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Science 6 -12

Department Review March 3rd 2014 Terry Henkle, Coordinator. Science 6 -12. Major Influences 2013-2014:. Current CT Science Curriculum Support for Common Core State Standards for Mathematics and ELA CMT Science (5 th & 8 th grade) CAPT Science (10 th grade)

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Science 6 -12

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  1. Department Review March 3rd 2014 Terry Henkle, Coordinator Science 6 -12

  2. Major Influences 2013-2014: • Current CT Science Curriculum • Support for Common Core State Standards for Mathematics and ELA • CMT Science (5th & 8th grade) • CAPT Science (10th grade) • SEED teacher evaluation model • STEM Teacher(s) at CMS/WMS • Science Standards Content Crosswalk Report: Comparison of CT Core Science Curriculum and Next Generation Science Standards (NGSS)

  3. GPS Theory of Action: Promoting Student Achievement CT Science Framework Communication with Stakeholders INSTRUCTION CCSS SEED

  4. SEED Model of Teacher Evaluation • Implementation year - increased focus on Instruction through: • Student Learning Objectives (SLOs) • 1st SLO based on Science Content and State’s Embedded Tasks • 2ndSLO based on either Literacy or Mathematics in support of CCSS • Measurable outcomes ( Indicators of Academic Growth and Development, IAGDs) • Pre and post observation meetings with teacher reflections as a format to discuss “actively engaged students”.

  5. Ongoing and Necessary Work in Science 6-12 • Revisiting curriculum based on major influences • Articulation of program 6-12 (using PD, Vertical Articulation Survey) • Future revision of Science curriculum with NGSS (Crosswalks) • No Federal (Race To Top) funding, State or District Funding for NGSS • Identifying student engagement in the classroom and implementing it daily • Reviewing and revising district-wide assessments for Reading Informational Text (Pre and Post Assessments) and Grade Level Science Embedded Tasks • Sharing CMT/CAPT, CCSS, SBAC and SEED information with parents and community members

  6. Science Clubs (Not Funded) within Groton School District A. Science Team: 1. National Science Bowl at UCONN 2. The Science Olympiad B. Botany Club C. Bermuda Program D. Robotics Club: 1. Frist competition held at FSHS with 35 teams on March 8 & 9, 2014 2. Qualifier for the New England Championship game in Boston on April 10—12, 2014 E. Environmental Science is also the EnvirothonTeam F. Trout in the Classroom: (WMS and FSHS needs filter) G. Lego League (CMS, being established at WMS)

  7. Possible Shift In CT and District Curriculum Based on

  8. Current Science Curriculum based on Cores, Grade Level Concepts & Expectations With CMT/CAPT Expected Performance

  9. New NGSS: This is not a Curriculum, but areas of Assessment Assessment Using Science & Technology Crosscutting concepts

  10. Do we move to a Conceptual Curriculum? Resembles 6th - 8th Grade Established Curriculum

  11. Do we Change to a Science Domain Model?

  12. Science Domain Model at FSHS? No Earth Science Classes at FSHS

  13. Modify and Change Current High School Curriculum

  14. Possible Shift In CT and District Curriculum Based on NGSS Crosswalks will result in Time for grade level teachers to review and modify current curriculum. 2. Time for grade level teachers to revise and align assessments. Textbook to support NGSS Crosswalks (No Earth Science Textbooks). Equipment for new lab modules and activities. Technology to support STEM and student research.

  15. Project Oceanology • Project Oceanology programs are aligned with State and National Standards with emphasis on Scientific Inquiry, Literacy and Numeracy • Project O provides opportunities for • Onboard R/V • Shore Activities • In-School or Lab activities • After School Maritime Studies Program (ASMSP), one session in fall and one in the spring (7 students) • Summer Maritime Studies Programs (SMSP), 7 students • Charles Barnum, through Project Oceanology, received a State Department of Education Interdistrict Cooperative grant to provide marine science education to combined urban and suburban 4th and 5th grade classes. • Teachers can design their activity to fit their current or future curriculum needs. • FY 2013: $52, 961 • FY 2014: $57, 394 (2% increase) • FY 2015: $52,747 (Decrease of 8.1% due to drop of student population)

  16. What is STEM and What is STEAM? Science Technology Engineering Arts (as with CK) Mathematics or Applied Mathematics One STEM teacher certified through another school district by the Joyce D. and Andrew J. Mandell Academy for Teachers at the Connecticut Science Center. Qualification: STEM CERTIFIED for STEM and INQUIRY INSTRUCTION. One STEM teacher is attending the STEM Certificate Program through the Christa McAuliffe Center at Framingham State University and PTC. ** Not funded by BOE. Cost is $875 Our GPS STEM committee meets monthly. We are sharing information on high, middle and elementary schools.

  17. Science Technology Engineering Mathematics

  18. A need for STEM State of CT Connecticut has historically been known as the birthplace of invention and innovation. Connecticut inventors created the cotton gin, anesthesia, the first submarine, helicopter, color television, the portable typewriter, and a range of industrial technologies. The technical proficiency that contributed to Connecticut’s economy has declined dramatically. According to the Kauffman Foundation New Economy 2010 Report, Connecticut ranked #14 in high-tech jobs, #15 in patents, #22 in entrepreneurial activity, and #37 in non-industry R&D investments. Connecticut’s long-term economic competitiveness can be re-invigorated with key investments for pioneering R&D and vital educational programs in the STEM disciplines. Next Generation Connecticut will expand critical STEM activities at UConn and drive innovation, enhancing job creation and economic growth, allowing the State of Connecticut and its workforce to flourish.

  19. A need for STEM in GPS? Groton public schools is participating in LEARN magnet schools, and this year we sent 16 high school students to Marine Science; 13 high school students to Ledyard High School for Agri-Science; and 23 middle school students and 24 elementary students to magnets We as a society have made “our students” consumers of education.

  20. 21st Century Skills: Preparing Students for THEIR Future • Creativity and Innovation • Critical Thinking and Problem Solving • Communication • Collaboration • Effective Use of Technology • Career and Life Skills • Cultural Awareness

  21. STEM WORK GROUPS: identify current practices; next steps; needs • Recommendations: • Some extracurricular funding should be used to support STEM related clubs and activities. • Expand high school curriculum to include engineering class. • Engineering class that would be counted as math or science credit. • Technology funding (not just Computers, but district is becoming computer dependent) • Review samples of what other districts are doing in relation to STEM in terms of both after school and curriculum: Marine Science, Ledyard, New London, Grasso Technical High School.

  22. Current Practices Computers: Microsoft Office Suite, varying difficulty for grades (6-8); Photoshop (7), Premier Elements (8th grade), Typing (6-8), Crazy talk (animation; CMS only, 7), Alice (8), Touch Develop, Apps Bar. STEM: STEM Careers (CMS + WSMS), Water Filtration, Global Warming, Earthquakes, Renewable resources, Sketchup, programming (code.org). * STEM initiatives are going to require supplies and technology that we don’t have and need. Examples are digital balances, digital probes linked to hand-held calculators, and digital microscopes.

  23. High School: Almost all courses that participate in Project O at the HS are Integrated Science, All levels of Biology, Marine Biology, Chemistry, AP Environmental Science, and Environmental Science. * EnvirothonTeam that competes in a State competition that could use STEM support (also need assistance with transportation costs) * Science Club could possibly benefit from STEM support * There is no lab for math (technology). PD: More appropriate PD for science teachers at both middle school and high school on the incorporation of STEM principles within their classroom curriculum. Continue to offer PD on the integration of iPads within the middle school.

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