Annual Report Overviews

MATHEMATICS AND SCIENCE ENHANCEMENT (MASE) K-5 USING TECHNOLOGY ANNUAL REPORT OVERVIEW

Local Systemic Grant (#ESI - 9911904)

PI Annual Progress Report, Year One

March 1, 2000 - August 31, 2000

The MASE K5 Using Technology project is designed to deepen K-5 science, mathematics and technology (SMT), education reform in the Clark County School District CCSD, Las Vegas, Nevada. By building upon and extending the work of the Mathematics and Science Enhancement (MASE) II program, this project utilizes the expert leadership capacities developed to date and lessons learned over the past five years. This project also extends the earlier work of MASE to the additional K-5 schools -- a natural next step and critical component in helping improve the teaching and learning of SMT and thereby extending reform to the next level. As the name "MASE K-5 Using Technology" suggests, the goal is to develop a symbiotic relationship of SMT where students and teachers will be provided regular access, knowledge, skills, and confidence to maximize the use of instructional technology as tools to advance learning. Technology includes instructional technology, design technology, and tools.

Using tested and successful professional development designs and school development programs, MASE programs will be extended to schools and teachers not directly participating in the present LSC. The strongest MASE schools and teachers will establish K-5 Collaborative Learning Center (CLC) Schools in each geographic area of the district. MASE leaders through the CLC Schools will be the pacesetters and exemplars who will guide implementation of district science and mathematics frameworks and syllabi, which are based on state and national standards. CLC Schools will pair with new project schools and advance their own practice as they facilitate reform in their partner schools.

MASE K-5 Using Technology is designed as an inquiry into teaching and learning at every level of the project. MASE teachers and administrators will examine the status of teaching, learning and assessment, in relation to state and national science, mathematics, and technology (SMT) standards and current research on pedagogy. MASE participants will:

• "do" science and mathematics, integrating instructional technology to learn content in standards-based settings.
• team with experts and colleagues to examine teaching and supervision practices.
• make and test conjectures and share case stories as they justify and reshape their teaching approaches through an inquiry into their own teaching and learning.
• examine student thinking and understandings as they enhance their capacity as experts.

MASE staff and lead teachers will use the same inquiry processes to design, implement, evaluate, and study professional development in the CCSD context.

In five years, MASE K-5 Using Technology will demonstrate results that include:

• content-rich, balanced, standards-based science and mathematics program models, K-5
• six K-5 exemplary SMT Collaborative Learning Center Schools
• 12 new K-5 MASE schools
• additional expert lead teachers and administrators with greater depth of knowledge
• instructional technology infused seamlessly into curriculum of teachers and students
• balanced assessment K-5 for science and mathematics
• improved learning and achievement by all students
• project design that uses mobility as a strength

Scientists, educators, CCSD divisions, CCSD Public Education Foundation, University of Nevada, Las Vegas (UNLV), and community and national partnerships support the project. Working closely with our project evaluators and, based on our years of experience, this project will serve as a research effort as well as an implementation effort, and thereby contribute to the broader field of knowledge related to the challenges of implementing change in a large, rapidly growing urban district.

Year One Activities and Accomplishments

Major accomplishments during year one include, and are not limited to, successfully:

• articulating a vision and the methods to implement balanced, effective SMT instruction and learning at Collaborative Learning Center (CLC) Schools.
• establishing a culture of openness, inquiry, respect, and collaboration at all levels of the project.
• building and implementing a School Team Leadership cohort at each CLC School.
• selecting strong professional development offerings developed for the MASE II project that model appropriate pedagogical practices to be implemented for MASE K-5 Using Technology.
• designing new professional development offerings to meet the specific needs of CLC schools and the current district context.
• implementing the MARS Assessment process and tasks in CLC Schools.
• developing a protocol for administrator interviews and school "walk-throughs.".

2. PROJECT FINDINGS

As of July, 2000, CCSD has a new superintendent and a new assistant superintendent for elementary education. The new superintendent immediately announced that the district focus for the elementary division is literacy "all students will read by third grade" and algebra for all eighth grade students. Although both the new superintendent and assistant superintendent for elementary education indicated support for the MASE K-5 Using Technology project goals, teachers and administrators are feeling pressure to concentrate on literacy, making it harder to focus on science and mathematics. The superintendent is also planning to reorganize the district from an elementary and secondary configuration to a K-12 plan, which also creates a distraction for many and generates a wait-and-see attitude for some administrators and teachers.

