1. Supported by the National Science Foundation under Grant No. DUE-0315060 Impact of Science Instruction on Washington State’s Elementary Students George Nelson, PI and Carolyn C. Landel, PD Washington State Assessment Conference Thursday, December 6, 2007 SeaTac Hilton

2. Supported by the National Science Foundation under Grant No. DUE-0315060 Outline Introduction –Summary of project and findings –An editorial diversion into reality and philosophy About the partnership and its work –Some details Elementary school findings so far –WASL scores in partnership and two example schools Next steps

3. Supported by the National Science Foundation under Grant No. DUE-0315060 NCOSP History Funded by NSF in September 2003 Initial work with teachers in August 2004 Student data –2004: Baseline (prior to NCOSP activities) –2005, 2006: Mid-treatment, only two years Teacher, Faculty, Administrator, building level data available for 2003-07

4. Supported by the National Science Foundation under Grant No. DUE-0315060 Summary of Findings Significant professional development, focused on increasing content and pedagogical content knowledge results in improved instruction K-16 and improved student achievement in science as measured by the grade 5 WASL Increases in student achievement in science are cumulative Teaching science well every day had a positive or neutral impact on reading and math achievement Improving science student achievement involved a partnership between higher education and K-12 focused on improving instruction at all levels

5. Supported by the National Science Foundation under Grant No. DUE-0315060 What is the Reality in Schools? In fifth grade, 62% of instructional time was in literacy or math; only 24% was devoted to social studies or science. Fifth-graders spent 91.2% of class time in their seats listening to a teacher or working alone, and only 7% working in small groups, which foster social skills and critical thinking. Findings were similar in first and third grades. Fifth grade, students received five times more instruction in basic skills than problem solving and reasoning. In first third grades the ratio was 10:1. About one in seven (14%) kids had a consistently high-quality "instructional climate" all three years studied. Most classrooms had a fairly healthy "emotional climate," but only 7% of students consistently had classrooms high in both. There was no difference between public and private schools. Robert C. Pianta, Jay Belsky, Renate Houts, Fred Morrison, Opportunities to Learn in Americas Elementary Classrooms, Science, 315, p1795, 2007

6. Supported by the National Science Foundation under Grant No. DUE-0315060 Robert C. Pianta, Jay Belsky, Renate Houts, Fred Morrison, Opportunities to Learn in Americas Elementary Classrooms, Science, 315, p1795, 2007

7. Supported by the National Science Foundation under Grant No. DUE-0315060 Robert C. Pianta, Jay Belsky, Renate Houts, Fred Morrison, Opportunities to Learn in Americas Elementary Classrooms, Science, 315, p1795, 2007

8. Supported by the National Science Foundation under Grant No. DUE-0315060 Tacit Beliefs (As evidenced by actions--and tests) Knowledge of reading and math is sufficient for students to lead fulfilling lives Teacher-Centered classes are more effective Students learn best by themselves Basic Skills are more important than problem solving or reasoning Test scores are more important than other evidence of learning

9. Supported by the National Science Foundation under Grant No. DUE-0315060 The North Cascades and Olympic Science Partnership

10. Supported by the National Science Foundation under Grant No. DUE-0315060 NCOSP Hypothesis A partnership can change teachers’, faculty’s, and administrators’ fundamental ideas about subject matter, teaching, and learning and promote learning through thinking. This change will result in improved student learning, increased test scores K-16, and new teachers better prepared to teach science effectively.

11. Supported by the National Science Foundation under Grant No. DUE-0315060 Focus on teaching “...teacher effectiveness is the single biggest factor influencing gains in achievement, an influence bigger than race, poverty, parent’s education, or any of the other factors that are often thought to doom children to failure.” -Thinking K-16 Education Trust, Winter 2004

12. Supported by the National Science Foundation under Grant No. DUE-0315060 NCOSP Goals 1.All students succeed in challenging science curriculum aligned with standards. 2.Administrators understand and support science education reform goals and programs. 3.Knowledgeable and confident teachers use curriculum with integrity and fidelity. 4.The quantity, quality and diversity of teachers entering the workforce increases through effective recruitment, preparation, and retention. 5.Science education research provides evidence-based contributions to the learning and teaching knowledge base.

