Science 6 -12 - Groton Public Schools

Report
Department Review
March 3rd 2014
Terry Henkle, Coordinator
Major Influences 2013-2014:

Current CT Science Curriculum

Support for Common Core State Standards for
Mathematics and ELA

CMT Science (5th & 8th grade)
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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)
GPS Theory of Action:
Promoting Student Achievement
SEED
Communication
with
Stakeholders
CT Science
Framework
CCSS
INSTRUCTION
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
 2nd SLO 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”.

Ongoing and Necessary Work in Science
6-12
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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
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 Envirothon Team
F. Trout in the Classroom: (WMS and FSHS needs filter)
G. Lego League (CMS, being established at WMS)
Possible Shift In CT and District Curriculum
Based on
Current Science Curriculum based on Cores, Grade Level Concepts &
Expectations
With CMT/CAPT Expected Performance
New NGSS: This is not a Curriculum, but areas of Assessment
Assessment
Using Science
& Technology
Crosscutting
concepts
Do we move to a Conceptual Curriculum?
Resembles
6th - 8th Grade
Established
Curriculum
Do we Change to a Science Domain Model?
Science Domain Model at FSHS?
No Earth
Science
Classes
at FSHS
Modify and Change Current High School Curriculum
Possible Shift In CT and District Curriculum
Based on NGSS Crosswalks will result in
1. Time for grade level teachers to review and modify current
curriculum.
2. Time for grade level teachers to revise and align assessments.
3. Textbook to support NGSS Crosswalks
(No Earth Science Textbooks).
4. Equipment for new lab modules and activities.
5. Technology to support STEM and student research.
Project Oceanology
• Project Oceanology programs are aligned with State and National Standards
with emphasis on Scientific Inquiry, Literacy and Numeracy
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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)
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.
Science
Technology
Engineering
Mathematics
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.
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.
21st Century Skills: Preparing Students
for THEIR Future
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Creativity and Innovation
Critical Thinking and Problem Solving
Communication
Collaboration
Effective Use of Technology
Career and Life Skills
Cultural Awareness
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.
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.
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.
* Envirothon Team 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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