The MASE K-5 Using Technology project is working to achieve a balanced vision of science, mathematics, and technology (SMT). MASE professional development is grounded in rich SMT content while supporting literacy development through science. The cornerstone of the MASE K-5 Using Technology approach focuses on teaching the basics through problem solving and sense making. The method for teaching basic facts and computation is different than traditional methods, and yet the expectation is that students will know basic facts and will mentally compute quickly and efficiently in a variety of ways to solve computation problems. The definition of basics is expanded to include number, data, space, problem solving, reasoning, communication, connections, and representation. There is growing broad-based support for this balanced approach by all stakeholders. The challenge teachers face is central to the change process. In mathematics, teachers must move to a problem solving, reasoning approach. In science, the challenge is moving from reading about science to "doing real science." We are asking teachers to do this at the same time legislatures in many states, including Nevada, are sending a mixed message by the tests they are mandating to assess student learning and the standards they have put in place.

The Elementary Education and Curriculum Division policy remains in support of a balanced instructional program emphasizing strong, sound concept development and computational proficiency. In an effort to provide a common model and vision of effective "balanced" instruction, MASE staff and the CCSD K-5 Curriculum Department collaborated to develop two tools, "Components of an Effective Science Lesson" and "Components of an Effective Mathematics Lesson." These tools describe balanced instruction that blends basics into standards-based teaching. The documents are intended to guide instruction and self-reflection. Science and Mathematics Observation Tools that parallel the Effective Lesson tools were developed to guide administrator observations of instruction.

Three Regional Professional Development Programs (RPDP) were funded two years ago by the Nevada legislature, and the RPDP serving four southern Nevada counties is based in our district. Five MASE Teacher Leaders were hired as RPDP staff members. The RPDP staff members function as district and state professional developers distributing knowledge gained as participants of the MASE. They build a case for reform from a broad platform that extends to a different audience than the MASE II audience. MASE TOSAs and leaders are also continuing to assume leadership roles in the district as administrators and assistant administrators.

The level of funding provided to the district from the Nevada legislature is affecting current district priorities. Due to an increase in teacher salaries (as a result of arbitration), new requirements for special education programs, and lack of additional funds from the legislature, there is a funding shortage in the district. The result is that a replenishment center is again moved down the line of priorities. As described by project evaluators, replenishment of materials is a continuing challenge as purchases are dependent upon priorities established through site-based management. In addition, funding levels are not equal among schools due to varying levels of community support.

An additional challenge is the mix of central and site-based decision-making within CCSD. Management is top down related to state and district goals for student learning, achievement, and accountability. Schools control funds for purchase of instructional materials from a list of three choices per content area including FOSS and Investigations in Number, Data, and Space.

The site-based management culture and history of allocation of funds to each school shapes purchase and replenishment systems for science and mathematics materials. Materials purchasing and site replenishment are determined by the Learning Improvement Team decision-making process at each school. Project efforts are continuous to share effective site-based systems and develop district-wide systems that make sense for CCSD, ensuring that teachers and students have immediate access to materials to "do" science.

Growth continues to be a challenge and puts tremendous pressure on the entire system. A totally unanticipated effect of teacher and administrator mobility is the "flow-through effect." As teachers and administrators move from MASE schools to new schools, they are taking MASE philosophy with them, purchasing standards-based materials, and sharing lessons learned and instructional strategies. Two MASE administrators who moved to schools outside of the project wanted to start MASE K-5 Using Technology at their new schools.

MASE K-5 Using Technology professional development is designed to model standards-based inquiry and seamlessly integrate technology with science and mathematics. Project design is grounded in current research and our basic assumptions about learning. Sessions are designed to meet participant needs while challenging their thinking. MASE K-5 Using Technology staff recognizes the need to provide standards-based learning opportunities for large numbers of teachers and administrators with a wide range of experience and expertise. Therefore, the design for MASE K-5 Using Technology offers a "multiple strategies" approach to professional development.

Due to mobility, schools are continually evolving. MASE K-5 Using Technology is structured to use mobility as a strength of project design. The entire district is impacted as administrators, teachers, and assistant principals teach and work in project schools, then infusing standards-based teaching, learning strategies and philosophy into different schools when they transfer. Also, classrooms will be open and classroom-based professional development for the 12 new project schools will be based at CLC schools.

MASE professional development provides the opportunity for teachers and administrators to participate in high quality and innovative learning opportunities. MASE staff designs and implements nationally recognized classroom models of professional development and also implements professional development curriculum designed by national experts in the field. TOSAs and Teacher Leaders train at national leadership institutes and are qualified to facilitate the following sessions:

• Developing Mathematical Ideas, DMI (Education Development Center)
• Bridges to the Mathematics Classroom (TERC)
• Force and Motion (Caltech Precollege Science Initiative, CAPSI)
• Entomology (TEAM 2000/Hands on Learning, Inc.)

CCSD is a field test site for Lenses On Learning designed by Education Development Center. Administrators learn to support and supervise standards-based teaching and learning.

