High School SCIENCE CIA Mar 28, 2011

High School SCIENCE CIA Mar 28, 2011-Please get a packet, sign in (Jan, Mar), sit next to a peer.

Get school scantrons

Think while waiting: WHY science?

-Please get a packet, sign in (Jan, Mar), sit next to a peer.

Get school scantrons

Think while waiting: WHY science?

AnnouncementsAnnouncements

• CAPT: THANK YOU!! Good Job!! Feedback?

• CAPT: THANK YOU!! Good Job!! Feedback?

AssessmentsAssessments

• Quarter Three Assessments to be finalized Tue, March 29th

• Scantrons by school, to be given Apr 4-6, due back Wed Apr 13th, to be run April 15.

• Quarter Four Assessments: may be longer/more summative: thoughts?

• Quarter Three Assessments to be finalized Tue, March 29th

• Scantrons by school, to be given Apr 4-6, due back Wed Apr 13th, to be run April 15.

• Quarter Four Assessments: may be longer/more summative: thoughts?

TVALTVAL

• Email/call if you need help on standards, student achievement, inquiry, etc

• Classroom management issues: talk to principal and seek out support.

• Openings… all TBD!! But talk to me about leaving, transferring, career advice, etc….!

• Email/call if you need help on standards, student achievement, inquiry, etc

• Classroom management issues: talk to principal and seek out support.

• Openings… all TBD!! But talk to me about leaving, transferring, career advice, etc….!

Curriculum/Standards Curriculum/Standards

• and pacing for Mar-June• please continue to follow. Use current

events! Watch for some links/sharing re: landslides, tsunamis, earthquakes, etc

• SHARE!! Send ideas/lessons/etc to Richard.therrien or see www.newhavenscience.org or newhavenscience.wikispaces.org . Other resources from SCSU/CRISP as well www.southernct.edu/crisp

• and pacing for Mar-June• please continue to follow. Use current

events! Watch for some links/sharing re: landslides, tsunamis, earthquakes, etc

• SHARE!! Send ideas/lessons/etc to Richard.therrien or see www.newhavenscience.org or newhavenscience.wikispaces.org . Other resources from SCSU/CRISP as well www.southernct.edu/crisp

Instruction and inquiry expectations:

Instruction and inquiry expectations:

• Teach students lab skills. Use inquiry to teach concepts. Expectation is that lessons engage students and seek to grow these skills.

• GROUPS!.... Continue to PLAN lessons around students talking to each other.

• Teach students lab skills. Use inquiry to teach concepts. Expectation is that lessons engage students and seek to grow these skills.

• GROUPS!.... Continue to PLAN lessons around students talking to each other.

Professional Development: Professional Development:

• Science Fair Mentor dinner Apr 14, Science Fair May 10,11,12

• Science Saturdays 04/02, 04/09, & 04/16, Achievement Gap Conference Apr 2, 9

• CSTA/CSSA Awards Dinner Apr. 27• Summer Programs: PIMMS/eeSmarts, , • Possibly UNH/TQP Grant math/science

• Science Fair Mentor dinner Apr 14, Science Fair May 10,11,12

• Science Saturdays 04/02, 04/09, & 04/16, Achievement Gap Conference Apr 2, 9

• CSTA/CSSA Awards Dinner Apr. 27• Summer Programs: PIMMS/eeSmarts, , • Possibly UNH/TQP Grant math/science

Activities/Programs:Activities/Programs:• Help by filling out info when asked about STEM

programs/activities.• -Help by promoting programs/events/activities by:

giving advance notice to Richard.Therrien, Christopher.Hoffman, take pictures, write an article/get quotes and send for STEM newsletter. Communicate and share and get involved.

• -Remember April/May are BUSY! Check calendars and PLAN in advance.

• -Make part of larger activities (Family Science Nights, Science Fair, etc..)

• PROMOTE:Stem jobs and STEM Education!! http://www.ctstemjobs.org/

• Help by filling out info when asked about STEM programs/activities.

• -Help by promoting programs/events/activities by: giving advance notice to Richard.Therrien, Christopher.Hoffman, take pictures, write an article/get quotes and send for STEM newsletter. Communicate and share and get involved.