13. Supported by the National Science Foundation under Grant No. DUE-0315060 Partnership Principles Organizing Principle: The project is organized and managed to achieve its goals on time and within the budget Research Principle: Actions will be planned and modified based on the best research. Where no prior research is available, careful experiments will be designed and carried out Learning Principle: Everyone in the project is a learner Equity Principle: There are clear, high, and realistic expectations and strong support for all learners Collaboration Principle: NCOSP is a true partnership. Each partner contributes to and benefits from achieving the goals

14. Supported by the National Science Foundation under Grant No. DUE-0315060 K-12 Institutions 28 School Districts – Whatcom County (8), Skagit County (7), and the Olympic and Kitsap Peninsula (13) Partners

15. Supported by the National Science Foundation under Grant No. DUE-0315060 Student Demographics State vs. NCOSP DemographicState (All grades- 2005/6) NCOSP students (5 th Grade- 2005/6) Free/Reduced Lunch (% served) 37 %43 % Ethnicity (% non-white)31 %24 % Gender (% males)52 %51 % Bilingual (% served)7 % 5 % Special Education (% served) 12 %

16. Supported by the National Science Foundation under Grant No. DUE-0315060 Institutions of Higher Education Western Washington University Everett Community College Northwest Indian College Skagit Valley College Whatcom Community College Partners

17. Supported by the National Science Foundation under Grant No. DUE-0315060 Supporting Agencies Washington State LASER NWESD189 (Whatcom and Skagit Districts) OESD114 (Peninsula Districts) Partners

18. Supported by the National Science Foundation under Grant No. DUE-0315060 NCOSP Systemic Approach to Reform

19. Supported by the National Science Foundation under Grant No. DUE-0315060 “How People Learn”: Teacher Leader Teacher Leader- reported’ “most powerful” learning: Understanding of research on how students learn Learning about the research on 'How People Learn' and then 'experiencing' being in the student's place has had the most dramatic impact on my teaching. Everyday and with confidence, I can let the students know that I 'really understand what they’re going through'. This has built an element of trust in the classroom to 'stretch' minds. -elementary teacher, Skagit

20. Supported by the National Science Foundation under Grant No. DUE-0315060 “How People Learn”: Higher Education Faculty-reported understanding: Before NCOSP, I was not aware of the role that preconceptions can have as barriers to student learning. I have incorporated more pre-learning activities (such as 'Initial Ideas' in the NCOSP classes, 'warm-ups' or 'introductory activities' in my other classes) into all of my classes…I have become more learner centered. -Higher Education Faculty In this curriculum on a regular basis every class, I am able to hear what students think and what they are learning because they must discuss their answers with each other and with the class...I am constantly hearing and seeing...how learning is unfolding. -Higher Education Faculty

21. Supported by the National Science Foundation under Grant No. DUE-0315060 K12-Higher Education Partnership “The Summer Academy was definitely a collaborative effort. I learned as much - if not more - than the teachers who were technically the students.” -Higher Ed Faculty “NCOSP didn’t say ‘here’s what’s wrong with education and here’s how we’re going to fix it’. Rather NCOSP said, ‘here’s what we know about How People Learn, let’s work on this together and see what we find out’. We weren’t just being told something - we were a part of something.” -Teacher Leader

22. Supported by the National Science Foundation under Grant No. DUE-0315060 Principals’ Support and Understanding 100% of respondents wanted to discuss/find out how to better support their Teacher Leader in sharing his/her expertise in their school. 92% wanted to gain a better understanding of what high quality science instruction looks like. Administrators’ responses to survey items and a focus group interview suggest that even in buildings where science is considered “a priority”, there may not be mechanism in place to support the work of science teachers.