• What Are The Key Components Of The

The MASE II professional development key components include:

• Human Resources

• Planning, Implementation, Feedback, and Refinement

• Leadership Development

• Administrator Development

• Scientist/Community Development

• Professional Development Offerings

Human Resources are the brain, heart, and soul of MASE; the local and national experts that contribute their expertise to design, implement, evaluate, and refine the project. Selection criteria of staff and national experts include a thorough understanding of: children and how children learn, teachers and teaching, the content and nature of science and/or mathematics, and inquiry. An equally important criteria is to be a continuing learner. Project consultants, advisory board members, and project evaluator/technical assistants are central to the advancement of thinking, implementation, and growth of MASE K-5 Using Technology over the course of the grant.

The Planning, Implementation, Feedback, and Refinement sessions bring these experts together in a variety of configurations and settings. These experts meet with MASE staff to review project design and professional development plans; gather feedback from project evaluators, all MASE participants, and the MASE advisory board members to make course corrections; and continually refine and enhance MASE offerings and the systemic project plan.

MASE Leadership Development generates the local Teacher and Administrator Leaders and is critical to the ability of MASE to continue to scale up professional development offerings while maintaining the quality of each offering. The Leadership Institute, Mentorship Program, School Team Leader sessions, and Administrative sessions are part of this component.

Principals and assistant principals participate in the Administrative Development component which is designed to ensure that all administrators are knowledgeable and supportive leaders and advocates for standards-based inquiry teaching and learning, and are prepared to create, support, and sustain reform. Administrators are key to reform. If administrators are ranked as effective change agents, the level and quality of implementation by each staff is usually parallel. The importance of this component cannot be overstated. It should also be noted that the most effective administrators are instructional leaders and continuing learners; they attend the administrator workshops most consistently. CLC school administrators will lead administrator professional development sessions, sharing their expertise and mentoring new project principals.

The Scientist/community development component is designed to identify community partners to team with teacher leaders to enrich MASE Structured Use Workshops by creating a vision of how scientists approach investigations. Scientist also add rigor to course content by co-facilitating content offerings, Another primary goal is for content experts to become advocates for standards-based, inquiry teaching and learning.

Professional Development Offerings enhance teacher knowledge in four dimensions. Each session is designed with a major emphasis on one or more of the following four dimensions: 1) content, 2) how children learn, 3) effective pedagogy and assessment, and 4) standards-based instructional materials. Each dimension is also threaded into every session. It is extremely hard to categorize offerings by one dimension when two or more are equally emphasized as in Mathematics Assessment Resources Services (MARS) Performance Assessment Workshops. As a result, this session is listed in both the content category and the pedagogy assessment category.

MASE professional development opportunities include the Leadership Institute and Mentorship Process, Administrative Leadership sessions, and School Team meetings. The following are successful offerings continued from the MASE II project and additional courses designed and field-tested for MASE K-5 Using Technology.

*Domain emphasis is dependent on the topic studied.

**Technology is integrated in selected course offerings.

Opportunities for teachers to deepen their content knowledge begin in Structured Use Workshops and continues through content focused sessions as identified on the previous chart. MASE K-5 Using Technology utilizes nationally developed professional development curriculum to enhance teachers’ science and mathematics content knowledge. Instructional strategies model effective instructional practices, creating a vision of standards-based teaching and learning practice that teachers are expected to emulate.

• What Are The Project Strategies For

Every session is designed to model effective pedagogy; participants reflect on the session and examine implications for their instructional practice. This process begins in the Structured Use Workshops and is the major focus of the Insightful Use Workshops and the Classroom-based sessions.

• How Do You Help Teachers Become Conversant

Structured Use Workshops are designed to help teachers implement district-adopted Full Option Science System (FOSS), or Investigations in Number, Data, and Space, the project-designated instructional materials. The main purpose of the sessions is to become conversant with the instructional materials so teachers can confidently implement the modules/units. The Structured Use Workshops are thoughtfully designed to illuminate important content ideas, program philosophy, pedagogical content, processes, and how children learn. The sessions occur over time in conjunction with classroom-based lessons, and they are followed by classroom-based lessons so teachers are supported throughout the implementation process

• What Are The Project Strategies For Supporting

MASE teachers first attend Structured Use Workshops; they do the activities, learning the science and mathematics content that is the focus of each lesson. They study the program philosophy, pedagogy, and assessment. In Investigations they also study examples of student responses. The mathematics workshop series are arranged over time so teachers are able to implement the lessons with students and return to the session for further assistance and to learn about the next unit. Science has a shorter series length with immediate site support. Classroom and site-based sessions further support teachers as they implement the materials. All sessions focus on content, how children learn, effective pedagogy/instructional practice, and assessment. Sessions also move teachers toward insightful use and, thereby, support implementation. Teachers can also call TOSAs for support. Finally, there are the school "walk-throughs," where TOSAs visit a project school, meet with the administrator, and walk the building to visit classrooms, observe lessons, and provide informal feedback to teachers and the administrator.