• -Remember April/May are BUSY! Check calendars and PLAN in advance.

• -Make part of larger activities (Family Science Nights, Science Fair, etc..)

• PROMOTE:Stem jobs and STEM Education!! http://www.ctstemjobs.org/

Process: one possible model for peer

discourse. Process: one possible model for peer

discourse. • FOR EACH IDEA• LISTEN, GET INFO .. THEN THINK ABOUT YOUR OWN

IDEAS/TEACHING/CLASSROOM• .. THEN SHARE. Be Honest, and Open. Reflect, and write down.

ALSO is there other information/ data we should gather or look at? (think of data, schoolnet, reports, rubrics, etc)

• FOR EACH IDEA• LISTEN, GET INFO .. THEN THINK ABOUT YOUR OWN

IDEAS/TEACHING/CLASSROOM• .. THEN SHARE. Be Honest, and Open. Reflect, and write down.

ALSO is there other information/ data we should gather or look at? (think of data, schoolnet, reports, rubrics, etc)

LISTEN: Ideas and Info

REFLECTwhat you do or think should be done

SHARE. What your partner thinks and how you concur/diverge

WHY Science?WHY Science?

The FutureThe Future

• 75 %75 % of jobs will be in STEM• Not justjust STEM careers,

it is STEM in everyevery job• Technology Technology as a “global knowledge

economy” is the futurefuture, and it requires different skills.

• Business and industry wantwant employees with these skills!

• 75 %75 % of jobs will be in STEM• Not justjust STEM careers,

it is STEM in everyevery job• Technology Technology as a “global knowledge

economy” is the futurefuture, and it requires different skills.

• Business and industry wantwant employees with these skills!

CT Careers in STEMCT Careers in STEM• 75% of CT jobs requirerequire

STEM

• HealthcareHealthcare• Aerospace, • Computers• BioScienceBioScience,• FinancialFinancial, • Maritime, • Manufacturing

• 75% of CT jobs requirerequire STEM

• HealthcareHealthcare• Aerospace, • Computers• BioScienceBioScience,• FinancialFinancial, • Maritime, • Manufacturing

CT STEMCT STEM

• Middle skill jobs areare STEM

• CONNvene 2006 statewide recommendations

• CT 2020

• Middle skill jobs areare STEM

• CONNvene 2006 statewide recommendations

• CT 2020

New Haven AreaNew Haven Area• CT Dept of Labor stats for NH:

• Health/BioScienceHealth/BioScience Careers (all levels)

• Green Technologies & Manufacturing (all levels)

areare where the jobs are!

• CT Dept of Labor stats for NH:

• Health/BioScienceHealth/BioScience Careers (all levels)

• Green Technologies & Manufacturing (all levels)

areare where the jobs are!

Goals?Goals?

• What should be the goals of the NHPS science program?

• Choices: prepare future scientists, promote integrations, prepare students for the future, prepare students for future coursework,

• What should be the goals of the NHPS science program?

• Choices: prepare future scientists, promote integrations, prepare students for the future, prepare students for future coursework,

Stem PipelineStem Pipeline

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RequirementsRequirements

• UConn College of Nursing:• “In addition to the general university

admission requirements (3 years of a lab science), the School of Nursing requires that applicants have completed high school chemistry AND high school physics”

• UConn College of Nursing:• “In addition to the general university

admission requirements (3 years of a lab science), the School of Nursing requires that applicants have completed high school chemistry AND high school physics”

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Pipeline?Pipeline?

• HIGH SCHOOL COURSES:What is or should be the pipeline?

• What courses should ALL students take? What courses should prospective college students take? What courses should prospective STEM students take?

• HIGH SCHOOL COURSES:What is or should be the pipeline?

• What courses should ALL students take? What courses should prospective college students take? What courses should prospective STEM students take?

STEM Pipeline from 9th Grade to Bachelor’s Degree for

Low-Income Students in the U.S. STEM Pipeline from 9th Grade to Bachelor’s Degree for

Low-Income Students in the U.S.

