State Board of Education - John Locke Foundation Elementary.pdfState Board of Education Department...

State Board of Education Department of Public Instruction

Science Issues Session March 1, 2006

Curriculum and School Reform Services

Science Issues Session

Table of Contents Science Education in North Carolina PowerPoint …….…………………….............…… 1 Attachments ………………………………………………………………………………10

Enrollments by Courses and Levels…………………...…………………………………11

Enrollment Trends…………….…………………………………………………………12

AP Enrollment by Ethnicity …………………..…………………………………………13

High School Science Course Requirements …………….………………………………15

Elementary Science across the State of NC ……………………..………………………17

Mathematics Science Partnership Grant …………………..…………………………….18

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A

STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION

Science Education in North CarolinaState Board of Education Issues Session

March 1, 2006

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Why Science?• US and NC need more and better science education.

• Competitive workforce• Informed citizens

• Science, Technology, Engineering, and Mathematics (STEM) is key to creating our future.• Science content is foundational to analysis of

problems and generation of new solutions.• Science inquiry is the foundation for research and

for making informed decisions.• Science is an engaging context for learning other

essential skills.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Overview of Presentation

• Current Status• Goals• Challenges• Items for further discussion

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Rigorous Standard Course of Study

• Inquiry based • Rigorous discipline-specific content

• Life, Physical and Earth Sciences• Ten High School Courses

• Strong 21st Century Skills• Aligned to NAEP and national

standards

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


3 Courses Required for High School Graduation.

The requirement is the same for three courses of study.

• Biology• Earth/Environmental Science

• SCS E/E, AP Environmental Science, IB Environmental Systems, or locally designed course that meets SCS goals.

• A physical science • Physical Science, Chemistry, Physics or

Principles of Technology

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


SCS is Assessed in Science• New assessments being developed for fifth

and eighth grades. • 4 End-of-Course Assessments:

• Biology, Chemistry, Physical Science, and Physics

• Study being conducted of on-line physics assessment with simulations

• NAEP • Assessment beyond student tests

• Balanced curriculum survey• Research (examples: Weiss, McEwen)

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


DPI Curriculum Support Support documents

• Include essential concepts, strategies, laboratory investigations, activities, web resources, safety information.

• New documents for honors courses, middle and elementary. Revised documents for high school.

• Developed by teachers and scientists from across the state.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Professional Development• Audiences

• District leaders• Teachers• Scientists/Industry/IHE

• Types of presentations• Informational• Curriculum/Instructional Strategies• Assessment focused• Summer Science Leadership

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Collaboration with Career and Technical Education

CTE curricula include many applied sciences.• Biotechnology Pathways• Scientific Visualization• STEM Initiatives• Project Lead the Way• Principles of Technology

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


PartnersDPI

• Works with many organizations to improve NC Science Education.

• Collaborates to provide professional development opportunities for teachers.

• Gets curriculum input from IHE and industry scientists .

• Supports variety of external grant applications.• Provides curriculum input to education

outreach efforts for a variety of science organizations.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Examples of the many organizations supporting Science Education• NCSTA – North Carolina Science Teachers

Association• UNC System

• M.Ed. In Science Education programs • Science House (NC State) • Destiny Bus• Morehead Planetarium • Hosts for summer science leadership (UNC

Asheville this summer, ASU in 2003)• Learn NC • MSEN Professional Development

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Examples (continued)

• DENR• Office of Environmental Education• Museums • NC Geologic Survey

• Biotechnology Center

• Kenan Fellows• Teacher fellowships• Scientist mentors• Curriculum products

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Examples (continued)

• NC School of Science and Math• Residential program• Distance learning for students and teachers• Summer workshops and programs

• Burroughs Wellcome Fund and the Science Mathematics Technology Education Center

• Facilitate bringing teachers and scientists together

• Grants for Student Science Enrichment projects

• SAS InSchool

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Examples (continued) • NC-ISE

• NRC model-components of systemic support for science

• Emphasis on doing science and systemic change

• NCSLA • North Carolina Science Leadership

Association

• NC-Beautiful

• NC Project Lead the Way and Duke University

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Enrollment Trends and Issues• Increasing enrollment in AP

Environmental Science.• Low minority enrollment in advanced

science courses. • Declining participation rates in

Chemistry and Physics.• Physics enrollment far lower than

advanced mathematics enrollment.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Enrollment Goals• Increase participation in Physics to at

least 33% of graduating seniors. • Double participation in AP and IB

Physics, Chemistry, and Biology.• Increase minority participation in

advanced sciences to match overall population.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Goals• Teachers well prepared to teach

science and to integrate science into overall curriculum.

