PHASE II (2008-09)

Science Teams

Important themes, charges or concepts emerged in science that are summarized below:

• Intent is to come up with ways to better educate in the sciences; results in improved learning that is measurable.
• Introduce college readiness strategies in 9th-10th grades… an important means of helping students meet graduation requirements, e.g., WASL; a concern, however, that too much emphasis on WASL squelches teaching and learning creativity. It was agreed that Phase 2 in science will be conducted in 9th and 10th grade classrooms, not 11th and 12th as previously planned.
• We want to reach the general education student who doesn’t necessarily know what they’re going to major in or if they are going to college for sure; requires intervention strategies prior to the 11th or 12th grades.
• Help students look beyond grade 10, specifically at 11th and 12th grade science, so they can envision and be better prepared for science in college.
• Habits of mind (preferred as a term over “attributes”) are critical to teaching and learning; habits of mind are cross discipline and address life skills; should guide how to structure, organize learning.
• How students learn could be more important than what they learn; help students understand relationships, measure personal growth.
• While developing habits of mind is critical, students can’t learn inquiry devoid of important content; need to demonstrate how does science work; focus on what’s most important; leave flexibility for teachers to choose.
• Focus on data collection—what are the baselines? what do we hope to change? what support systems are in place now? what is needed? measure attitudes and confidence about science.
• Look at college readiness definitions not as “add ons” as much as “plug ins”, i.e., insert definitions into and habits of mind into existing curricula, lesson plans, etc.
• Engage CTE students; make later science courses interesting; help students understand relationships so they see science as relevant and meaningful to their lives.
• College readiness doesn’t start in 9th grade or later; foundational skills are in elementary grades; this should not be ignored.
• Collaborate with the State Board of Education as it seeks to develop 11th and 12th grade science standards; college readiness definitions could be helpful.

Science pilot teams will consider the following:

• Define the purpose: are we trying to prepare students for a typical 101 course; will they be generally successful in college as a result of college readiness that includes habits of mind and content skills?
• Leadership in schools is importance; expectations and believing in students.
• Think about the process of learning; what enriches content.
• Identify other factors that lead students to, or steer students away from, science; what is the effect of “liking teachers”?
• Do students know the importance of course taking patterns? 
• Does success in college-level science require three or more years of science in high school? Is there a body of research that equates college success with years of science? Is it a reasonable outcome that students understand that 3-4 years of science is needed?

In preparation for the June 13-17 institute, the science pilot team will:

• Change the focus to 9th and 10th grade classrooms for implementing college readiness strategies.
• Conduct a literature search of course taking patterns to link science to college success.
• Begin preparing sample attitudinal survey of 9th and 10th grade students.
• Begin assembling existing activities to see how they can be modified to include college readiness definitions and habits of mind.

Science Team Leader: Dr. Pinky Nelson, Director
Science Technology, Engineering and Math
Western Washington University

Science Team 1
Tira Hancock, Eatonville High School
Jim McDougall, Tacoma Community College/Olympic College
Jennifer Sorensen, Seattle University

Science Team 2
Craig Harpel, Mount Vernon High School
Brad Smith, Skagit Valley College
Molly Lawrence, Western Washington University