10,000 Students in the Bottom

Income QuartileStart the 9th Grade

 

6,600 of 10,000 Students Earn a

High SchoolDiploma

(8,200 total) 

3,860 of 10,000Students Go to

College 76 are Declared

STEM Majors vs 800 total

710 of 10,000Students Earn a

Bachelor’s Degree 30 BA/BS in

STEM Fields vs 400 

NHPS NHPS

• 3 years science required (phychem, biology, chemistry)

• New HS reform adds one other STEM course.

• CSU system will require 3 years science in 2015.

• 3 years science required (phychem, biology, chemistry)

• New HS reform adds one other STEM course.

• CSU system will require 3 years science in 2015.

NHPS current requirementsNHPS current requirements

• Int Phy Chem: Required for all, ties together lots of important science for LIFE

• Biology: CAPT prep• Chemistry: KEY course for ALL for future

science learning• Electives (Physics, etc..), MAGNET schools• Work with Partners

• Int Phy Chem: Required for all, ties together lots of important science for LIFE

• Biology: CAPT prep• Chemistry: KEY course for ALL for future

science learning• Electives (Physics, etc..), MAGNET schools• Work with Partners

NHPS dataNHPS data• 1584 students were freshman in PhyChem

in 2006-07, 1100 were seniors in 2010… 30% indicated some STEM interest

• PhyChem: (1304 now)• Biology: (1276 now)• Chemistry: (1097 now)• Physics: (88 now) 143 in 2010 • AP Courses: (129 now) 94 in 2010 • Anatomy/Phys: 270• Other electives: 181

• 1584 students were freshman in PhyChem in 2006-07, 1100 were seniors in 2010… 30% indicated some STEM interest

• PhyChem: (1304 now)• Biology: (1276 now)• Chemistry: (1097 now)• Physics: (88 now) 143 in 2010 • AP Courses: (129 now) 94 in 2010 • Anatomy/Phys: 270• Other electives: 181

Pipeline?Pipeline?

Bio Chem

PhyChem

HonHon

Phys

Anat

AP?

Year 5?

• DRAW your perception of the high school sequence, and the audience for each.

• DRAW your perception of the high school sequence, and the audience for each.

CSDE Science Position Statement Sept

2008* District Responsibilities

include:

CSDE Science Position Statement Sept

2008* District Responsibilities

include:

• Ensure that the instructional focus (time) for science is comparable to that provided for language arts and mathematics, and that teachers are able to integrate literacy and numeracy instruction within the context of students science learning experiences.

• Provide students with multiple opportunities every week to experience inquiry investigations that develop students abilities to question, explore, observe, gather simple data, create graphs, draw conclusions based on the data and build their understanding of natural phenomena.

• Ensure that 80 percent of science instructional time is devoted to inquiry-based investigations.

• Ensure that the instructional focus (time) for science is comparable to that provided for language arts and mathematics, and that teachers are able to integrate literacy and numeracy instruction within the context of students science learning experiences.

• Provide students with multiple opportunities every week to experience inquiry investigations that develop students abilities to question, explore, observe, gather simple data, create graphs, draw conclusions based on the data and build their understanding of natural phenomena.

• Ensure that 80 percent of science instructional time is devoted to inquiry-based investigations.

NHPS Science Curriculum Overview: Vision

NHPS Science Curriculum Overview: Vision

Science is for All Science is for All StudentsStudents Science LiteracyScience Literacy Active LearningActive Learning Teachers FacilitatorsTeachers Facilitators

Science Inquiry StandardsScience Inquiry Standards

Core Scientific Inquiry, Literacy and NumeracyHow is scientific knowledge created and

communicated?

Core Scientific Inquiry, Literacy and NumeracyHow is scientific knowledge created and

communicated?