• Teachers have materials to teach an inquiry based science program and are prepared to use them.

• Teachers have administrative and community support for science.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Challenges

Increasing Capacity

Aligning Policy

Marketing

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Challenges - CapacityNC needs more skilled science teachers

• National data indicate elementary teachers feel unprepared to teach science (Weiss)

• Need accessible and affordable professional development.

• Teachers need content development and pedagogy.

• Research supports systemic approach. Progress so far

• New HOUSSE standards for separate certifications.

• Federal MSP grants administered by DPI have helped provide exemplary professional development.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Increase Enrollment in Science Education Masters Programs

• Current 300 level certification is problematic.

• Master’s Programs with strong science content component will:

• Improve the opportunity to learn for students.• Help retain new teachers in NC.

• Teachers need reduced tuition (up-front) and modified time schedules.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Models for Professional Development

• Mixture of on-line and face to face professional development allows rural teachers to participate.• ECU has only on-line Master’s program in

Science Education in NC. • We can learn from the M.Ed. programs set up by

the Federal MSP projects• State MSP grants have encouraged increased

cooperation between science/ science education departments in IHEs to provide courses for teachers.

• LSC project research supports collaborations with instructional materials as PD focus.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Challenges

Time spent on Science K-8• NC elementary teachers responded to the

Balanced Curriculum survey:

• 11% don’t teach science at all.

• 16% teach science only occasionally (less than one science lesson a month).

• Only 16% of North Carolina elementary teachers teach science daily.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Challenges (continued)

• Unintended consequence of focus on math and reading testing.

• New tests should encourage increased science focus K-8.

• Professional development focusing on integrating science with math and reading helps teachers teach a balanced curriculum.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


ChallengesTime spent on science 9-12.• Quality and quantity of laboratory

experiences uneven.• Block Schedule is problematic for

scheduling AP science courses.• AP Biology, Chemistry and Physics are

designed to replace full year college courses with Laboratory.

• Accountability and course coding needs make flexibility difficult.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Items for Further Discussion

• Consider how public reporting and accountability related to EOC scores could include and reward higher participation in Chemistry and Physics.

• Encourage districts to set targets for increased participation in physics and chemistry as part of their school improvement plans.

• Support Equity and Access initiatives.

• Support Balanced Curriculum K-8.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Items for Further Discussion• Consider professional development in science

for license renewal K-8.

• Encourage more professional development for license renewal to be part of a coherent master’s degree program.

• Study time/credit recommendations for AP Science courses • Relate to University credit commonly

awarded.

• Study time and quality of laboratory work in science courses.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Marketing

• Create a STEM recognition program for students.

• Create materials to market Physics for counselors, students, and parents.

• Encourage cultural change in physics community.

• Physics is for everyone!

10

Science Issues Session Attachments

Enrollments by Courses and Levels…………………...…………………………………11

Enrollment Trends…………….…………………………………………………………12

AP Enrollment by Ethnicity …………………..…………………………………………13

High School Science Course Requirements …………….………………………………15

Elementary Science across the State of NC ……………………..………………………17

Mathematics Science Partnership Grant …………………..…………………………….18

11

Enrollments by Courses and Levels 2004-05 Units:Students All Ethnicities

ACADEMIC LEVEL Special Ed

Abridged/Adapted Standard Honors AP IB Total

COURSE BIOLOGY 46 115 69343 33041 0 0 102545BIOLOGY II (2ND YR) 0 0 2059 3504 4458 309 10330EARTH/ENV. SCIENCE 2 160 56951 11067 0 0 68180EARTH SCIENCE 48 194 31369 10901 0 0 42512ENVIRONMENTAL SCI. 12 21 12872 6168 7526 135 26734CHEMISTRY 1 1 25823 24528 0 0 50353CHEM.II (2ND YR) 0 0 396 1277 2870 212 4755IB CHEMISTRY III 0 0 0 0 0 111 111PHYSICS 0 0 3047 7220 737 0 11004PHYSICS II (2ND YR) 0 0 0 197 1520 147 1864IB PHYSICS III 0 0 0 0 0 76 76 Enrollments By Courses and Levels 2001-2002 All Ethnicities

