Linking Institutions of Higher Learning, School Districts and Community Resource Partners to Improve Science Achievement Partners in Inquiry Resources and Research = pi r 2

 Ohio Board of Regents: Improving Teacher Quality Grant  BP-Husky Refining, LLC  Square One Education Network  NWO at BGSU Sponsorship

Partners The Blade- Debby Geyer Lourdes College- Jule Horn/ Michael French Toledo Metroparks- Heather Norris Toledo-Lucas County Public Library- Nancy Eames Toledo Museum of Art- Rachel Biel Toledo Zoo- Linda Calcamuggio WGTE- Public Media- Charlene Patten *Fostoria City & Washington Local Schools were members of the planning team. LEARNnco/NCOESC- Andy Campbell and Kathy Mohr Lucas County Educational Service Center/Challenger Learning Center- Sandra C. Frisch and Reed Steele Sauder Village- Andrea Erbskorn Seven Eagles- Martin Nagy Toledo Botanical Garden- Diane Thurber and Jeanine Roberts Toledo Public Schools- Bob Mendenhall and Julie Campbell

Summer Institute / Academic Year evening workshops Once a month in- school outreach programs Scientists visit classrooms Formative and summative program assessment STEM in the Park– a one-day community event on campus Our Professional Development Model 30 teachers & 100 hours

Summer I Community Resources Workshop 40 hours Wee Week long summer workshop in June where teachers have field experiences to a number of venues. Day One – Lourdes College & Wildwood Metropark Day Two – Toledo Museum of Art & Toledo Blade at Valentine Theatre Day Three – WGTE and Toledo Zoo Day Four – Challenger Learning Center & Toledo Mudhens Day Five – Main Library, downtown Toledo Other sessions included: Sauder Village, Solar House, Johnson’s Island, Wolcott House, Nature’s Nursery & Toledo Symphony

Inquiry Series Schedule Life Science September 26- Blast off - The Toledo Zoo Animal Adaptations Animal Coverings Reptiles and Amphibians October 22 - Sauder Village Heredity November 7 - Metroparks Native Species -Toledo Botanical Garden Profiling Plants and Animals Earth Science December 3 - Challenger Learning Center The Universe January 21 - Toledo Botanical Garden Soil February 18 - LEARNnco Everyday Geology March 25 - Seven Eagles Renewable and Nonrenewable Resources and Land Use 45 hours with Mentor teachers, Scientists and Informal Educators

Outreach - During the school day - 9 hours per teacher

Final Project Capstone STEM in the Park September 11, hours Student and teachers alongside faculty and informal education partners will present activities and projects to the community at a family Celebration of Science event.

Pi r 2 By The Numbers 30 teachers participated in the 2009 Community Resources Workshop and 29 participate in the school year sessions. 25 Elementary and middle schools were represented 15 Districts including original Seed Grant partners Toledo Public, Fostoria City and Washington Local Over 900 students received materials, lessons and resources as a result of this project Over 240 outreach sessions were delivered by the following providers: Challenger Learning Center, LEARNnco Distance Learning, Sauder Village, Seven Eagles, Toledo Area Metroparks, Toledo Botanical Garden, & The Toledo Zoo not including extra programs booked by schools.

Key Component Formative Assessment Academic Year PD Format Engage activity Formative Assessment Outreach activities Discuss formative assessment Grade level group discussion (Extension activities)

Evaluation Teacher science content test Teacher Beliefs Instrument Kindergarten Science Interviews Outreach worksheet Outreach Observations Teacher Reflections

Teacher Science Content Tests 20 multiple-choice and open response items Aligned to project curriculum Teachers completed the test in October and April

Teacher Science Content Tests Sun in this direction Moon in this direction Earth E D A B C If you could look down from space at Earth from far above its north pole, the Sun and Moon would be in the directions shown by the arrows in the picture below. What would the Moon look like to a person on Earth facing the Moon?

Teacher Science Content Tests

Teacher Beliefs Instrument Self-efficacy about science teaching Beliefs and behaviors regarding reform- based science teaching strategies –Frequency –Importance –Preparedness

Teacher Beliefs Instrument

Max Score 65 Max Score 124

Kindergarten Science Interviews One-on-one interviews Questions based on picture cards New evaluation method for NWO

Kindergarten Science Interviews

Outreach Worksheet Documentation of teachers’ activities before and after receiving outreach programs Formative assessment –Emphasized throughout the project Data-driven instruction Analysis not yet conducted

Outreach Observations Evaluated the involvement of the teachers during the outreach programs Co-facilitation of outreach programs Behaviors: –Asking students higher order questions –Asking students to provide evidence for their answers –Encouraging student-student interactions Analysis not yet conducted

Teacher Reflections Demonstrated the positive impact that Pi r 2 had on the participating teachers Questions –What were your experiences with formative assessment? –How did the project impact your science knowledge and attitudes about science teaching? –How did the project affect your students? –What were some of the most meaningful aspects of the project?

Teacher Reflections – Formative Assessments I used the outreach educators as culminating activities most of the time. The probes were great! I used them to set purposes for the visit, make connections to the content and develop background knowledge. In science we developed, investigated and explored concepts without much "assessment". Looking at the formative assessments throughout the PiR2 experience made me think about how to approach the content areas NEXT year though. I needed to be reminded that formative assessments do not have to be "pencil and paper tests". The assessment component is very important in guiding the teaching/re-teaching and I look forward to trying some new things!

Teacher Reflections – Science Knowledge and Attitudes I found that I learned some new concepts that I had either forgotten or didn't really know. It made me more aware of the science standards and helped me to better prepare. My confidence has definitely increased regarding science. I find I am more excited about teaching science and have actually re-planned my programs for next year already.

Teacher Reflections – Student Impact The project had a positive affect on my students, they wanted to learn more. They were engaged in all the activities and many times throughout the year they talked about their experiences with the presenters and what they learned. They received a much deeper lesson on the standards that what I would have ever shared with them. I have some great ideas now for the future, but their learning was certainly broadened by their experiences this year.

Teacher Reflections – Meaningful Aspects I was amazed at various comments from the children that showed me they were retaining the concepts that were taught. One little boy said as the Sauder program was going on " I think this wool would be an adaptation, Am I right?". When Lightfoot was talking to the children about different animal coverings, he mentioned the word, camouflage. Many of my children said "We know that word!" The Toledo Botanical Garden did the Soil program. They brought worms along for the children to observe. A while after they were there we had a bug unit in our reading program. There was also information about worms. The children reminded us of some of the things they had learned about worms from the TBG presentation.

Teacher Reflections – Meaningful Aspects Working with other teachers is always beneficial. I wish we would have had more opportunity to discuss what was going on with assessment/lessons in our classroom. When we met together with our grade levels. The grade levels allowed us to talk and share ideas. The bonding that took place between the participants and the staff. This was a great group and I always felt very comfortable with everyone. I always looked forward to our next session. It also gave us a time to share ideas, especially during dinner. Some of us came earlier just to share ideas of what we did as an extension of the previous lessons.

Partners Inquiry Resources and Research (pi r 2 ) d_projects/pir2