Brennon Sapp Larry Tibbs 2006/2007 Science Transformation Brennon Sapp Larry Tibbs

First Steps Lets look at the past Most of the school improving According to Science Index According to distribution of novice, apprentice, proficient, distinguished scores According to ACT and SAT scores Most schools around us improving Most schools in our area moving ahead of us in science Students NOT taking science classes Counselors “sticking” kids in our classes when they have no where else to go Every gap imaginable unchanged in science Ask students about science Dixie is moving to Schools of Study

82.7 78.4 74.8

2003 2004 2005 2006 Reading 75.1426 79.9460 86.7956 85.9667 Math 79.5679 80.9792 80.0623 86.3243 Science 70.7808 71.5436 74.5514 73.2131 Social Studies 70.6905 82.3678 82.3600 83.8541 Arts & Humanities 74.8644 83.1203 79.0167 84.8504 Pract. Living/Voc Stud 86.2501 89.1234 89.2119 87.8471 Writing 67.5604 62.0861 70.7782 71.8933 Total 74 77.2 79.8 81.3

Second Steps Let everyone know and ask the hard questions Don’t allow any blame (especially toward the kids) Don’t allow excuses Review the new core content Entertain and explore any and every option your team can come up with Move forward with or without the “naysayers”

--Slides we used with our teachers-- Why? No Blame No Excuses We have to try something new—What we are doing is NOT working! Kids are different each and every year, is our teaching? We have more and more responsibility, are you helping students with more and more? --Slides we used with our teachers--

--Slides we used with our teachers-- Why? No Blame We have to try something new—What we are doing is NOT working What does the data indicate? Life Science needs the most improvement (it is also the major focus on the new core content) Open responses produce to many 0’s & 1’s --Slides we used with our teachers--

What Can We Do? & What Did We Do?

Our Conclusions Students don’t take science classes because they are not interested in science Students do not score well on standardized test because They don’t like science They don’t take a lot of science They may not be in science when they take the test THEY DON’T THINK SCIENTIFICALLY Much of tested science is more related to thinking than content Students spend a lot of time repeating content our students have been exposed to in an earlier grade

Our Old Science Three Required Classes Electives Biology (1 credit-freshman) Earth/Space Science (1 credit) Integrated Science (1 credit) Electives Chemistry (1 credit) Anatomy & Physiology (1 credit) Physics (1 credit) Environmental Science (1 credit) AP Chemistry (2 credits) AP Biology (2 credits)

Science Now Three and a Half Credits Required Freshman Year Scientific Investigations (½ credit) Sophomore–Senior Years at least one science per year Core Life Science (½ credit) Core Earth/Space Science (½ credit) Core Physical Science (½ credit) Elective Life Science (at least ½ credit) Elective Earth/Space Science (at least ½ credit) Elective Physical Science (at least ½ credit)

What Electives Should We Have Ask the students where there interest lie Ask the teachers where some of their passions lie Scan the media for the more popular topics of the day (Forensics) Survey the students Write course descriptions Find teachers willing to participate Give others the old required classes

What Electives Do We Have? Chemistry A & B Anatomy A & B Physics A & B Environmental Science Forensics Zoology Astronomy Chemistry & Community Oceanography/Marin Biology Medical Science Radio Technology Horticulture Geology Meteorology Anatomy for Artist AP Chemistry AP Biology

Now All We Have to do is Make it Work The kids have responded! These Classes are Full! Now All We Have to do is Make it Work Conferences—Externships Resources—Professionals