, Texas.

Secondary Science developed scopes and sequences for 7th-gradelife science and 9th-grade biology. The science scopes andsequences were developed to create a more uniform and streamlinedcurriculum throughout the District. Correlated with the textbooks and videodiscs, general course outlines were generated aswell as overall goals for each course. The developed scopes andsequences will be implemented in September, 1991.

3 3

.1 S

Austin Independent School District

Department of Management information

Dr. Glynn Ligon, Executive Director

Office of Research and Evaluation

Systemwide halustienDavid Wilkinson, Evaluator

Author:

Jeannine Tuner, Evaluation Anacleto

Contributing Staff:Leonila M. Gonzalez, Secretary

Board of Trustees

Bernice Hart, Presidio

Bob West, Vies President

John Lay, Secretary

Han Clayton

Dr. Bead: de le Garza

Molina KelmDr. Cary R. McKenzie

Superintudent of Schools

Dr. Jim B. Hensley

PAN aka Ilsaist 90.46Joe, 1991