Annual Report Overviews

MATHEMATICS AND SCIENCE ENHANCEMENT (MASE) II Annual Report Overview

Local Systemic Grant (#ESI - 9552863)

The professional development offerings listed above continued to be offered in year five with the following changes and additions. Science as a Core for Literacy was renamed as Science as a Context for Literacy to more accurately indicate that scientific inquiry includes writing, reading, listening, and speaking as students record and share their findings. Inquiry into Technololgical Design was offered both as an 18-hour session and a 36-hour session; a three-hour overview was also designed and implemented. Three modules of Lenses On Learning, a professional development curriculum for administrators developed by the Education Development Center related to understanding and supporting standards-based mathematics, were successfully field tested as a MASE II professional development offering during year five.

New offerings include:

• Inquiry into Matter, 12 hours; Inquiry into Liquids, 12 hours

• Study groups, 15-30 hours

Major accomplishments for year five include continuation of those listed in the year four report, as well as:

The lessons learned during year four continued to be true during year five. Additional lessons learned during year five include:

Movement of teachers and administrators contributed to what MASE terms as "flow-through." Flow-through slows movement toward expert standards-based teaching and learning by all teachers in project schools that experience a high rate of staff instability, while increasing standards-based teaching and learning throughout the district in MASE and non-MASE schools.

As the project relies more and more on Teacher Leaders, the challenge of maintaining the "MASE culture" (e.g., the spirit of inquiry, respect for the learner, and depth of content) increases. Teacher Leaders lack time and sometimes interest in philosophical dialogue and readings that TOSAs have the responsibility and opportunity to reflect and dialogue with colleagues.

It is the MASE staff assumption that when students learn in standards-based settings using Investigations in Number, Data, and Space, students will development the capacity to demonstrate learning and achievement on all types of assessments including norm-referenced tests, open ended, and performance assessments. Although MASE II staff remains cautious regarding the results of Terra Nova testing data, we are tracking results of MASE II schools. Findings are beginning to suggest that MASE II schools, including schools with under-served populations, who have supportive administrative leadership, are performing well, as indicated on the following charts. The following results are from schools with strong and knowledgeable principals and teachers who implement Investigations in Number, Data, and Space as written in most cases.

Antonello’s math test scores, both comprehensive and computation continue to increase even though the ability score holds steady. The 1999/2000 computation scores were the highest in the district, so high that the students were required to be retested. Upon retesting under very stringent conditions, the students scored even better than they did the first time. The principal, Andrea Phillips, says,

The MARS assessment component continued to be an important component of MASE II during year five. Teachers and administrators reported increased focus on the mathematics content when planning lessons as well as attention to student thinking as a result of MARS professional development. Teachers learned how to implement and score the MARS assessments. The Nevada funded Regional Professional Development Program staff is implementing the Backwards Assessment Model (BAM), and MARS tasks are utilized to assess student concept development in MASE II schools as part of the BAM model. One MARS Teacher Leader was hired as a member of the Regional Professional Development Program staff.

Two TOSAs attended the Vermont Assessment Inquiry and Teaching Intertwined Conference, January, 2000, with the principal and two Teacher Leaders from the same project school. The teachers implemented the Vermont Assessment and plan to expand use in the school based on implementation results. Components of the Vermont Assessment such as "photo journalism" were integrated into existing MASE professional development offerings and as a way of sharing lessons learned during a Teachers Leadership Development session in May, 2000.

Three teachers and the MASE PI attended the FOSS Assessment scoring sessions in Fresno California, July, 2000 to determine if the content and process could be used to assess student learning in science. MASE staff and Teacher Leaders are recommending implementation during year six. The new CCSD superintendent is from Fresno and values the FOSS assessment system.

The context of the school district changed dramatically in July 2000 when the district superintendent and the assistant superintendent for elementary education retired. The new superintendent immediately announced that the district focus for elementary was 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 MASE II project goals, teachers and administrators are now focused on literacy as the high priority for K-5. 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.

Due to the state accountability program and the literacy priority, teachers and administrators are feeling pressure to concentrate on literacy, making it harder to focus on science and mathematics. As a result, the project is working to achieve a balanced vision of science and mathematics. MASE II science professional development is grounded in rich science content and experiences that highlight when and how writing, reading, listening, and speaking are natural components of scientific inquiry. It is necessary to maintain the focus on science while building a case that good science has the potential to improve student literacy.

The "Components of An Effective Science Lesson" and the "Components of An Effective Mathematics Lesson" continue to be documents that promote project work in administrator sessions district-wide.

To address the need identified in the Year Four Project Evaluation by Inverness Research Associates to build a case for reform, a CCSD Board of School Trustees member, two elementary area superintendents, one principal and the K-5 Science and Mathematics Administrative Specialist attended the four-day Exploratorium Leadership Seminar in the spring of 2000. The board member publicly praised her experience at a meeting of the board curriculum committee when she returned. One Area Superintendent reshaped her area emphasis and professional development focus based on her experience at the Exploratorium. The MASE newsletter has been expanded to four pages to better broadcast project success and lessons learned.

