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2010 Networking Forum

2010 Networking Forum. Center for Inquiry Science Institute for Systems Biology Marc Frazer Education First Consulting March 2, 2010. Top 10 Industries with Largest Projected Salary Growth 2008 - 2018. Source: U.S. Bureau of Labor Statistics. Washington imports STEM talent.

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2010 Networking Forum

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  1. 2010 Networking Forum Center for Inquiry ScienceInstitute for Systems Biology Marc FrazerEducation First ConsultingMarch 2, 2010

  2. Top 10 Industries with Largest Projected Salary Growth 2008 - 2018 Source: U.S. Bureau of Labor Statistics

  3. Washington imports STEM talent Washington has the 4th highest concentration of STEM-based industries in the country – but ranks 46thfor participation in science and engineering graduate programs. TechAlliance, 2009 Washington State Innovation Policy Toolkit

  4. Workforce Needs and College and University Graduates

  5. The Challenge: Demand Outpacing Supply for STEM Workers in WA Graduates with BA or higher (2006) vs. Expected Job Openings (2009 – 2014) Current degree production meets only 67% of the expected annual job openings from 2009 – 2014 in engineering, 56% in computer science and 65% in the medical profession. (WTECB, SBCTC & HECB, 2008)

  6. In the past three years, only about half of Washington’s 8th graders met state standards in math and science. Percentage of Washington 8th Graders Meeting WASL Standards by Year and Subject Source: OSPI Washington State Report Card. http://reportcard.ospi.k12.wa.us/Summary.aspx?year=2008-09&gradeLevelId=&waslCategory=&chartType=

  7. WA’s Math and Science Scores: Pace of Improvement Math Proficiency Science Proficiency Note: Historically the state has not reported trend lines for specific cohorts of students year over year in this way because the WASL has not been vertically linked from one grade to the next.

  8. Almost half of students entering a 2-year college are required to take remedial coursework in math

  9. Achievement Gap in WAis Significant Gap in NAEP Scale Scores for Washington 8th Grade Students Percent of 8th Grade Students Proficient in WASL 22% 29% 31% NAEP considers a 10-11 point gap roughly equivalent to one full grade level of learning.* Sources: Washington scaled scores, National Assessment of Educational Progress (NAEP) State Comparisons Tool. http://nces.ed.gov/nationsreportcard/statecomparisons/, OSPI Washington State Report Card, 2008-2009 scores. http://reportcard.ospi.k12.wa.us/waslTrend.aspx?year=&gradeLevelId=8&waslCategory=-5&chartType=2 *The Achievement Gap – Colorado’s Biggest Education Problem, http://www.coloradokids.org/includes/downloads/ucationproblem.pdf

  10. …And the Gap is Growing Gap in NAEP 8th Grade Math Scores between Low-Income and Non-Low Income Washington Students On the NAEP, in 8th Grade Math, Washington is… 1 of 9 states where the White – African American gap is growing 1 of 7 states where the White – Hispanic gap is growing 1 of 18 states where the gap between low-poverty and high-poverty students is growing. This gap was the 12th largest in the nation in 2009. Sources: Washington scaled scores, National Assessment of Educational Progress (NAEP) State Comparisons Tool. Gap in scaled scores between FRPL eligible and ineligible students; http://nces.ed.gov/nationsreportcard/statecomparisons/ http://www.edtrust.org/sites/edtrust.org/files/publications/files/NAEP2009Grade8MathGapsOverTime_0.pdf

  11. Washington is not alone: The U.S. has Lost its Competitive Standing Percentage of Students Reaching the TIMSS Advanced International Benchmark in Mathematics, 2007 The percentage of American 8th grade students reaching the advanced international benchmark in science decreased 2 percent between 1999 and 2007. Source: Trends in International Mathematics and Science Study (TIMSS).