23. Supported by the National Science Foundation under Grant No. DUE-0315060 Teacher Leaders: Content Knowledge

24. Supported by the National Science Foundation under Grant No. DUE-0315060 Teacher Leaders: Pedagogy

25. Supported by the National Science Foundation under Grant No. DUE-0315060 Teacher Leaders: Classroom Observations Qualitative Observations Content covered in lessons was developmentally appropriate and accurate Content of lessons were linked to real- world contexts Students were recording data and observations in science notebooks to reflect on and access evidence for conclusions Lessons contained investigations and experiments that required active participation by students Quantitative Rating Tchr Ldr: 3 Low National Comparison 1-2:59% 3 Low:17% 3 Med:10% 3 High:5% 4-5:10%

26. Supported by the National Science Foundation under Grant No. DUE-0315060 Teacher Leaders: Classroom Practice Teacher-reported changes in classroom practice: Identifying students’ preconceptions Paying attention to student preconceptions Questioning strategies Asking questions instead of providing answers is prompting my students to take a more active role in their own learning. I know this because they complain! 'Please just tell me!' Is a reply I hear now more than ever. -elementary teacher, Whatcom …I feel more confident now, because I'm better at probing, and I have more content background to extend student questions to validate their thinking and make it more engaging for them. -middle school teacher, Peninsula

27. Supported by the National Science Foundation under Grant No. DUE-0315060 Higher Education: Classroom Observations Qualitative Observations Faculty did a good job with “content” by ensuring the lesson was developmentally appropriate, connected to other disciplines or real world contexts, and accurate. High ratings in the dimension of “culture” reflected the active participation of students in the courses that were focused on content. Students were encouraged to use evidence to support their statements. Quantitative Rating Faculty: 3 High National Comparison 1-2:59% 3 Low:17% 3 Med:10% 3 High:5% 4-5:10%

28. Supported by the National Science Foundation under Grant No. DUE-0315060 Higher Education: Classroom Practice Faculty-reported changes to classroom practice: Increased knowledge of questioning strategies, assessment techniques, and how to elicit student preconceptions Increased knowledge of how to teach concepts in an effective and lasting way. Learning and practicing questioning skills has been invaluable. How to guide student thinking with questioning is very powerful. Having a curriculum to teach science in a student- centered, hands-on way is empowering for students. -Higher Ed Faculty

29. Supported by the National Science Foundation under Grant No. DUE-0315060 Higher Education: Student Outcomes

30. Supported by the National Science Foundation under Grant No. DUE-0315060 Teacher Leaders: Leadership 84% of Teacher Leaders stated that the 2006 Summer PD prepared them to take on more of a leadership role in their school Over the 2006-2007 school year, Teacher Leaders reported increased comfort with all four aspects of leadership measured: Facilitating Presenting Coaching Consulting

31. Supported by the National Science Foundation under Grant No. DUE-0315060 Teacher Leader: Leadership Leadership Roles Although only 25% of the elementary school Teacher Leaders (N=16) reported science leadership activities prior to NCOSP, all reported them now. Leadership Practices 50% applied leadership practices from all four categories of presenting, coaching, consulting, and facilitating; 44% applied three categories 6% applied two categories Data Source: Carty, 2007 Masters’ Research

32. Supported by the National Science Foundation under Grant No. DUE-0315060 Elementary School WASL Results

33. Supported by the National Science Foundation under Grant No. DUE-0315060 4 th Grade WASL non- NCOSP vs. NCOSP students student N= non-NCOSP = 4,600 NCOSP = 250 Writing Reading Math

34. Supported by the National Science Foundation under Grant No. DUE-0315060 5 th Grade WASL Scores-2006 By Subject % Proficiency

35. Supported by the National Science Foundation under Grant No. DUE-0315060 5 th Grade Science WASL: Cumulative Impact of NCOSP TL (2006) 4 th Grade 5 th Grade State Prof. = 36% 4 th & 5 th Grade No TLs student N = 3,443 190 813 113 teacher N = 200 33 36 13