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. Four MASE Teacher Leaders were hired as RPDP staff members, including one MARS leader. The RPDP staff members function as district and state professional developers distributing knowledge gained as participants of MASE. MASE leaders are continuing to assume leadership roles in the district; they build the case for reform from a broad platform that extends to a different audience than the MASE II audience.

MASE project evaluators recommended frank discussions with MASE schools to answer questions such as: "Is it (reform) working? How do I know? Is it worth the extra work?" Therefore, we worked with Inverness research to develop an interview protocol that TOSAs will use in September 2000 to meet with project school administrators and then visit each classroom to gather data and begin the dialogue. MASE staff will assess where to focus work based on movement of principals and teachers, site-based needs identified in interviews, and numbers of teachers with less than 100 hours of MASE professional development.

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 critical 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. MASE staff must problem solve with schools so that they act on their commitment as MASE schools, ensuring that materials are available for teachers.

The combination of the state accountability program and teacher and administrator mobility have resulted in an increased number of new staff at existing MASE project schools for the 2000/01 school year. The project will focus on ensuring that 2000 teachers have 100 hours of professional development during the no cost extension period of MASE II.

MASE staff continues to find the value in using professional development curriculum developed by nationally recognized experts. The courses are expertly designed and challenge leaders and participants to move to new levels of expertise. The project continued to expand the number and depth of knowledge of leaders as they interact with nationally recognized experts who develop professional development curriculum and provide leadership development institutes that MASE leaders attend. Two MASE TOSAs attended the one week DMI Field Test Institute. As a result, MASE offerings during year six will include Examining Features of Shape and Measuring Space in 1,2, and 3 Dimensions. Two MASE Teacher Leaders attended the DMI Leadership Institute. One DMI-trained TOSA is mentoring the two Teacher Leaders as they facilitate Building a System of Tens and Making Meaning for Operations during project year six. The Teacher Leaders were participants in the sessions during previous years, the first step in the MASE leadership component. Administrators and MASE staff contribute research on the Lenses on Learning module as they learn from the curriculum.

In addition, a new MASE scientist partner and a Teacher Leader attended the one week training for the Entomology module offered by TEAM 2000 and First Hand Learning, Inc., Buffalo, New York, July, 2000. They will offer the 18-hour Entomology content workshop to MASE teachers during 2000/01 school year.

• What Professional Development Opportunities

Three new professional development offerings were added during year five of the project:

Integrating Science, Mathematics, and Technology, Inquiry into Matter, a study group on science notebooks. These courses were added to the chart below as well as title and hour changes for the year six offerings.

MASE professional development course offerings are designed to enhance teacher knowledge in the following four dimensions: 1) science and mathematics content, 2) how children learn, 3) effective pedagogy and assessment, and 4) standards-based materials. As indicated on the chart below, courses frequently emphasize multiple domains. Teachers choose which courses to attend based on their needs, experience level, and site-based priorities.

*Domain emphasis is dependent on the topic studied.

**Technology is integrated in selected course offerings.

The courses listed above were also offered during year five to deepen teacher content knowledge. Administrators also focused on how to recognize content rich lessons by referring to the FOSS and Investigations teachers’ manuals. Three new workshops were offered during year five to increase teacher content knowledge:

OFFERING: Science Notebook Study Group, 15 to 30 hours

OFFERING: Inquiry into Liquids, 12 hours

OFFERING: Inquiry into Matter, 12 hours

• What Are The Project Strategies For

Offering: Integrating Science, Mathematics and Technology 6 — 30 hours

Integrating Science, Mathematics and Technology was developed collaboratively by MASE mathematics and science TOSAs and district Technology TOSAs. Teachers in grades kindergarten through fifth grades participated in science and mathematics inquiry experiences using digital cameras and KidPix technology to reflect on and communicate their understandings. A focus of this session is using photojournalism to enhance articulation of scientific and mathematical ideas.

• How Do You Help Teachers Become Conversant

Structured Use Workshops for FOSS and Investigations continued to be offered to new teachers during year five with Teacher Leaders assuming greater leadership responsibilities.

During year five, the offerings listed above continued and the K-2 Teacher Leaders and TOSAs worked to provide classroom support for teachers. It was necessary due to the large numbers to have a one-to-many model for site-based sessions. Teachers spend time in groups in Insightful Use sessions in science and K-2 mathematics and find this support valuable. Building "walk-throughs" are scheduled for fall of 2000 to assess teacher/site levels of implementation and needs.