ACADEMIC LEVEL Special Ed

Abridged/ Adapted Standard Honors AP IB Total

COURSE BIOLOGY 285 319 65368 27906 0 0 93878BIOLOGY II (2ND YR) 4 0 3843 3944 5457 360 13608IB BIOLOGY III 0 0 0 0 0 114 114EARTH/ENV. SCIENCE 86 58 31126 4203 0 0 35473EARTH SCIENCE 363 310 52803 9274 0 0 62750ENVIRONMENTAL SCI. 151 280 18754 4993 3513 107 27798CHEMISTRY 0 0 29373 19330 0 0 48703CHEM.II (2ND YR) 0 0 565 1563 3178 187 5493IB CHEMISTRY III 0 0 0 0 0 94 94PHYSICS 0 0 4550 7662 1358 0 13570PHYSICS II (2ND YR) 0 0 0 163 1072 125 1360IB PHYSICS III 0 0 0 0 0 46 46

12

Enrollment Trends

ALL Levels 2001-02 2004-05 Percent change

BIOLOGY 93878 102545 9.2 BIOLOGY II (2ND YR) 13608 10330 -24.1 IB BIOLOGY III 114 N/A N/A EARTH/ENV. SCIENCE 35473 68180 92.2 EARTH SCIENCE 62750 42512 -32.3 ENVIRONMENTAL SCI. 27798 26734 -3.8 CHEMISTRY 48703 50353 3.4 CHEM.II (2ND YR) 5493 4755 -13.4 IB CHEMISTRY III 94 111 18.1 PHYSICS 13570 11004 -18.9 PHYSICS II (2ND YR) 1360 1864 37.1 IB PHYSICS III 46 76 65.2 AP Sciences Biology 5457 4458 -18.3 Chemistry 3178 2870 -9.7 Environmental Science 3513 7526 114.2 Physics 2430 2257 -7.1

13

AP Enrollment by Ethnicity 2004-05

RACE Indian Asian Hispanic Black White Multi racial

All Ethnicities

AP BIOLOGY 29 290 96 491 3483 69 4458 AP ENVIRONMENTAL SCI. 18 479 126 891 5863 149 7526 AP CHEM 10 289 57 216 2264 34 2870 AP PHYSICS* 1 127 15 63 511 20 737 AP PHYSICS (2ND YR) 3 188 34 118 1164 13 1520

*These are students who take AP Physics as their FIRST Physics course. AP Biology Enrollment By Ethnicity 2004-2005

14

AP Enrollment by Ethnicity 2004-05

15

High School Science Course Requirements Minimum Science Requirements for Graduation in these three courses of study: Career, College Tech Prep, and University Prep

UNC System Requirements

Academic Scholars Program

Three Credits in science including • Biology • Earth/Environmental

Science • A physical science

Three course units in science, including • at least one unit in a life or

biological science (for example, biology)

• at least one unit in physical science (for example, physical science, chemistry, physics), and

• at least one laboratory course.

Three course units in science including • Biology • Earth/Environmental

Science • Chemistry or

Physics

North Carolina Graduation Requirements http://www.ncpublicschools.org/student_promotion/gradreq.html UNC System Admissions Requirements http://www.northcarolina.edu/content.php/assessment/reports/student_info/mcr.htm Academic Scholars Program http://www.ncpublicschools.org/curriculum/scholars North Carolina Standard Course of Study for Science 9-12 Course Honors

version available?

Assessment Notes Notes

Biology Yes EOC Chemistry Yes EOC Earth/Environmental Science Yes Non EOC course Physical Science Not after

2007-08 EOC

Physics Yes EOC

AP® Biology AP® Exam, Biology EOC if not taken previously

Provides a one year introductory college level biology course with laboratory activities.

AP®Chemistry AP® Exam, Chemistry EOC if not taken previously

Provides a one year introductory college level chemistry course with laboratory activities.

16

Course Honors version available?

Assessment Notes Notes

AP® Environmental Science AP® Exam Provides a one semester introductory college level Environmental Science course with laboratory activities.

AP®Physics B AP® Exam, Physics EOC if not taken previously

Provides a one year introductory college level Physics course for life, medical or applied science majors.