  12. What’s the problem? Developing Broken Expectations & Measures Teaching Capacity & Innovation • Standards • Rigorous • Balanced • Curriculum • Core 24 • State curriculum • Aligned materials • Assessments • Statewide • End of course • Classroom based • Recruitment • Financial incentives • Trad’l routes • Alt. Routes • Teach for America, New Teacher Project • Induction • Mentoring • More swimming, less sinking • Accountability • Data system • Tenure • Evaluation • School Models • Aviation High School • High Tech High • Time • Money • Flexibility • Creativity • Training • - Preservice • Credentialing • Inservice • Professional development • Retention • Pathways • Professional Learning Communities • Money

  13. A 2008 PESB Report Found that Two-Thirds of the Seats in Math Preparation Programs were Unfilled Percent of Available Seats Filled in Math Preparation Programs in Washington Source: “Ensuring and Adequate Supply of Well-Qualified Math & Science Teachers,” Professional Educator Standards Board (2008).Data not available for UWT math prep programs in Washington. Number of endorsements exceeds the number of teachers certified, as a teacher may receive more than one endorsement on his/her certificate.

  14. Recommendations to Strengthen Teaching in WA of STEM Disciplines

  15. Administrators Report an Inadequate Supply of High-Quality STEM Teacher Candidates Percent of Middle School and High School Administrators Who Are “Satisfied” or “Very Satisfied” With the Quantity and Quality of Applicants in Subject Areas Satisfied With Quantity Satisfied With Quality Source: Administrator surveys in NVSD, RSD, and SPS. Respondent Totals, Satisfied with Quantity: Science (n=23), Math (n=23), Technology (n=17), Social Studies (n=20), ELA (n=21) Respondent Totals, Satisfied with Quality: Science (n=23), Math (n=23), Technology (n=17), Social Studies (n=21), ELA (n=21)

  16. Administrators Also Report that the Quality of STEM Instruction is Lower than in Other Subject Areas… Administrators in Partner Districts Who “Agree” or “Strongly Agree” That They are Satisfied with the Quality of Instruction in Their School However, an equal percentage of NVSD administrators (63% of 8 total) are satisfied with the quality of math instruction and instruction overall. Source: Administrator surveys in NVSD, RSD, and SPS, n=87. NVSD has partnered with local universities to increase supply of high-quality STEM teachers. Elementary administrators had the option to respond if appropriate, or check N/A.

  17. Administrators at Low-Income Schools Less Satisfied with Quality of STEM Instruction Administrator Satisfaction With Instructional Quality by School Poverty Level Source: Administrator surveys in NVSD, RSD, and SPS. “Low-poverty” indicates schools with 0-50% FRPL (n=41). “High-poverty” indicates schools with 51-100% FRPL (n=45).

  18. Administrators at Low-Income Schools Less Satisfied with Pool of New Teachers Source: Administrator surveys in NVSD, RSD, and SPS. “Low-poverty” indicates schools with 0-50% FRPL. “High-poverty” indicates schools with 51-100% FRPL. Elementary administrators had the option to respond if appropriate, or check N/A. Respondent totals, low-poverty: Math Quantity (n=13), Math Quality (n=13), Science Quantity (n=13), Science Quality (n=13) Respondent totals, high-poverty: Math Quantity (n=16), Math Quality (n=16), Science Quantity (n=11), Science Quality (n=11)

  19. Neither Teachers nor Administrators Believe Current Evaluation Systems Provide an Accurate Picture of Effectiveness of teachers “agree” or “strongly agree” that “the evaluation process accurately differentiates among teachers based on their effectiveness at promoting student learning.“ 32% of administrators believe that “a rating scale that provides more opportunities for differentiation between performance levels” would be most important in helping them conduct effective evaluations. 76% Source: Teacher and administrator surveys in NVSD, RSD, and SPS. Teacher n=1147, administrator n=82.All trends are consistent for STEM teachers.

  20. Few administrators and teachers say the evaluation process provides meaningful feedback or connects to professional development… 30% 32% of teachers “agree” or “strongly agree” that their professional development “was tailored according to feedback and/or development areas from my performance evaluation.” • of administrators “agree” or “strongly agree” that the “evaluation process provides meaningful feedback to those in need of additional development.” • "I wish feedback could be more specific rather than all glowing praise. Everyone has room to grow and I would truly appreciate more constructive criticism to help me grow as a professional and be more effective for my students." • - 4-year middle school special education & English teacher Source: Teacher and administrator surveys in NVSD, RSD, and SPS. All trends are consistent for STEM teachers. Respondent totals, teachers: n=1023, administrators: n=90.

