Believing and Achieving (B.A.) In Science

1. Believing and Achieving(B.A.) In Science Mr. Nikolai Vitti, Principal Mr. Earl Burth, Asst. Principal Mrs. Ronda Y. Cobb, Teacher Leader Mr. F. David Halberg, SUPI Professional Partner Homestead Middle School 2007-2008

2. Table of Contents • Introduction • Abstract • Background/Context • Research Questions • Literature Review • Methodology/Intervention • Data Collection • Data Analysis • Impact of Action Research • Implications/Recommendations • References

3. Introduction The goal of this action research project was to improve student achievement by introducing best practices strategies in the inclusive Science classroom and provide Professional Development for General/Special Education teachers. There is a need for common planning/collaboration between the general education and inclusion teacher. Inclusion teacher serves as a paraprofessional rather than an instructor. It was evident that lesson plans focus on general education population with no regards for inclusion students.

4. Abstract The selected target group was seventh grade Science inclusion students. In this setting there were eleven Special Education students and eighteen general education students. A review of students grade and data trends showed that overall general education students outperformed special education students academically as well as on standardized assessments. The science literacy and standards movement has made it clear that the goal of K-12 science education is science for all, including students with disabilities (Lynch et., al)

5. Background/Context There was a need to group inclusion students in a smaller class setting for additional assistance utilizing differentiated instruction (whole/small group instruction, one to one instruction and learning centers). Additionally, general education teachers did not have the skills to incorporate best teaching practices to accommodate inclusion students. Homestead Middle School lowest25% student population are inclusion students.

6. Background/Context • Homestead Middle School is located in an agricultural area of South Miami Dade. Students are offered a rich menu of courses, which include French, Music, Physical Education, creative writing, and a dynamic magnet program. • The faculty consists of a tri-ethnic group with 32% White, 41% Black, and 27% advanced degrees; Doctorate/Educational Specialist 12%, Master’s 31%, and Bachelor’s 57%.

7. Background/Context • Multi-ethnic population consisting of 972 students living in an economically disadvantage community. • 22% are Black • 67% Hispanic, • 9% White • 2% are classified as American Indian, Asian or Multi-racial. • 86% eligible for free or reduced lunch. Target Group • A seventh grade science inclusion class was identified as the group of study. • 11 specific Learning Disabilities • 18 General Education • 17 males • 12 females.

8. Research Questions

9. Research Questions

10. Literature Review • Students with disabilities who use hands-on or activity- based curriculum materials have been shown to understand and retain science concepts more fully than peers who learn from text-based approaches (Lynch et al, 2007) • Educators of students with disabilities, both special educators and science general educators, will need to be better prepared in offering effective curriculum and instruction to these students (Lynch et al. 2007) • A major obstacle for students with disabilities can be the teacher’s perception of how that student will behave in the general education classroom (Cade et al., 2002) • Individuals with Disabilities Education Act (IDEA) mandates a free and appropriate public education for all students in the Least Restrictive Environment (LRE). The law stipulates that to the maximum extent appropriate, children with disabilities are to be educated alongside their typically developing peers, unless education in general education classes with the use of supplementary aides and services cannot be achieved satisfactorily (Bargerhuff et al., 2005) • Students can benefit from differentiated instructional strategies that take into consideration students’ abilities, interests, and learning styles (Dukes, et al.,2005)

11. Literature Review(cont.) • There is evidence that teachers of science and professors teaching science methods have had little training and experience in teaching students with disabilities and were not aware of the research on best practice as it applies to students with disabilities (Bargerhuff et al., 2005) • There continues to be a need to provide in-service training to build the specialized competencies required for the inclusion of students with disabilities (Bargerhuff et al., 2005) • Students with disabilities in activities-based classrooms make academic gains equivalent to those of their classroom peers and superior to most typical students in textbook-based classrooms (Bargerhuff et al., 2005) • Responsibility between the science general and special educators need to be shared equally; that is, planning, preparing and implementing science instruction. (Finson et al., 2000) • Students with disabilities, substantially underrepresented in science careers, can also learn how to participate in science and science related fields of endeavor. (Berkeley et al., 2006)

12. Literature Review(cont.) • Peer mediation, in the form of partnering or tutoring, has been suggested as one way to substantially increase academic engagement of all students in a classroom (Mastropieri et., al) • Full inclusion requires teachers to make their classroom and activities/materials used in their classrooms relevant/functional for students possessing virtually any of a number of disabilities (Mastropieri et., al) • The science literacy and standards movement has made it clear that the goal of K-12 science education is science for all, including students with disabilities (Lynch et., al)

13. Intervention • Analyzed FCAT data from 2006-2007 school year for inclusion students. • Conducted a needs assessment for inclusion students in Science. • Reviewed data trends from 2007-2008 school year of interim, tri-weekly, and quarterly assessments. • Reviewed grades of inclusion students from 2006-2007 in science. • Met with general education and special eduation teachers to discuss implementation of best practices to improve student achievement in inclusive science class.

14. Intervention(cont.) • Utilized science coach to model best practice teaching skills for teaching inclusion students. • Provided professional development for teachers during planning and early release days. • Developed questionnaire to send home to parents. • Visited middle schools in feeder pattern to develop best practices in the implementation of the inclusion model class. • Reviewed literature on Science inclusion classes and best practices. • Summarized and reported results.