AP®Physics C Two possible AP®Exams: Mechanics and/or Electricity & Magnetism (Calculus based)

Provides an introductory college level Physics course for Physics and Engineering majors. (length depends on optional sections chosen)

17

Elementary Science across the State of North Carolina

I. Results of the Balanced Curriculum Survey Pertaining to the area of Elementary Science

A. Amount of time by minutes spent planning: 24% none, 22% 15-30, 21% 31-45, 11% 46-60, 22% 61 plus

B. The majority of planning time by minutes that takes places during school hours: 33% 15-30, 28% 31-45, 14% 46-60, 19% 61 plus, 5% N/A

C. Daily protected time for planning:

37% none, 26% 15-30, 30% 31-45, 7% 46 plus

D. Frequency of Instruction for Science: 11% not taught, 16% occasionally taught, 6% taught once a month, 13% taught once a week, 38% 2-4 times a week, 16% taught daily

E. When science is taught, it is the pull-out class for special services and programs: 36% of the time

F. The number schools with licensed Science Specialists: 92% none, 2% 3, 3% 5, 0% 1.5, 1% 2, 2% 3

II. Some General Implications of These Responses: a. Generally, the expectations for teaching science are low. b. Generally, science is not being taught as a part of a balanced curriculum. c. Generally, science is not being scheduled as a part of a balanced curriculum. d. Generally, teachers at the elementary level are not professionally prepared to teach science. e. Generally, teachers do not have effective resources available to teach science (if it is not being

taught why spend the money on it.)

III. Summative Conclusion: If we are going to close the achievement gap by increasing access and opportunity for all of our children, high expectations for student engagement must start early, and we must start with well trained teachers with committed support and resources to follow-through on the vision and mission of all students being prepared to be effective participants and contributors to society.

18

Mathematics Science Partnership Grants The Mathematics and Science Partnerships (MSP) program (Title II, Part B, of the Elementary and Secondary Education, as amended by the No Child Left Behind Act), was created with the primary purpose of increasing the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers. For the 2005-2006 fiscal year, North Carolina was awarded $4,598,448.00. The North Carolina Department of Public Instruction awards grants up to $500,000.00 to local school districts on a competitive basis, for a three-year period renewable annually. This year four new projects and continued four projects for a second year providing targeted professional development to mathematics and science teachers in a total 33 local school districts. Funded projects identify content deficiencies and collaborate with university partners to provide coursework designed to build skill and advance educational attainment. Projects are encouraged to design programs that will sustain the partnerships of local education agencies and universities. Grants awarded in 2004: Appalachian Region Math Science (ARMS) Partnership Partners: Wilkes, Alexander, Alleghany, Ashe, Buncombe, Burke, Caldwell, Catawba, Elkin, Hickory, Watauga, Winston-Salem/Forsyth, and Yadkin School Districts; Appalachian State University Mathematics Department, ASU Reich College of Education, Center for Math/Science Education Center at ASU, Northwest Regional Education Service Alliance. Middle Grades Mathematics Science Partnership for Durham Public Schools Partners: Durham Public Schools, UNC-Chapel Hill Department of Mathematics, Center for Mathematics, Center for Mathematics and Science Education at UNC-Chapel Hill. CMS Summer Workshop in Mathematics (SWIM) Partners: Charlotte-Mecklenburg Schools, Department of Mathematics, UNC-Charlotte, and the Center for Mathematics, Science and Technology Education at UNC-Charlotte. Pursuing Excellence in Middle Grades Math and Science Partners: Nash-Rocky Mount Schools, Franklin County Schools, North Carolina Wesleyan College, and Nash Community College. Grants awarded in 2005: Northeast Partnership Mathematics and Science Partners: Elizabeth City/Pasquotank, Caswell, Granville, Northampton, Person, Vance, Warren, Washington School Districts; Elizabeth City State University; Coastal Rural Systemic Initiative. The Mathematics and Science Teachers Educational Renewal (MASTER) Project Partners: Thomasville, Alamance-Burlington, Davidson, Lexington and Stokes School Districts; The Science House- College of Physical and Mathematical Sciences at North Carolina State University. Science, Technology, and Assessment Integrated with Mathematics Partnership (STAMP) Partners: Roanoke Rapids Graded School District, Asheboro City Schools, and Meredith College. Scotland County Schools Partners: Scotland County Schools and University of North Carolina at Pembroke.

Issues Session II

2006-2007 Supplemental Budget Request (EEO2) Sixty-five Percent Funding to Instructional Programs

2006-2007 Supplemental Budget Request

1. Anticipated Budget Availability

2. Sixty-five Percent Funding to Instructional Programs

3. State Board Priorities

4. Letter to Governor

Information on this Issues Session item will be distributed at the March 2006 State Board of Education meeting.

State Board of Education - John Locke Foundation Elementary.pdfState Board of Education Department...

Documents

Transcript of State Board of Education - John Locke Foundation Elementary.pdfState Board of Education Department...