COLLABORATIVES STRIKE THE MATCH

1. COLLABORATIVES STRIKETHE MATCH INTERACTING WITH DATA AND EACH OTHER TO PREPARE TEACHERS Pearl Solomon: psolomon@stac.edu, Robert Searson rsearson@stac.edu, Gerardo Iturrino: iturrino@ldeo.columbia.edu , David Fried dfried@ercsd.k-12.ny.us

2. THE COLLABORATIVE PARTNERS

3. MAJOR PROJECTS AND FINDINGS FROM PRESERVICE UNDERGRADUATE STUDENTS TO GRADUATE STUDENTS AND IN-SERVICE TEACHERS

4. The RENEW ModelR Recruit the best teachersEEducate them NNurture them as they begin to practiceEEducate them again as the need for change developsWWatch them and learn

5. EARTH SYSTEMS FOR UNDERGRADUATES EARTH SYSTEMS COURSE FOR UNDERGRADUATES TAUGHT BY ST. THOMAS AQUINAS (STAC) FACULTY AND LAMONT-DOHERTY SCIENTISTS • PURPOSES AND ACTION COMPONENTS • SHARED RESEARCH DATA • SHARED INSTRUCTIONAL DATA–BASED ACTIVITIES WITH CONCURRENT COLUMBIA COURSE • SMALL GROUP MEETINGS WITH TEACHING CANDIDATES • FINDINGS: • STUDENT INTEREST IN LEARNING SCIENCE OR SCIENCE AS A LIFE ENDEAVOR IS WEAK • STUDENT ATTITUDES SEEM UNRELATED TO SCHOOLS ATTENDED OR PREVIOUS LEVELS OF SUCCESS AS STUDENTS • STUDENTS SEEM UNINTERESTED IN LEARNING SCIENCE AS INQUIRY

6. STUDENT ATTITUDES TOWARD LEARNING SCIENCE

7. LOOKING AT STUDENT DATAATTITUDES ABOUT LEARNING SCIENCE

8. EARTH2CLASS LDEO-COLUMBIA AND STAC PROGRAM FOR INSERVICE TEACHERS PURPOSES: • Train selected cohorts of teachers from the New York metropolitan area and elsewhere to: • enhance content knowledge in the Earth Sciences • develop skills to incorporate improved electronic and hands-on investigations • increase student achievement on elementary, middle,and high school mandated assessment tests

9. EARTH2CLASS • Action Components • Develop and revise www.earth2class.org web resources and curricular materials to serve as a more effective basis for teacher-scientist interactions. • Train and support research scientists to develop additional instructional materials (print and electronic) correlated to state and national science education standards. • Select and train approximately thirty-five participating teachers from New York City and other districts in Westchester and Rockland Counties in NY as well as Bergen, Essex, and Hudson Counties in NJ. • Create two follow-up programs for curricular development based on E2C workshops. • Design and carry out formative evaluation plans. • Expanded dissemination of curricular materials through professional conferences, DLESE, and other venues.

10. EARTH2CLASS 2003 - 2004 Earth2Class Program Sept 20, ‘03 Gerard Bond & Rusty Lotti: “Studying Climate Change Using the LDEO Deep Sea Sample Repository” Oct. 4, ‘03 LDEO Open House Oct. 25, ‘03 Arthur Lerner-Lam: “Living with Earthquakes” Nov. 15, ‘03 Martin Visbeck: "What Can Ocean Temperatures Tell Us about Climate in the Southern Hemisphere?" & Michael Studinger: "Uncovering the Secrets of Lake Vostok" Dec. 13, ‘03 Nicole Davi: “Learning from Tree Rings” Jan. 24, ‘04 Gerardo Iturrino: “Structure and composition of the oceanic crust ” Feb. 14, ‘04 Dorothy Peteet: “Marsh Archives of the Hudson Estuary” Mar. 20, ‘04 Christopher Small: “Exploring the Southern Oceans with Ships and Satellites” & Gregory Mountain: “Beneath the Ocean Floor: What Do We Know and How Do We Know It?” Apr. 17, ‘04 Dallas Abbott: “Historical Impact Craters” & Dee Breger: “Exploring the Microworld” May 8, ‘04 Jeffrey Weissel: “Using Synthetic Aperture Radar (SAR) to Map Natural Hazards and Disasters.”

11. Teacher Participant Comments I will definitely use the power point, the Hudson river links and the Stevens institution lesson of water resources I would like to see a quick time movie of a few minutes of the guest scientist sharing what they do and what they love about their work. It would be great to share with students to inspire them and show them that scientists are real people Resources: I loved the Stevens Institution curriculum!!!!! Interaction: Dr. Peteet was enthusiastic and knowledgeable about her topic. She would make a great role model for students. Please get a movie link to her talking about what she loves to study.

12. EARTH2CLASS Teacher Participant Comments • Workshops are organized and well planned • Presenters are good and content knowledgeable • Student learning activities that included physical oceanographic information were newly discovered • Level of materials presented was difficult, but discussion session made it understandable. • Teacher’s guide and activities would be used with their students • Workshops would be recommended to other teachers.

