LISI: Using Data to Lead Change Dripping Springs Intermediate School

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LISI Using Data to Lead ChangeDripping Springs
Intermediate School

• Re-tooling for Improvement in Elementary Science

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The Pit Crew Process Innovation Transition

• The campus team participating in the Leadership
  for School Improvement initiative is
• Donna Janssen, principal
• Lestant Flake, assistant principal
• Becky Berdoll, fourth grade teacher
• Mary Ellen Fernandez, instructional facilitator
• Jennifer Haas, fifth grade teacher
• Cassie Ikels, fourth grade teacher
• Judy Kelley, technology coordinator
• Lisa Woodland, third grade teacher

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Our Purpose

• To increase elementary science TAKS performance
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• by April 2006
• Rationale Campus TAKS performance in all other
  subject areas met state criteria for a campus
  rating of exemplary. While science TAKS
  performance at fifth grade improved significantly
  from 2004 to 2005, a large margin for improvement
  still exists.

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Related Outputs

• Increase student achievement on two full length
  5th grade benchmark tests.
• Increase student achievement on all elementary
  science checkpoint tests.
• Increase student achievement on the statewide
  assessment.

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Related Inputs

• Increase awareness of science as a main content
  area.
• Strengthen teacher expertise in content area
  knowledge.
• Heighten knowledge and awareness of the state
  curriculum framework for science (TEKS).
• Provide additional support and intervention for
  students indicating need.

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Related Processes

• Increase vertical curriculum alignment in
  elementary science.
• Capitalize upon common planning time.
• Acquire appropriate instructional materials and
  equipment.
• Develop a common district wide science curriculum
  vocabulary.
• Create opportunities for targeted professional
  development.

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Questions we must answer through data

• How do our science scores compare with similar
  districts?
• What instructional approaches are successful?
• Are all grade levels teaching the state and
  district required science curriculum?
• What special strategies do teachers implement for
  helping at-risk students within the regular
  classrooms?
• How will we insure that teachers are following
  the yearly plan for science?

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How do our science scorescompare with similar
districts?

• Comparable schools have been identified based
  upon data found at www.just4kids.org.
• An online survey for elementary science teachers
• will produce program information for analysis of
  
• trends and common successful practices. Our
• survey may be viewed at
• http//www.quia.com/sv/68071.html.
• Performance of neighboring schools and other
  selected campuses will be studied using the TAKS
  data from the Texas Education Agency website.

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DSIS Science Performance on TAKS
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What instructional approaches are successful?

• Both on our campus and on those surveyed, data
  will be compiled regarding what curricula and
  materials are being used, how time is allocated
  for instruction, planning, and organization, and
  what enrichment opportunities are being provided.
• Within the district, this data will be collected
  during vertical team meetings and Rotating
  Curriculum Period.
• Outside the district, the survey
• instrument will be supplemented
• by site visits, informal interviews,
• and work conducted with a science
• consultant.

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Are all grade levels teaching the state and
district required science curriculum?

• This is confirmed through classroom observations,
  audit of science lesson plans, and correlation
  with TEKS.
• Teachers collaborate during Rotating Curriculum
  Period to agree upon yearly plans for science,
  which will drive lesson planning. A complete 5th
  grade science curriculum will be produced during
  this time also.

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What special strategies do teachers implement for
helping at-risk students within the regular
classrooms?

• Analytical activities and student performance
  reports such as Max the TAKS and benchmark data
  help identify group trends and individual
  weaknesses.
• Peer classroom observations provide reciprocal
  feedback for creative idea sharing and reflection
  on best practices.
• Science lesson plans reflect accommodations and
  intervention strategies for special needs
  learners.
• Consultation with supporting teachers,
  instructional facilitator, and other educators
  lends assistance and expertise in meeting the
  needs of at-risk learners in the regular science
  classroom.

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Analysis of Benchmark Data
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Professional Development for Teachers Best
Practices Teaching Strategies

• Rosemary Martin, Supporting Science, Inc.
• Half-day science professional development for
  teachers of science in grades 1 through 5.
• Science journals
• Hands-on science experiments
• Questioning strategies
• Activities for teaching the use of tools
  required by the TEKS
• Science is not an optional subject!
• Cinde Jimenez, Guadalupe River Basin Authority
• On site training during RCP for 4th grade
  teachers to incorporate GRBA curricula in water
  conservation, regulation, the water cycle, water
  quality.

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Innovative Delivery of Instruction

• Field Trips
• Grade level common experiences
• Hands-on experiences
• Camp
• 2 night trip to The Outdoor School
• Science Lab
• Foss Kits
• Awesome science volunteers

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An Aromatic Memory Jogger
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Creating Scientists in

• Every student,
• every day.