C INQ.1 Identify questions that can be answered through scientific investigation.C INQ.2 Read, interpret and examine the credibility of scientific claims in different sources of information.C INQ.3 Design and conduct appropriate types of scientific investigations to answer different questions.C INQ.4 Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment.C INQ.5 Use appropriate tools and techniques to make observations and gather data.C INQ.6 Use mathematical operations to analyze and interpret data. C INQ.7 Identify and present relationships between variables in appropriate graphs.C INQ.8 Draw conclusions and identify sources of error.C INQ.9 Provide explanations to investigated problems or questions. C INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

21st Century Competency As demonstrated by a student’s ability to…

1 Problem Solving and Critical Thinking• Reason effectively • Make insightful judgments and decisions• Solve problems2 Accessing and Analyzing Information*• Use research tools to access and evaluate information from multiple

sources• Organize and synthesize information using multiple methods3 Communication and Collaboration*• Articulate ideas clearly and effectively to a variety of audiences using

multiple modes • Communicate effectively and work productively with others• Creativity and Innovation• Demonstrate originality and inventiveness in work• Initiative, Self-Direction and Accountability• Set and meet high standards and goals for one’s self and others• Manage time and resources to produce high quality results in a timely

manner• Take responsibility for one’s own learning• Citizenship and Responsibility • Exercise empathy and respect for diverse cultures and perspectives• Contribute to and take responsibility for the larger community

21st Century Skills

Key Ideas? Concepts? Skills?

Key Ideas? Concepts? Skills?

• What are the key ideas/concepts/skills students should learn? If you had to rank order them in importance, what would they be?

• What are the key ideas/concepts/skills students should learn? If you had to rank order them in importance, what would they be?

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The Board believes that Connecticut schools must increase their efforts to motivate and prepare more students to pursue science-related careers. The future of Connecticut’s place in a globally competitive market relies on the engagement of students in pursuing innovative careers in science, technology, engineering and mathematics. By ensuring that every student learns science in a way that is intellectually engaging and contextualized in real-world experiences, schools can open new opportunities for students who otherwise may not see how prominent science is to solving the great challenges of this century. In addition, science education fosters students’ natural curiosity about the world they live in and deepens students’ understand-ing about their roles as stewards of the planet.

Board Statement

STEM TIER II CURRICULUM “Seal of Approval”CRITERIA DESCRIPTIONCurriculum Guide A curriculum guide exists for the course. The guide highlights that the course follows state or national standards. The guide dictates a model to measure student growth (e.g. district assessments). The guide recommends pacing and best instructional practices.Significant Tasks The curriculum includes significant tasks that allow students to make connections to big ideas and work in groups to complete a large task beyond the scope of daily routines.21st Century Skills The curriculum promotes several 21st Century (Essential STEM) skills. These skills challenge students to collaborate, assess and analyze information, reflect, think critically and creatively, solve problems, and defend the reason and logic behind a conclusion. Initiative, self direction, accountability, and citizenship should be fostered.STEM Readiness The course prepares students for higher STEM education or STEM careers.Independent Work Students must be challenged to work independently in order to learn the material presented in class and make connections to large ideas.Accessibility A broad population of students have access to the course if prerequisites for the course are met. Diversity is encouraged as an important component to the class makeup, especially with regard to color, gender and physical challenges.

What’s it for?What’s it for?

• Use science in:• Household (skills, concepts?)• Local issues? (skills, concepts?)• Life decisions?• Job/career• National Issue

• Use science in:• Household (skills, concepts?)• Local issues? (skills, concepts?)• Life decisions?• Job/career• National Issue

AttitudeAttitude• Science is for all, and is important• Time for science, focusing

on what works for learning.• “Science is hard” not true!• Science is not just for college science.• Focus on CT Science Standards,

especially with partners

• Science is for all, and is important• Time for science, focusing

on what works for learning.• “Science is hard” not true!• Science is not just for college science.• Focus on CT Science Standards,

especially with partners

Engagement Problem?Engagement Problem?• According to a 2005 National Science

Foundation survey, eighty-four percent of middle school students said they would rather clean their room, eat their vegetables, go the dentist or take out the garbage than learn math or science.

• ♦ Fifty percent of U.S. adults do not know how long it takes the Earth to go around the Sun, and twenty-five percent do not even know that the earth goes around the sun. Half think humans coexisted with dinosaurs and believe antibiotics kill viruses.