13. EARTH2CLASS Teacher Participant Comments I plan on teaching by using many aspects of the Hudson river and link to earth2class for this marsh presentation. This topic is great for showing effects that people have had on the environment (deforestation, marsh reduction, climate change). I think it would fall under standard 7. I was amazed to see how much of the marsh environment has been destroyed by development. The map of the historical location of marshes was most useful. It is difficult to select an item that is least useful. Interdisciplinary problem solving - key idea: consider environmental and social implications of various solutions to an environmental earth resource problem.

14. PROJECT STEF PROJECT STEF (SCIENCE TEACHERS ENSURE THE FUTURE) Action Components: • ENCOURAGING TEACHERS TO BE ROLE MODELS FOR FUTURE TEACHERS • SUMMER INSTITUTE • PLANNING MEETINGS • JOINT CONFERENCE: NAGT AND NEW YORK STATE SCIENCE CONGRESS

15. PROJECT ERAP EAST RAMAPO ASSESSMENT PROJECT • Purposes • To improve the student achievement in mathematics, K-8, in the East Ramapo schools • To reorganize curriculum and make it more specific • To prepare and administer curriculum-matched proximal assessments. • To help teachers use the results of these tests to diagnose and respond to student needs.

16. Action components: In order to achieve a useful match between the curriculum, instruction and assessments: 2001 Specific designed-downGrade Level Objectives, organized by Key Ideas, were created from more general State curriculum documents. 2002 These were then organized for each grade into curriculum maps (units with timeframes and specific objectives). 2002-2004 For each unit, the essential performance objectives were sequenced into test specifications for each assessment. Groups of teachers wrote assessments. Each test item was matched to a specific content-based expectation.

17. 2002-2004 • Each assessment includes a group performance component, as well as an assortment of questions that require different levels of cognitive demand. • The group performance and individual assessment contain extended response items are graded with carefully constructed rubrics.  • The tests were constructed by 44 grade-level teachers working in pairs. • Editing: • Math coordinators and consultant, Pearl Solomon • Dr. Solomon and Assistant Superintendent David Fried

18. Dissemination and Evaluation: • Each test is disseminated electronically as a draft to grade level teachers, who are asked for revisions and feedback. • Following administration the results are recorded, analyzed and shared.  

19. PRODUCTS AND FINDINGS • By the end of April, 2004 we will have completed approximately 75 of these in grades K-8. • Test construction and analyses has revealed specific deficiencies that are being addressed. • Two of the district’s elementary schools were on the list of most improved schools in the state. Only four elementary schools in the county were on the list for math.

20. Level 2001 2002 2003 Grade 4 3/4 57% 55% 67% 2 28% 33% 24% 1 14% 12% 9% Grade 8 3/4 32% 34% 37% 2 34% 40% 39% 1 34% 26% 25% East Ramapo Test ResultsNew York State Math TestsPercent of Students Performing at Each Level 4=Exceeding standards 3=Meeting standards 2= Just below standards 1= Far below standards

21. Grade 2001 2002 2003 3 53.3 59.7 67.3 5 50.0 54.6 55.1 6 52.4 55.1 59.3 7 50.6 53.9 49.9 East Ramapo Test Results Districtwide Standardized Math Test (TerraNova) Median National Percentile

22. PARK RIDGE • Purposes: • To improve student achievement in mathematics • To provide professional development opportunities for teachers that: • Improve their own math knowledge • Concentrate on teaching math with understanding • Call attention to the expectations of the curriculum

23. PARK RIDGE • Action Components • Analyses of state test results • Identification of specific needs such as problem solving and explanations of concepts • Curriculum revision • Demonstration lessons

24. Products and Findings • Curriculum is reorganized into teacher-friendly units • Curriculum includes designed down embedded concepts and skills needed to achieve expectations • Time is allocated to cover all needed topics • Teachers respond to demonstration lessons by incorporating observed strategies

25. State Disaggregated Data vs. Park Ridge Source: NJ Assessment of Skills and Knowledge – Cycle 1- Preliminary Reports

26. Comparing Statewide and Park Ridge Distributions Total Points and Just-proficient Scores

27. Comparing Statewide and Park Ridge Distributions Total Points and Just-proficient Scores Source: NJ Assessment of Skills and Knowledge – Cycle 1- Preliminary Reports

28. Score Range Comparison – NJASK – Grade 4 East Brook Source: NJ Assessment of Skills and Knowledge – Cycle 1- Preliminary Reports

29. Score Range Comparison – NJASK – Grade 4 West Ridge Source: NJ Assessment of Skills and Knowledge – Cycle 1- Preliminary Reports

30. Staff Development Demonstration Lessons “University-based professional development schools (PDS) may be a remedy. University-based professional development schools are inching closer to a better or more equitable outcome for schools involved in well conceived partnerships. McConnell, Bruneau, Barbour & Ambrose (1991) define the professional development school in its broadest interactive sense as one “in which classroom teachers and university faculty work collaboratively to better understand teaching and learning.” Source: “Project Smart”

31. Staff Development Demo Lesson Advantages • Long Term, sustained professional development • Conceptual v. Skills based approach • Teacher Friendly • Teacher ownership of the process of change • Teachers become an integral part of the process • Supported administrative assistance • Conducted in a real classroom setting • Training and curriculum Standards based • Expose teachers to training conducted by experts

32. Curriculum Development Process Review the State Standards Define that to be taught at each grade level Develop the indicators to address Standards at each level Uncover the “embedded concepts” Develop classroom activities to support the indicators Develop the assessment Provide increased Manipulative materials On-going training