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The following vignette
describes how a school-based team might use the VT-PASS score reports
and opportunity to learn data to direct science action planning.
Green Mountain Elementary
School received the following results after administering the Vermont
-PASS assessment to all of their fifth grade students.
VT-PASS
Score Results
- Although a large
number of students are in the "achieved the standards" or
"honors" categories, a significant percentage is still performing
at the nearly achieved, below, or little evidence levels.
- Scale scores
indicated that fewer students responded correctly to questions
dealing with physical science concepts compared to questions
that assessed the other content areas. Scale scores for Inquiry
were also slightly lower.
- Type of Item
data indicated that students did not perform as well on the
performance task investigation as they did on the other two
components of the assessment.
- The highest percentages
of students recommended for additional opportunities to explore
concepts fell in the following areas:
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 Abilities
necessary to do scientific inquiry
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(VT-Framework
7.1, 7.2, 1.17; NSES p.122) |
Properties
of Objects and Materials
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[VT-Framework
7.12(a)(b); NSES p.127] |
Position
and Motion of Objects
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[VT-Framework
7.12(d)(e); NSES p.127] |
Light,
Heat, Electricity, and Magnetism
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[VT-Framework
7.12(e)(f); NSES p.127] |
Properties
of earth materials
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[VT-Framework
7.15(a)(e); NSES p.134] |
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Current
State Analysis:
The Green
Mountain Elementary School's Action Planning Team met to review the
assessment results and use them to answer the question "What is the
current state of our science program?" The team was concerned with
the high number of students that were not meeting the standard in
science. Scale score data indicated that physical science and inquiry
were two possible areas to further explore. A large number of students
performed low on the performance task investigation, providing additional
evidence that inquiry might be an area of concern for the science
program. Concept recommendations also pointed towards inquiry and
physical science as areas for further investigation. In addition to
the score report data, opportunity to learn data indicated that students
were not consistently engaged in inquiry-based science programs throughout
their Pre-K to 4 experience. Teacher surveys indicated that there
was a significant lack of science content background among the staff,
particularly in the areas of chemistry and physics. Teachers also
indicated that they would be interested in pursuing professional development
opportunities that included extended learning opportunities in science
content and pedagogy, mentoring, teacher leadership, and collaboration.
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Action State:
Following the initial
review of the data the following steps were taken, informed by the
assessment feedback.
1) A science program
committee was established. This group included teachers, a school
administrator, the school district's curriculum coordinator and a
science resource specialist from outside the district. The group took
a closer look at the school's science curriculum, instructional practices,
and resources, guided by the Current State Analysis and the Guidelines
for Improving Student Results. This work revealed additional information
regarding the science program.
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Although there appeared
to be no discrepancy in performance or opportunities among groups
(male-female, minorities, etc.) there was a discrepancy in classroom
level opportunities because some teachers taught an inquiry-based
science program and others did not.
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A review of the
local science curriculum in light of the score data, the VT-PASS
Domain, and the Framework indicated that students were experiencing
and revisiting important science concepts at appropriate levels
in most areas with the exception of some physical science concepts.
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A review of resources
indicated that although important earth science standards were included
in the curriculum, teachers did not have adequate resources to teach
those concepts. Lack of resources was also an identified problem
in the area of physical science.
2) The science program
committee recommended the following strategies to the action planning
committee and through that group, to the school board and community.
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An amount of funds
will be budgeted to support science program development, resources,
and professional development for teachers.
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With the help
of a science resource specialist and the support of the school
system, teachers will use the VT Framework and the National
Science Education Standards to "fill the gaps" in the local
articulated science curriculum.
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A representative
from the VISMT Science Cooperative will be invited to the school
to help teachers explore options for standards based instructional
materials and professional development in the use of those
materials.
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With the support
of the school system, teachers will direct the process of developing
a local science assessment system that will help provide continuity
within the science program and inform instruction and student
performance at all grade levels.
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Two teachers who
have expressed an interest in pursuing long term professional
growth in science and taking on a science leadership role in
the school will receive support from the school system to participate
in the three year Vermont Science Initiative for elementary
teachers.
Desired State
All parties
involved in the Green Mountain Elementary School science improvement
effort realize that it will take a number of years to achieve the
ultimate goal of having all students meet the standard in science.
However, yearly progress toward that goal and the relative success
of the strategies employed will be measured by future administrations
of the VT-PASS assessment in conjunction with local science assessment
data.
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