Urban Advantage Principals ’ Breakfast, April 6, 2011

1. Urban Advantage Principals’ Breakfast, April 6, 2011

2. What we’ll be doing: • Intro to the UA Science Leadership Team Schools • UA Science Leadership Team presentations: • - M195: using the ‘PEM’ planning tool for developing team vision/plan • - M825:differentiating / integrating UA tools into the curriculum • - M255:Learning what students are thinking using formative assessments • 3. UA housekeeping

3. UA Housekeeping EXPO and EXPO Flyers UA Postcards of support Class and Student Vouchers School applications

4. Save the date! Text UA Science EXPO 2011 Sunday, June 12th

5. FY2011 UA Breakfasts 4. Sharing the work of UA Demonstrations Schools(4/6/2011) 3. Organizing a Family Science Night at your School (2/9/2011) 2. Supporting Common Core Standard 2 with UA Science Exit Projects (12/8/2010) 1. Supporting Common Core Standard 1 with UA Science Exit Projects (11/11/2010)

6. Short history of the UA Demo School initiative Start in FY06 with 8 “Demo” schools In FY08, PD planned for Demo schools to support demonstration role UA Science Leadership Teams formed Leadership curriculum launched for Demo schools Attrition as schools followed their own priorities EFA grant led to a 3-year pilot program (funds end this year)

7. Science Leadership Institute Schools formed science leadership teams Team led the development of science as inquiry in school by: Developing a shared vision and plan for science Exploring research on how students learn science Examining student achievement in science Creating curriculum maps of science program Using tools for writing scientific explanations Integrating formative assessment strategies

8. In this 3rd and final year we wanted to give the schools an opportunity to share some parts of the teams’ work: - We can use topics discussed today to shape future administrators’ breakfasts - These presentations may provide you with ideas for future work at your school

9. The Science Leadership Team In year 1, UA Demo schools formed a team (UA SLT) - Stakeholders included: 1 science teacher in each grade (6, 7, 8), 1 administrator, PC, UA partner - Studied effective team characteristics and norms 2. Team formed a shared vision 3. Developed a long-term plan

10. A TEAM … is a group of people who have a clear charter (task),are interdependent, believe that working as a team equals more effective outcomes, and hold themselves accountable and are rewarded as a unit. (Harvey and Drolet 1994)A GROUP … is a collection of people who get together.“Teams can be distinguished from working groups by the conscious attention to the processes they use to develop as a team.”(Adapted from Garmston and Wellman 1999) Groups vs Teams

11. Leadership: Effective leaders provide a vision and plan Some leaders have a plan, but no vision—they are managers. And other leaders may have a vision, but no plan—they are utopian. Rodger Bybee

12. Tools supporting leadership team development: A. Supporting effective teamwork B. Developing shared vision and long-term plans

13. Supporting Effective Teamwork • Read section “2. Common Tasks” of Characteristics of Effective Teams (1 minute) • Based on the definition of team in section 2, discuss: (5 minutes) • Does your science department function more as a team or a group?

14. Supporting Effective Teamwork • Based on the definition of team in section 2, discuss: (5 minutes) • Does your science department function more as a team or a group?

15. Tools supporting leadership team development: A. Supporting effective teamwork B. Developing shared vision and long-term plans

16. PEM (Program Elements Matrix) TIME Program components (couple of years) (now) (next year) (5 years) A planning tool (…serves as an anchor) Helps identify plan’s elements (prioritize) Serves as timeline (short/long term) Changes… remains a live document

17. PEM (Program Elements Matrix) Program components A planning tool (…serves as an anchor) Helps identify plan’s elements (prioritize) Serves as timeline (short/long term) Changes… remains a live document

18. Imagine… your table group is a UA Science Leadership Team whose mission is to improve your school’s science programming using UA resources (professional development, inquiry tools (IDD, DSET, rubric…), field trips, family outreach events,…) and other elements you choose.