  21. Poor Working Conditions can Encourage STEM Teachers to Leave Their Positions Percent of Teachers Listing the Following as One of the “Most Significant Factors” in Their Decision to Leave the District in the Next Three Years Source: Teacher surveys in NVSD, RSD, and SPS. Respondent totals, STEM teachers: n=13, Non-STEM teachers: n=48.

  22. Disparity between high school course requirements and college entry

  23. WA Teachers Spend Little Time Teaching Science

  24. OSPI Recommendation Recommend that science be taught at minimum according to the guidance below: • 100 minutes per week in Grades 1 and 2 • 150 minutes per week in Grades 3–5 • 200 minutes per week (or one instructional period per day) in Grades 6–8

  25. Strategy: Transform Teaching & Learning Inform policy and practice Push out resources STEM Center Learn from the field Create public demand & drive advocacy • Establish a statewide 501c3 STEM Center with world-class talent and resources to: • Focus and share resources to advance teacher effectiveness & innovation • Learn from field, share and scale up successes • Advocate for aligned policy changes • Build public demand and political will for improvement

  26. STEM Initiative Objectives • Intervene in an ecosystem that is not going far or fast enough • Create a network for continuous-learning and improvement • Focus intensely on effectiveness and results

  27. How It Will Work

  28. How Resources Will Be Apportioned

  29. Going Broad and Deep

  30. Investing in Innovation (i3) Fund Summary Purpose • To provide competitive grants to applicants with a record of improving student achievement, in order to expand the implementation of, and investment in, innovative practices that are demonstrated to have an impact on: • Improving student achievement or student growth for high-need students • Promoting school readiness, closing achievement gaps, decreasing dropout rates, increasing high school graduation rates, and improving teacher and school leader effectiveness Funding $650 million to be obligated by September 30, 2010 Applicants • Eligible applicants are: • Local education agencies (LEAs) • Nonprofit organizations in partnership with (a) one or more LEAs or (b) a consortium of schools Note: These slides are intended as guidance only. Please refer to the official Notice in the Federal Register.

  31. Types of Awards Available Under i3 i3 “Development” “Validation” “Scale-up” Note: These slides are intended as guidance only. Please refer to the official Notice in the Federal Register.

  32. Proposed i3 Eligibility Criteria and Grant Requirements • Eligible Organizations • (Based on historical success closing achievementgaps and improving academic achievement) • LEAs • Non-profits, in partnership withLEAs or a consortium of schools MUST • Demonstrate 20% private sector matching funding • Conduct an independent program evaluation • Cooperate with technical assistance • Share broadly the results of any evaluations • An applicant may not submit an application for the same proposed project under more than one type of grant Note: These slides are intended as guidance only. Please refer to the official Notice in the Federal Register.

  33. Proposed i3 Priorities Support Effective Teachers and School Leaders Improve EarlyLearning Outcomes Improve theUse of Data Support College Access and Success Improve Achievementfor High-Need Students Complement the Implementation of High Standards and High-Quality Assessments Address the Unique Learning Needs of Students with Disabilities and Limited English Proficient Students Turn Around Persistently Low-Performing Schools, Whole-School Reform, and Targeted Approaches to Reform Serve Schools in Rural LEAs Required forall applications Must address one(Absolute Priority) May address one or more(Competitive Preference) Note: These slides are intended as guidance only. Please refer to the official Notice in the Federal Register.

  34. Potential i3 Strategy: Support Great Teachers and Leaders • Design and implement evaluation systems to improve teacher and principal effectiveness • Provide teachers and principals with experiences needed develop pedagogical content knowledge • Aligns instructional materials, school support, and instructional time • Provide meaningful and flexible educational pathways that align with workforce projections • Active in three domains: • Policy Advocacy • Programmatic Interventions • Community Engagement

  35. What Success Looks Like • Better student learning and knowledge of STEM fields • Evidence from field drives instruction, policy and advocacy • Families have timely access to relevant information about STEM education and careers • STEM teacher effectiveness and diversity increased • Better communication and coherence between education and workforce

  36. Thank you.

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