MASE TOSAs continue to be the major source of expert support for site-based and classroom-based sessions with teachers as they implement FOSS and Investigations in their classrooms. Each CLC school will be assigned a resource team including a content expert, one science and one mathematics TOSA, and two to three Teacher Leaders. All CLC schools have been assigned full-time technology teachers, except one. Special arrangements have been made for that school to have special access to a technology resource teacher.

• What Strategies Do You Use To Develop Leaders?

Expert leadership is key to sustaining the high quality of professional development in the MASE project. Consultants, TOSAs, and the core Teacher Leadership cadre from MASE II provide experienced leadership for the MASE K-5 Using Technology project.

The MASE K-5 Using Technology project will develop leadership roles at every level of the project.

In the MASE tiered leadership development process, project consultants and TOSA(s) plan together designing study groups, workshops, and seminar sessions. Each TOSA assumes the role of a mentee when working with a consultant. TOSAs and Teacher Leaders learn from the consultant and each other as they design, implement, evaluate, and refine sessions. TOSAs and Teacher Leaders have a variety of opportunities to extend their content knowledge by working with different project consultants and by attending specialized courses outside the district.

Teacher Leaders first participate as learners in workshops and seminars and then move gradually through the mentorship process by observing sessions, assisting facilitators, co-facilitating sessions, and assuming lead roles as presenters. Classroom teachers have opportunities to work with project consultants when consultants conduct classroom-based workshops in schools.

Administrators are critical to successful implementation of FOSS and Investigations and MASE staff implements professional development to support them in their role as instructional leaders. Administrators lead study groups and workshops for administrators. Workshops are designed for open dialogue about real issues surrounding reform. The goal is for administrators to develop a learning community to deepen their understanding of standards-based teaching, learning, and supervision, and solve problems. Topics discussed include, but are not limited to, selection and replenishment of materials, teacher and administrator content and pedagogical knowledge, creating a learning community, and sustainability. Using the Horizon protocol, administrators view videos, and/or visit classroom lessons and discuss the implications for meaningful interactions with teachers to promote insightful use of instructional materials, informed decision-making, and student learning and achievement on all forms of assessment.

• What Is The Extent Of Teacher Involvement In MASE?

Teacher involvement in MASE during year one occurred when the grant was funded to determine support and commitment for becoming a CLC School.

MASE K-5 CLC Schools were chosen from exemplary MASE II schools and are therefore actively implementing either FOSS or Investigations in Number, Data, and Space. In September, they will begin to participate in Structured Use Workshops for science or mathematics, whichever extends their professional development beyond their original focus. Project schools made the decision that first year teachers new to the school will attend both FOSS and Investigations Structured Use Workshops as they are expected to teach both content areas.

• What Professional Development Activities

MASE K-5 Using Technology will continue to provide professional development for scientists, UNLV science students, and informal educators. The dual goals are to build advocacy for standards-based inquiry teaching and learning and to form partnerships with science experts who are qualified and willing to team-teach content courses with Teacher Leaders, adding rigor to MASE content offerings.

• What Are Your Reflections On The Year One?

From March through August, MASE staff planned with CLC School principals to shape implementation of the project with technical assistance from project evaluators. They articulated the project goal for Collaborative Learning Center (CLC) Schools and steps to accomplish this goal. Professional development was organized to move CLC Schools toward the project goal, beginning in year two, September, 2000.

Project school administrators elected to read The Teaching Gap in the fall of year two as a study group book and one principal agreed to facilitate the dialogue. One CLC School plans to use The Teaching Gap to frame their professional development day in October, 2000. This is an indication of the level of thought and commitment that is at the core of those involved in this project and the potential of the informal research component of the grant.

In reflection, MASE is well-positioned to use the district focus on literacy to promote implementation of challenging standards-based science learning. During the past two years, we have studied and field tested a literacy component. The Science As A Context for Literacy workshop series models and helps teachers see how writing, reading, listening, and speaking are naturally embedded in scientific inquiry.

Staff and MASE K-5 Using Technology project school staff members are challenged by the scope of the SMT content and at the same time eager to expand the use of technology in professional development sessions as a model to be replicated by teachers with students.

• What Outreach Activities Has Your Project Undertaken?

Outreach activities will be coordinated and expanded in partnership with the MASE II project staff. MASE will continue to expand partnerships with informal science educators, agencies, higher educational institutions, and science/mathematics experts in the community, as well as with departments within the school district.