15. Pre-Parent Questionnaire • How well did your child do in science for the last two years? • Very well • Well • Not well • Not sure • How much homework does your child receive in science per week? • 0-1 hours • 2-3 hours • Not sure • Do you assist your child with completing science projects or home learning assignments? • Yes • No • Sometimes • Never • What do you think is the best way for your child to acquire the skills needed in science to be successful? • Through home learning • Science software • After school tutoring • Science worksheets 5. Do both parent/child attend Science Fair night at the school? • Yes • No • Sometimes

16. Responses to Parent Questionnaire Grades Homework Projects Knowledge Science Fair

17. Pre-Parent Questionnaire • Which of the online tools did you use regularly to communicate with your child’s science teacher? • School website • Email • School portal • None of these above • Which of the following will have the greatest impact on improving your child’s education in science? • Reading the science textbook • Working with other students on science projects • Learning from a certified science teacher • Lab activities (hands-on experiments) • Do you think it is important for your child to have a good understanding of science? • Yes, if he/she is interested in a career that uses science. • Yes, if he/she is planning to go to college. • No, an understanding of science is not necessary • None of these above • How likely are you to encourage your child to pursue a job in science, math or technology field? • Very likely • Likely • Unlikely • No opinion • Which of these factors would influence you in recommending a career in science to your child? a) Grades in these areas in high school b) College scholarships c) Potential income d) None of these above

18. Response to Parent Questionnaire Improving Grades Career Factors Communication Understanding

19. Post Parent Questionnaire Grades Projects Knowledge Science Fair Homework

20. Post Parent Questionnaire Communication Improving Grades Understanding Career Factors

21. Ethnic Distribution of Target Group

22. Results From Science Assessments Homestead Middle School Redland Middle Tests Tests

23. Target Student DataAverage Grade In Science 2006-2007General Education

24. Target Student DataAverage Grade In Science 2006-2007Special Education

25. Target Student DataAverage Grade In Science 2007-2008General Education

26. Target Student DataAverage Grade In Science 2007-2008Special Education

27. Observation Checklist

28. Teacher QuestionnairePre and Post Survey Results

29. Interview with Science Coach • How do you feel about the inclusion model? I feel that its an opportunity for SPED students to be in a regular setting to get the assistance they need in order to achieve. • Do you think SPED students learn better in the inclusion class? I feel it is a good program and students have an chance to learn as their peers. In most cases the SPED students work harder to keep from being identified as a SPED student. • Do the general/special education teachers collaborate more? Yes, since the implementation of the Action Research, both teachers have agreed to do common planning after school. • Does staying after-school create a hardship for them? No not really. Both teachers decide on the day in which they would stay after-school to plan. • Did you encourage your students to involve their parents in the learning process? Yes I do. Most parents are migrants and work on the farm to support their family. It is hard to get them to participate in their child’s education. • Have modeling lessons increase student participation? Yes, students do not want to hear teachers lecture for a long period of time. What I did was implemented more lab activities to increase student participation.

30. Impact of Action Research Before the Project • Special Education teacher act as a paraprofessional in the inclusive science classroom. • Responsibilities were not equally shared between the general/special education teachers. • Special educations students were not being accommodated as specified in their Individual Education Plan (I.E.P.) After the Project • General and special education teachers were assigned days in which they would teach the class. • Students were exposed to more hands-on experience activities. • Science coach facilitated more hands on activities. • Both general/special education teachers agreed to do common planning after-school on Wednesdays. • Teachers reviewed special education students Individual Educational Plan and accommodated these students as outlined in their educational plan.

31. Recommendations • More common planning between the general/sped teacher. • Both teachers need to review and discuss data for their class. • Administer need assessment of each student. • Teachers need to share teaching responsibilities. • Increase the amount of time the SPED teacher instructs the whole class, instead of the teacher solely monitoring and providing pullouts. • Allow more science field trips. • Teachers should increase the use of Gizmos.

32. References Bargerhuff, M.E., Kirch, Susan. A., Turner, Heidi., Wheatly, Michele. (2005). Inclusive Science Education: Classroom Teacher and Science Educator Experience. School Science and Mathematics, 105(4), 175-196. Berkeley, Sheri., Connors, N.T., Halloran, Elizabeth., Mastropieri, M.A., McDuffie., Norland, J.N., Scruggs, T.E. (2006). Differentiated Curriculum Enhancement in Inclusive Middle School Science: Effects on Classroom and High-Stakes Tests. The Journal of Special Education, 40(3), 130-137. Cade, Elsa., Cawley, John., Hayden, Shari., Baker-Kroczynski, Susan. (2002). Including students with disabilities into the general education science classroom. Exceptional Children ,68(4), 423-435. Finson, K.D., Ormsbee, C.K. (2000). Modifying science activities and materials to enhance instruction for students with learning and behavioral problems. Intervention in School and Clinic, 36(1), 10-31. Lynch, Sharon., Pyke, Curtis., Ochsendorf, R.J., Szesze, M.J., Taymans, Juliana., Watson, W.A. (2007). Effectiveness of a Highly Rated Science Curriculum Unit for Students With Disabilities in General Education Classrooms. Exceptional Children, 73(2), 202-223.