© 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
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
Goal
To use assessment and opportunity-to-learn data to make curricular decisions about Earth/Space Science, K-12
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
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
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
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
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
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
© 2006 Michigan State University, PROM/SE Supported by NSF Grant 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?
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
The Many Aspects of Curriculum ….
intended
implemented
attained
standards, benchmarks, indicators
student performance
what teachers do in classrooms
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
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
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
• 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
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
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
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
Grade Earth FeaturesEarth ProcessesEarth and the
UniverseEarth FeaturesEarth Processes
Earth and the Universe
Earth FeaturesEarth ProcessesEarth and the
UniverseEarth FeaturesEarth Processes
Earth and the Universe
Earth FeaturesEarth ProcessesEarth and the
UniverseEarth Features Earth Processes
Earth and the Universe
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
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
Grade Earth FeaturesEarth ProcessesEarth and the
UniverseEarth FeaturesEarth Processes
Earth and the Universe
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
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
Earth FeaturesEarth ProcessesEarth and the
UniverseEarth FeaturesEarth Processes
Earth and the Universe
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
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
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
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
• 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?
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
• 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
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
intended implemented attained
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
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?
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
Task:
• Create a map identifying intended,implemented, and attained curriculum for students in Bedrock School District
© 2006 Michigan State University, PROM/SE Supported by NSF Grant EHR-0314866
• 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?
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