36. Supported by the National Science Foundation under Grant No. DUE-0315060 Two Examples Nooksack Elementary –All K-5 teachers teach science –Collaborative model led by the principal –Professional development coordinated into integrated building plan Larabee Elementary –Collaborative Specialist model grades 3-5 initiated 2005-2006 7.5 hours/week with science teacher –Strong principal support to create collaborative structure –Professional development targeted at individuals Both –Shared commitment to “effective teaching for every student, every subject, every day, every year” –Shared high expectations and support for all students

37. Supported by the National Science Foundation under Grant No. DUE-0315060 Nooksack Elementary Student Demographics (State Values) Enrollment (October 2006 Student Count) 271 Gender (October 2006) Male 53.5% (51.5%) Female 46.5% (48.5%) Ethnicity (October 2006) –American Indian/Alaskan Native 3.3% (2.7%) –Asian 1.1% (7.8%) –Black 1.5% (5.6%) –Hispanic 24.4% (14.0%) –White 69.4% (67.5%) Special Programs –Free or Reduced-Price Meals (May 2007) 54.4%(37.0%) –Special Education (May 2007) 17.0% (12.7%) –Transitional Bilingual (May 2007) 19.1% (7.5%) –Migrant (May 2007) 8.1% (2.0%)

38. Supported by the National Science Foundation under Grant No. DUE-0315060 Nooksack Elementary

39. Supported by the National Science Foundation under Grant No. DUE-0315060 Nooksack Elementary

40. Supported by the National Science Foundation under Grant No. DUE-0315060 Nooksack Elementary

41. Supported by the National Science Foundation under Grant No. DUE-0315060 Larrabee Elementary Student Demographics (State Values) Enrollment (October 2006 Student Count) 202 Gender (October 2006) Male 55.9% (51.5%) Female 44.1% (48.5%) Ethnicity (October 2006) –American Indian/Alaskan Native 3.0% (2.7%) –Asian 2.0% (7.8%) –Black 1.5% (5.6%) –Hispanic 4.0% (14.0%) –White 86.1% (67.5%) Special Programs –Free or Reduced-Price Meals (May 2007) 40.1% (37.0%) –Special Education (May 2007) 13.4% (12.7%) –Transitional Bilingual (May 2007) 2.5% (7.5%) –Migrant (May 2007) 0.0% (2.0%)

42. Supported by the National Science Foundation under Grant No. DUE-0315060 Larrabee Elementary

43. Supported by the National Science Foundation under Grant No. DUE-0315060 Larrabee Elementary

44. Supported by the National Science Foundation under Grant No. DUE-0315060 Larrabee Elementary

45. Supported by the National Science Foundation under Grant No. DUE-0315060 Today’s Status--Next Steps

46. Supported by the National Science Foundation under Grant No. DUE-0315060 Higher Education Regional institutionalization of a common science content course sequence Courses and degree requirements for elementary education majors restructured Collaborative network of scientists and science educators established

47. Supported by the National Science Foundation under Grant No. DUE-0315060 K-12 Education Implementation of school-based professional learning communities (98) Shift from supporting 1 Teacher Leader to a five-member school-based team with same monetary resources Collaborative network of K-12 teachers throughout northwest Washington

48. Supported by the National Science Foundation under Grant No. DUE-0315060 Tools to Support Reform Instructional materials for preservice and inservice science content courses Professional development tools –Instruction –Professional Learning Community (Collaboration) –Assessment Administrator observation instruments and rubrics

49. Supported by the National Science Foundation under Grant No. DUE-0315060 Ongoing Studies Student WASL scores, Preservice content and teaching data Classroom videos and observations, K-12 and Higher Education Professional Learning Community videos and observations Case studies of 10 selected schools Self-written case studies of PLCs by Teacher Leaders and Principals Partnership surveys

50. Supported by the National Science Foundation under Grant No. DUE-0315060 Questions?