• According to a 2005 National Science Foundation survey, eighty-four percent of middle school students said they would rather clean their room, eat their vegetables, go the dentist or take out the garbage than learn math or science.

• ♦ Fifty percent of U.S. adults do not know how long it takes the Earth to go around the Sun, and twenty-five percent do not even know that the earth goes around the sun. Half think humans coexisted with dinosaurs and believe antibiotics kill viruses.

Perception Problem?Perception Problem?• ♦ A December 2009 survey conducted by Harris Interactive

found that high school students do not believe science, technology, engineering and mathematics (STEM) knowledge is integral to getting a good job.

• ♦ Results of a February 2006 survey of New England parents and high school students found that parents and students do not share business and government leader’ worries that flagging math and science skills are a threat to both students’ and the nation’s future.

• ♦ 2009 Public Agenda survey found that nearly seven in ten parents say they believe their child will have the skills needed to succeed in college, and six in ten say their child is getting a better education than they did.

• ♦ A December 2009 survey conducted by Harris Interactive found that high school students do not believe science, technology, engineering and mathematics (STEM) knowledge is integral to getting a good job.

• ♦ Results of a February 2006 survey of New England parents and high school students found that parents and students do not share business and government leader’ worries that flagging math and science skills are a threat to both students’ and the nation’s future.

• ♦ 2009 Public Agenda survey found that nearly seven in ten parents say they believe their child will have the skills needed to succeed in college, and six in ten say their child is getting a better education than they did.

Balance?Balance?

• What’s the balance between concepts and skills in your science courses?

• What’s the balance between concepts and skills in your science courses?

Current NHPS district data team data

Current NHPS district data team data

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4Coop 178 175 66.9% 60.0% 94.4% 92.6% 53.6% 76.5%

HR Career 162 158 77.2% 70.3% 93.8% 93.0% 39.5% 58.5%

HSC 74 71 67.6% 50.7% 25.7% 87.3% 10.5% 54.8%

Hyde 45 45 66.7% 46.7% 104% 93.3% 21.3% 40.5%

J Hillhouse 280 279 42.9% 40.9% 81.4% 77.8% 27.2% 37.3%

Metro 85 83 78.8% 85.5% 87.1% 26.5% 40.5% 63.6%

NHA 71 71 76.1% 71.8% 0.0% 90.1% - 48.4%

Sound 51 50 80.4% 66.0% 82.4% 84.0% 81.0% 95.2%

Wilbur Cross 264 255 64.0% 55.7% 77.7% 72.2% 36.6% 61.4%

Dix New Light 10 10 70% 60.0% 0.0% 0.0% - -

New Horizons 21 24 23.8% 33.3% 0.0% 58.3% - 0.0%

Polly McCabe 7 7 28.6% 71.4% 42.9% 85.7% 0.0% 50.0%

Riverside 36 35 44.4% 25.7% 80.6% 40.0% 0.0% 0.0%

District 1284 1263 62.7% 56.4% 75.3% 77.3% 37.5% 55.6%

Biology

- 9th & 10th

Grade -

Current Year - 2010-11Current Year - 2010-11

Assessment Participation (% Enrolled who take QA)

Enrollment(# Enrolled in course)

Current Year - 2010-11

Assessment Performance (% Proficient or Above)

Passing Rate (% with C or better MP grade)

Current Year - 2010-11

GradesGrades

Grades?Grades?

• How do grades reflect learning?• How do grades reflect learning?

What is your weighting?What is your weighting?Science Grade

Labs30%

Projects15%

Work15%

Tests25%

Quizzes15%

OTHER IDEASOTHER IDEAS

• College Summit?

• Project Opening Doors?

• College Summit?

• Project Opening Doors?

Where to go from hereWhere to go from here

• Survey of anonymous views…• Feedback to principals, guidance,

etc.. On course selection and requirements.

• Changes in course offerings?• Changes in focus of course

content, skills, grading?

• Survey of anonymous views…• Feedback to principals, guidance,

etc.. On course selection and requirements.

• Changes in course offerings?• Changes in focus of course

content, skills, grading?