High School SCIENCE CIA Mar 28, 2011

1. High School SCIENCE CIA Mar 28, 2011 -Please get a packet, sign in (Jan, Mar), sit next to a peer. Get school scantrons Think while waiting: WHY science?

2. Announcements • CAPT: THANK YOU!! Good Job!! Feedback?

3. Assessments • Quarter Three Assessments to be finalized Tue, March 29th • Scantrons by school, to be given Apr 4-6, due back Wed Apr 13th, to be run April 15. • Quarter Four Assessments: may be longer/more summative: thoughts?

4. TVAL • Email/call if you need help on standards, student achievement, inquiry, etc • Classroom management issues: talk to principal and seek out support. • Openings… all TBD!! But talk to me about leaving, transferring, career advice, etc….!

5. Curriculum/Standards • and pacing for Mar-June • please continue to follow. Use current events! Watch for some links/sharing re: landslides, tsunamis, earthquakes, etc • SHARE!! Send ideas/lessons/etc to Richard.therrien or see www.newhavenscience.org or newhavenscience.wikispaces.org . Other resources from SCSU/CRISP as well www.southernct.edu/crisp

6. Instruction and inquiry expectations: • Teach students lab skills. Use inquiry to teach concepts. Expectation is that lessons engage students and seek to grow these skills. • GROUPS!.... Continue to PLAN lessons around students talking to each other.

7. Professional Development: • Science Fair Mentor dinner Apr 14, Science Fair May 10,11,12 • Science Saturdays 04/02, 04/09, & 04/16, Achievement Gap Conference Apr 2, 9 • CSTA/CSSA Awards Dinner Apr. 27 • Summer Programs: PIMMS/eeSmarts, , • Possibly UNH/TQP Grant math/science

8. Activities/Programs: • Help by filling out info when asked about STEM programs/activities. • -Help by promoting programs/events/activities by: giving advance notice to Richard.Therrien, Christopher.Hoffman, take pictures, write an article/get quotes and send for STEM newsletter. Communicate and share and get involved. • -Remember April/May are BUSY! Check calendars and PLAN in advance. • -Make part of larger activities (Family Science Nights, Science Fair, etc..) • PROMOTE:Stem jobs and STEM Education!! http://www.ctstemjobs.org/

9. Process: one possible model for peer discourse. • FOR EACH IDEA • LISTEN, GET INFO .. THEN THINK ABOUT YOUR OWN IDEAS/TEACHING/CLASSROOM • .. THEN SHARE. Be Honest, and Open. Reflect, and write down. ALSO is there other information/ data we should gather or look at? (think of data, schoolnet, reports, rubrics, etc)

10. WHY Science?

11. The Future • 75 % of jobs will be in STEM • Not just STEM careers, it is STEM in every job • Technology as a “global knowledge economy” is the future, and it requires different skills. • Business and industry want employees with these skills!

12. CT Careers in STEM • 75% of CT jobs require STEM • Healthcare • Aerospace, • Computers • BioScience, • Financial, • Maritime, • Manufacturing

13. CT STEM • Middle skill jobs are STEM • CONNvene 2006 statewide recommendations • CT 2020

14. New Haven Area • CT Dept of Labor stats for NH: • Health/BioScience Careers (all levels) • Green Technologies & Manufacturing (all levels) are where the jobs are!

15. Goals? • What should be the goals of the NHPS science program? • Choices: prepare future scientists, promote integrations, prepare students for the future, prepare students for future coursework,

16. Stem Pipeline

17. Requirements • UConn College of Nursing: • “In addition to the general university admission requirements (3 years of a lab science), the School of Nursing requires that applicants have completed high school chemistry AND high school physics”

21. Pipeline? • HIGH SCHOOL COURSES:What is or should be the pipeline? • What courses should ALL students take? What courses should prospective college students take? What courses should prospective STEM students take?

22. STEM Pipeline from 9th Grade to Bachelor’s Degree for Low-Income Students in the U.S. 10,000 Students in the Bottom Income Quartile Start the 9th Grade 6,600 of 10,000 Students Earn a High School Diploma (8,200 total) 3,860 of 10,000 Students Go to College  76 are Declared STEM Majors vs 800 total 710 of 10,000 Students Earn a Bachelor’s Degree  30 BA/BS in STEM Fields vs 400

23. NHPS • 3 years science required (phychem, biology, chemistry) • New HS reform adds one other STEM course. • CSU system will require 3 years science in 2015.

24. NHPS current requirements • Int Phy Chem: Required for all, ties together lots of important science for LIFE • Biology: CAPT prep • Chemistry: KEY course for ALL for future science learning • Electives (Physics, etc..), MAGNET schools • Work with Partners

25. NHPS data • 1584 students were freshman in PhyChem in 2006-07, 1100 were seniors in 2010… 30% indicated some STEM interest • PhyChem: (1304 now) • Biology: (1276 now) • Chemistry: (1097 now) • Physics: (88 now) 143 in 2010 • AP Courses: (129 now) 94 in 2010 • Anatomy/Phys: 270 • Other electives: 181

26. Bio Hon Hon PhyChem Chem Phys Anat Pipeline? AP? Year 5?

27. DRAW your perception of the high school sequence, and the audience for each.

28. CSDE Science Position Statement Sept 2008* District Responsibilities include: • Ensure that the instructional focus (time) for science is comparable to that provided for language arts and mathematics, and that teachers are able to integrate literacy and numeracy instruction within the context of students science learning experiences. • Provide students with multiple opportunities every week to experience inquiry investigations that develop students abilities to question, explore, observe, gather simple data, create graphs, draw conclusions based on the data and build their understanding of natural phenomena. • Ensure that 80 percent of science instructional time is devoted to inquiry-based investigations.