Locally MASE project consultants continue to provide invaluable leadership development for MASE leaders. Specialized professional development at the Exploratorium, DMI national institutes, and other opportunities extend leaders’ capacity to shape MASE offerings and expand the pool of knowledgeable leaders. The tiered model continues to increase the number of leaders that learn from each other. One challenge due to year-round schools is gathering leaders for a Summer Institute. As a result, the Science Summer Institute this year was three days and both science and mathematics held one to two day leadership development sessions throughout the school year. TOSAs and leaders also met in small groups to refine session design.

Leadership at all levels of the project was scaled up for teachers and administrators. As part of the mentorship component of leadership development, teachers new to leadership were included in planning and implementing professional development sessions earlier than in the past in an effort to accelerate their development. The strategy shows promise for some leaders.

Lenses On Learning, a professional development curriculum for administrators related to understanding and supporting standards-based mathematics, was successfully field tested as a MASE II professional development offering during year five. MASE II administrators had the choice to attend Lenses on Learning or a MASE offering on supervision.

School teams did not meet in large group sessions during year five. TOSAs met with school teams at the school site as needed.

• What Is The Extent Of Teacher Involvement In MASE II?

During year five, the database records indicate 1,114 teachers participated in 38,917.5 hours of MASE II professional development.

See PDF file: 99-00 MASE II Participation.

• What Is The Degree Of Classroom And School Implementation?

Project evaluators report, "Both our professional development observations and our teacher interviews provided us with evidence that teachers are in fact using the LSC instructional materials and pedagogical approaches MASE II promotes. Teachers told us that they (and their colleagues) are implementing the designated instructional materials. They were able to discuss the kinds of pedagogical strategies and tools they are using in their classrooms."

When in schools, TOSAs report that student work on display and use of science notebooks are evidence of increased implementation. They also see more expository trade books in use at schools where teachers are involved in MASE sessions of Science as a Context for Literacy. Teachers are observed asking more questions and telling less.

The sessions offered to non-teachers continue to be designed to build advocacy for standards-based inquiry teaching and MASE II goals and to generate MASE partnerships with content experts who will team teach with TOSAs and Teacher Leaders to enhance the rigor of the scientific content of MASE professional development offerings.

Although the proposed UNLV course to expand the Elementary Science Education Partnership with UNLV school of medicine was denied, other ways of continuing the partnership are being pursued. The museum group expanded membership and collaborated with MASE to establish CHOLLA (Connecting Hands: Offering Lifelong Learning Adventures). CHOLLA meets bi-monthly to learn about standards-based education, aligning informal education programs (field and classroom) with state standards and district objectives.

MASE will offer a new content course during year six. A scientist was trained with a Teacher Leader to implement the Entomology workshop. This NFS funded professional development curriculum was developed by TEAM 2000, Buffalo Public Schools and First Hand Learning, Inc.

• What Are Your Reflections On The Year Five?

Year five stands out as a year of collaboration. MASE TOSAs worked with Language Arts TOSAs and K-5 Instructional Technology TOSAs to design professional development sessions. The partnership with the District Library Administrator grew. The partnership with informal educators moved from a group of individual partners to an organized group, CHOLLA, and partnerships with science experts slowly increased. A new collaboration emerged with the new science education professor at UNLV this year. Each collaboration enhanced project work and continued to weave MASE work into the fabric of the district and the community.

Leadership development continued to demand attention. Existing leaders needed continual support and the demand for new leaders to meet the growing demand for professional development increased. Enlarging the MARS and DMI leadership cadres by sending leaders to national institutes continued to close the gap between the expertise of TOSAs and Teacher Leaders. The number of Teacher Leaders with growing expertise continues to broaden the top of the pyramid.

The Lenses on Learning field-test was successful and again pointed to the need to inform principals for their critical role in supporting reform. The growing importance of nationally designed professional development curriculum to scale up project offerings was reinforced during year five. Carefully selected curriculums such Lenses on Learning, DMI, Bridges to the Mathematics Classrooms, Inquiry into Liquids and Matter and Force and Motion moved teachers and administrators to a deeper level of understanding and involvement with reform.

Year five was the year that demand increased for science and mathematics content courses. As the project matured, so did participation in Force and Motion, Inquiry into Liquids and Matter, and DMI. At the same time, mobility accelerated in MASE project schools as more administrators are new to project schools at the same time as there are more new teachers in the project schools for the coming year as a result of spring 2000 transfer season.

An increased number of schools outside the MASE project requested and participated in professional development funded through the Eisenhower project that mirrored MASE Structured Use sessions for FOSS and Investigations in Number, Data, and Space. This is a sign of the changing culture within the district and recognition of improved student achievement in project schools for typically underachieving students.

• What Outreach Activities Has Your Project Undertaken?

The MASE partnerships with CHOLLA and other informal education efforts in the community are proving to be extremely beneficial. Through this community platform, the district is becoming surrounded by inquiry science modeled in informal science settings. Informal educators value MASE as a resource as indicated by the following quote:

Other community members also access and appreciate the expertise MASE staff as reflected in the following quote: