1. A.R.I.S.E. Addiction Research and Investigation for Science Educators Adela de la Torre, Ph.D. ◦ Center for Transnational Health, Dept ofChicana/o Studies, UCD Cathy Parker ◦ San Joaquin County Office of Education, Science & Special Projects Project is funded by National Institutes of Health; National Institutes of Drug Abuse, Science Education Drug Abuse Partnership Award

2. NSTA 2011 - ARISE Introduction to ARISE - components Targeted Student Population – EL Science Materials that make a difference (5E) ◦N◦N IDA – The Brain: Understanding Neurobiology Through the Study of Addiction ◦N◦N IDA – Brain Power Mentoring – Academic Year Support Results To Date ◦S◦S tudent Generated Research Projects ◦F◦F indings

3. What is the goal of the project? To increase the science learning of middle and secondary school English Learner (EL) students Using professional development and instructional support : ◦ Standards-based topic of interest (drug addiction) ◦ Teaching methods that are geared toward English Learner success - 5E model ◦ Culturally Nuanced Instruction ◦ Science Research Mentors

4. Who is involved? UC Davis ◦ Faculty Mentors, Neuroscience Content and Culturally Nuanced Instruction Expertise, Evaluation SJCOE ◦ Science Specialists & ELL Specialists 17 Science Mentors from UC Davis & Merced, UOP, CSU Bakersfield, Fresno, Sacramento, Sonoma, Stanislaus, and Livermore Lab To date – over 60 teachers from the Central Valley

5. Introduction to ARISE - components Targeted Student Population – EL Science Materials that make a difference (5E) ◦ NIDA – The Brain: Understanding Neurobiology Through the Study of Addiction ◦ NIDA – Brain Power Mentoring – Academic Year Support Results To Date ◦ Student Generated Research Projects ◦ Findings

6. Who is an EL student? EL students are identified as they enter a school district ◦ Identified that speak another language other than English at home ◦ Tested for their ability to speak English  CELDT  California English Language Development Test  Fluent or EL status

7. An EL overview No assumptions Ensure we are all on the same page Source: http://dq.cde.ca.gov/dataquest/lc/NumberElState.asp?Level=State&TheYear=2009-10

8. EL Languages Spoken http://dq.cde.ca.gov/dataquest/LEPbyLang1.asp?cChoice=LepbyLang1&cYear=2008- 09&cTopic=LC&cLevel=State

9. Academic Language General Specific Language of Science English Language Prerequisite standards information Ideas/concepts Specific Content Standards Science Content

10. Introduction to ARISE - components Targeted Student Population – EL Science Materials that make a difference (5E) ◦ NIDA – The Brain: Understanding Neurobiology Through the Study of Addiction ◦ NIDA – Brain Power Mentoring – Academic Year Support Results To Date ◦ Student Generated Research Projects ◦ Findings

11. Moving from Teacher-Centered to Student- Centered Classrooms Traditional Teacher dominated ◦ Speaking done by teacher ◦ Teacher performs task ◦ Students watch silently ◦ Students take notes ◦ Science from a book Transformational Teacher modeled ◦ Students do talking ◦ Students do hands on activities/labs ◦ Students speaking structured scientific conversations Inquiry based learning

12. NIDA Materials based on 5E Model The Brain: Understanding Neurobiology Through the Study of Addiction What are the 5Es Sample Activities: Task Cards Phineas Gage Curriculum Logistics Website Other resources Brain Power Society for Neuroscience

13. Five Es Instructional Model Engagement Exploration Explaining Elaboration Evaluation

14. NIDA Materials based on 5E Task Cards Phineas Gage

15. Website Resources Located at http://science- education.nih.gov/Customers.nsf/highscho ol.htmhttp://science- education.nih.gov/Customers.nsf/highscho ol.htm Includes Quicktime Movies

16. Introduction to ARISE - components Targeted Student Population – EL Science Materials that make a difference (5E) ◦ NIDA – The Brain: Understanding Neurobiology Through the Study of Addiction ◦ NIDA – Brain Power Mentoring – Academic Year Support Results To Date ◦ Student Generated Research Projects ◦ Findings

17. Year-long Support Research Mentors ◦ Recruitment and Support ◦ Expectations Coordinators ◦ Provide classroom implementation support ◦ EL support – evening meeting re: strategies ◦ PD opportunities

18. Introduction to ARISE - components Targeted Student Population – EL Science Materials that make a difference (5E) ◦ NIDA – The Brain: Understanding Neurobiology Through the Study of Addiction ◦ NIDA – Brain Power Mentoring – Academic Year Support Results To Date ◦ Student Generated Research Projects ◦ Findings

19. What is the expected outcome? Changes in instructional methods Integration of Institute content into existing instructional content The Integrated Instructional Unit (IIU) – Research Project and IIU Lesson Plan due at the April Symposium Ultimately- increased EL student achievement in science

20. Teacher Input Rashmi Ahuja – VP & Testing Coordinator (ELL) ◦ Tracy High School, Tracy Unified School District ◦ (209) 830-3360 x2002 Kristina Gundunas-Smith ◦ Pleasant Grove High School, Elk Grove Unified ◦ kgundunas@egusd.net Michael Gaston - 7/8 Teacher ◦ Vertitas School, Manetca Unified ◦ mgaston@musd.net

21. Student Generated Research Projects Presented at April Research Symposium

22. What data are we collecting? Pre – post survey of teachers Classroom observation data -We want to see the great things you are doing with your students after the institute!!!! Class counts and student demographics Program Evaluation

23. Findings Classrooms observations revealed that the pedagogical strategies helped students form linkages between science process and content. Pre and post survey results revealed that teachers were also more open to implementing culturally relevant pedagogies in their classroom. Results also indicated that teachers showed more support for less teacher-centered pedagogies and more support for student-centered classrooms. Ease of communication facilitated successful mentorship experiences for science faculty mentors and ARISE science teachers.

24. Questions?