29. NHPS Science Curriculum Overview: Vision • Science is for All Students • Science Literacy • Active Learning • Teachers Facilitators

30. Science Inquiry Standards

31. Core Scientific Inquiry, Literacy and Numeracy How is scientific knowledge created and communicated? C INQ.1Identify questions that can be answered through scientific investigation.C INQ.2Read, interpret and examine the credibility of scientific claims in different sources of information.C INQ.3Design and conduct appropriate types of scientific investigations to answer different questions.C INQ.4Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment.C INQ.5Use appropriate tools and techniques to make observations and gather data.C INQ.6Use mathematical operations to analyze and interpret data. C INQ.7Identify and present relationships between variables in appropriate graphs.C INQ.8Draw conclusions and identify sources of error.C INQ.9Provide explanations to investigated problems or questions. C INQ.10Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

32. 21st Century Skills 21st Century Competency As demonstrated by a student’s ability to… Problem Solving and Critical Thinking • Reason effectively • Make insightful judgments and decisions • Solve problems Accessing and Analyzing Information* • Use research tools to access and evaluate information from multiple sources • Organize and synthesize information using multiple methods Communication and Collaboration* • Articulate ideas clearly and effectively to a variety of audiences using multiple modes • Communicate effectively and work productively with others Creativity and Innovation • Demonstrate originality and inventiveness in work Initiative, Self-Direction and Accountability • Set and meet high standards and goals for one’s self and others • Manage time and resources to produce high quality results in a timely manner • Take responsibility for one’s own learning Citizenship and Responsibility • Exercise empathy and respect for diverse cultures and perspectives • Contribute to and take responsibility for the larger community

33. Key Ideas? Concepts? Skills? • What are the key ideas/concepts/skills students should learn? If you had to rank order them in importance, what would they be?

35. Board Statement The Board believes that Connecticut schools must increase their efforts to motivate and prepare more students to pursue science-related careers. The future of Connecticut’s place in a globally competitive market relies on the engagement of students in pursuing innovative careers in science, technology, engineering and mathematics. By ensuring that every student learns science in a way that is intellectually engaging and contextualized in real-world experiences, schools can open new opportunities for students who otherwise may not see how prominent science is to solving the great challenges of this century. In addition, science education fosters students’ natural curiosity about the world they live in and deepens students’ understand-ing about their roles as stewards of the planet.

36. STEM TIER II CURRICULUM “Seal of Approval” CRITERIA DESCRIPTION Curriculum Guide A curriculum guide exists for the course. The guide highlights that the course follows state or national standards. The guide dictates a model to measure student growth (e.g. district assessments). The guide recommends pacing and best instructional practices. Significant Tasks The curriculum includes significant tasks that allow students to make connections to big ideas and work in groups to complete a large task beyond the scope of daily routines. 21st Century Skills The curriculum promotes several 21st Century (Essential STEM) skills. These skills challenge students to collaborate, assess and analyze information, reflect, think critically and creatively, solve problems, and defend the reason and logic behind a conclusion. Initiative, self direction, accountability, and citizenship should be fostered. STEM Readiness The course prepares students for higher STEM education or STEM careers. Independent Work Students must be challenged to work independently in order to learn the material presented in class and make connections to large ideas. Accessibility A broad population of students have access to the course if prerequisites for the course are met. Diversity is encouraged as an important component to the class makeup, especially with regard to color, gender and physical challenges.

37. What’s it for? • Use science in: • Household (skills, concepts?) • Local issues? (skills, concepts?) • Life decisions? • Job/career • National Issue

38. Attitude • Science is for all, and is important • Time for science, focusing on what works for learning. • “Science is hard” not true! • Science is not just for college science. • Focus on CT Science Standards, especially with partners

39. Engagement Problem? • According to a 2005 National Science Foundation survey, eighty-four percent of middle school students said they would rather clean their room, eat their vegetables, go the dentist or take out the garbage than learn math or science. • ♦ Fifty percent of U.S. adults do not know how long it takes the Earth to go around the Sun, and twenty-five percent do not even know that the earth goes around the sun. Half think humans coexisted with dinosaurs and believe antibiotics kill viruses.

40. Perception Problem? • ♦ A December 2009 survey conducted by Harris Interactive found that high school students do not believe science, technology, engineering and mathematics (STEM) knowledge is integral to getting a good job. • ♦ Results of a February 2006 survey of New England parents and high school students found that parents and students do not share business and government leader’ worries that flagging math and science skills are a threat to both students’ and the nation’s future. • ♦ 2009 Public Agenda survey found that nearly seven in ten parents say they believe their child will have the skills needed to succeed in college, and six in ten say their child is getting a better education than they did.

41. Balance? • What’s the balance between concepts and skills in your science courses?

42. Current NHPS district data team data

43. Grades

44. Grades? • How do grades reflect learning?

45. What is your weighting?

46. OTHER IDEAS • College Summit? • Project Opening Doors?

47. Where to go from here • Survey of anonymous views… • Feedback to principals, guidance, etc.. On course selection and requirements. • Changes in course offerings? • Changes in focus of course content, skills, grading?