19. As a table, brainstorm a list of elements, or program components, you would choose for your long-term plan (1st column of the PEM only). (3 min.) Be prepared to share… Program components

20. To take this exercise to the next step, we would need to determine: What are our top 5-6 priorities? Where are we now? (‘Here we are’) Where should we be in 5 years? (‘Reach for the stars’) Roberto Clemente M195 will illustrate the PEM process, focusing on 1 element…

21. M195 Science Team: Using the PEM tool for developing team vision and planning Rosarie Jean, Principal Yolanda Calimano, AP Raji Menon, 8th Grade Alessandra de Bellegarde, Special Ed. Ramon Abreu, 6th Grade/Bilingual Katiria Caceres, Parent Coordinator

22. The PEM process: Step 1: Identify the elements Step 2: Discuss elements to develop shared vision Step 3: Describe “here we are” and “reach for the stars” for each element Step 4: Identify steps necessary to achieve common vision

23. M195: the PEM ELEMENTS (column 1 of tool) Collaboration between Science teachers Creation of common science predictive assessments Collaborative Data Analysis and Assessment Professional Development /Seminar Turnkey Test score improvement Science vocabulary skills improvement Improvement of accountability of students Student abilities to do inquiry Family engagement in Science Use of science-rich cultural institutions

24. M195: Illustrating the PEM process with one element ‘Collaboration between Science teachers”

25. M195 PEM row 1: from “here we are” to “reach for the stars”

26. Role of the PEM in transforming the M195 Science Team The PEM: • Supported developing a shared team vision • Promoted team dialogue • Helped team identify key elements for planning • Helped make the team cohesive

27. The PEM is a Living Document • Revisions ongoing • Elements change with progress • Steps may change • New goals set for each element • PEM helps team stay focused • Improvements on a continuous basis • PEM - can be used for different teams • - not just Science

28. M195 Science Team: Using the PEM tool for developing team vision and planning Questions for M195 Roberto Clemente?

29. Included: UA SLT curriculum Understanding the key features of scientific inquiry Learning the “Nature of Science” --A key component of inquiry is to formulate and evaluate explanations…

30. Designing a Scientific Explanation Tool (DSET) This tool helps students make meaning from scientific investigations by helping them to craft scientific explanations State a claim or answer to an investigation question Cite the evidence form their data and observations during the investigation Apply scientific reasoning; linking content learned from text, prior experiences, and /or class experiences

31. M825 Isaac Newton School for Math and Science Developing student inquiry skills (i.e. scientific explanations) by differentiating and integrating UA tools into the grades 6-8 curriculum • Verneda Johnson, Science Coach • Kristin McNichol, 6th grade Science Teacher

32. Newton is… Located in East Harlem 360 students Grades 6-8 Title I- 81.8% free lunch ~20% IEP, CTT and SETTS 70% Latino, 28% African-American, 2% other ~10% ELLs, but ~70% former ELLs

33. Nelson’s Newton Science and Math 330min/wk Grew by 30% to include grade 6 Implemented PBIS curriculum Science Coach Hired “highly qualified” teachers Partnered with UA

34. Toolin’ with UA Introduce DSET The DSET at Newton –How do we scaffold the use of the DSET across grades? Write an explanation for the demonstration you will see today Looking at the adapted DSET across grades

35. Designing a Scientific Explanation Tool (DSET) This tool helps students make meaning from scientific investigations by helping them to craft scientific explanations State a claim or answer to an investigation question Cite the evidence form their data and observations during the investigation Apply scientific reasoning; linking content learned from text, prior experiences, and /or class experiences

36. Why we modified the DSET? Teachers found the task of writing scientific explanations with only curricular guidance insufficient Teachers found students were unable to generate explanations that reflected their experiences, thinking or understanding Teachers used their UA training to differentiate tools to better support students writing

37. 6th Grade Our goal is to have students make the following claim: We understand that air has volume. Demonstration 1 Predict Observe Demonstration 2 Predict Observe Demonstration 3 Predict Observe

39. 6th Grade DSET Tool Volume scientific explanation Complete the claim Add your observations to the data section of the scientific explanation

40. Science Knowledge

41. 7th Grade DSET The 7th grade investigated the connection between breathing rate and exercise. Pg 1 Summary of investigation Pg 2 Modified DSET Pg 3 Space to write explanation

42. 7th Grade DSET

43. Newton uses the UA DSET tool (unmodified) with 8th grade students

44. 7th and 8th Grade DSETs Task 1: Compare the 7th grade DSET to the 6th grade DSET. How is it similar or different? (2 minutes) Task 2: Compare the 7th grade DSET to the 8th grade DSET. How is it similar or different? (2 minutes)

45. DSET grows up at Newton Our next steps to improve implementation of DSET are to: Further examine scaffold and language of DSET across grades Align use of DSET with school-wide writing rubric based on 6+1 Traits Align use of DSET with Common Core writing standards for ELA

50. M825 Isaac Newton School for Math and Science Thanks you! Visitors are always welcome! QUESTIONS?