Science Instructional Materials Analysis

Transcription

1 Science Instructional Materials Analysis supporting TEKS implementation Phase 4: Assessing vertical alignment of instructional materials developed by

2 Science Instructional Materials Analysis: Supporting TEKS Implementation Phase 1: Phase 2: Phase 3: Phase 4: Studying the TEKS Narrowing the field of instructional materials Assessing science content alignment Assessing vertical alignment of instructional materials

3 Science Instructional Materials Analysis: Supporting TEKS Implementation About this resource This four-part toolkit is designed to support educators charged with leading and/or facilitating the selection of science instructional materials for their district or school buildings. These materials are based on the belief that to make informed decisions about instructional materials, educators must be knowledgeable about the Texas Essential Knowledge and Skills and engage in continuous, job-embedded professional development activities. This Science Instructional Materials Analysis toolkit affords the opportunity to do both, using a set of efficient, accurate, and thorough standards-based review and analysis process tools. The four-part toolkit consists of the following: Phase 1: Studying the TEKS The purpose of Phase 1: Studying the TEKS is to develop the current and functional knowledge of the standards that is necessary to make informed decisions regarding instructional materials. Phase 1 of the Instructional Materials Analysis process consists of a guided exploration of the standards. This exploration uses structures and tools for developing a working knowledge of the standards. Phase 1 focuses on developing a common understanding of the structure of the standards and essential ideas of horizontal and vertical alignment needed to make informed decisions about instructional materials. Phase 2: Narrowing the field of instructional materials The purpose of Phase 2: Narrowing the field of instructional materials is to help the materials selection committee take a broad and holistic survey of the many instructional materials under review to reduce the number of materials to a manageable size. Phase 3: Assessing science content alignment The purpose of Phase 3: Assessing science content alignment is to determine the degree to which the materials are aligned to the grade/course-specific standards (content and processes). In Phase 3, participants conduct an in-depth review of the two to three instructional materials selected in Phase 2. Phase 4: Assessing vertical alignment of instructional materials The purpose of Phase 4: Assessing vertical alignment of instructional materials is to determine the degree to which the materials address science content, instruction, and content depth across three or more grade levels and to provide documentation. This four-phase toolkit was developed by the Charles A. Dana Center at The University of Texas at Austin to serve educators and education leaders. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of The University of Texas at Austin. This is the fourth edition and the February 2011 release. Resources The Texas Essential Knowledge and Skills for science, as well as for mathematics, English language arts, and social studies, can be downloaded free from the Texas Education Agency website via The mathematics TEKS and science TEKS may also be purchased or downloaded free in printable booklet form from the Dana Center s Science and Mathematics TEKS Toolkits: or The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview ii

4 Copyright 2011, 2006, Charles A. Dana Center at The University of Texas at Austin Unless otherwise indicated, the materials found in this resource are the copyrighted property of the Charles A. Dana Center at The University of Texas at Austin (the University). No part of this resource shall be reproduced, stored in a retrieval system, or transmitted by any means electronically, mechanically, or via photocopying, recording, or otherwise, including via methods yet to be invented without express written permission from the University, except under the following conditions. (Note that we cannot grant you permission to use materials that we do not exclusively own. Any requests for permission to use materials that include a copyright notice other than our own should be directed to the owner of the copyright.) The following excludes materials not exclusively owned by the Charles A. Dana Center at the University of Texas at Austin. 1) Teachers and administrators can copy and disseminate this toolkit to their school or district, without obtaining further permission from the University, so long as any portion reproduced is not altered and retains all original copyright notices as above. 2) Public school districts, charter schools, education service centers, and teachers may reproduce and use printed copies of the materials for internal professional development without obtaining further permission from the University, subject to the terms and conditions listed below. 3) Other organizations or individuals must obtain prior written permission from the University for the use of these materials, the terms of which may be set forth in a copyright license agreement, and which may include the payment of a licensing fee, or royalties, or both. We use all funds generated through our materials to further our nonprofit educational mission. Please send your questions or permission requests to this address: Charles A. Dana Center Fax: The University of Texas at Austin dana-txshop@utlists.utexas.edu 1616 Guadalupe Street, Suite Austin, TX The Charles A. Dana Center and The University of Texas at Austin, as well as the authors and editors, assume no liability for any loss or damage resulting from the use of this resource. We have made extensive efforts to ensure the accuracy of the information in this resource, to provide proper acknowledgement of original sources, and to otherwise comply with copyright law. If you find an error or you believe we have failed to provide proper acknowledgment, please contact us at dana-txshop@utlists.utexas.edu. About the Charles A. Dana Center at The University of Texas at Austin The Dana Center works to raise student achievement in K 16 mathematics and science, especially for historically underserved populations. We do so by providing direct service to school districts and institutions of higher education; to local, state, and national education leaders; and to agencies, nonprofits, and professional organizations concerned with strengthening American mathematics and science education. The Center was founded in 1991 in the College of Natural Sciences at The University of Texas at Austin. Our original purpose which continues in our work today was to increase the diversity of students who successfully pursue careers in science, technology, engineering, and mathematics (STEM) fields. We carry out our work by supporting high standards and building system capacity; developing collaborations with key state and national organizations to address emerging issues; creating and delivering professional supports for educators and education leaders; and writing and publishing education resources, including student supports. Our staff of more than 80 researchers and education professionals has worked intensively with dozens of school systems in nearly 20 states and with 98 percent of Texas s more than 1,200 school districts. As one of the College s largest research units, the Dana Center works to further the university s mission of achieving excellence in education, research, and public service. We are committed to ensuring that the accident of where a child attends school does not limit the academic opportunities he or she can pursue. For more information about the Dana Center and our programs and resources, see our homepage at To access our resources (many of them free), please see our products index at To sign up for our professional development or learn about our services for school districts, see org/pd and The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview iii

5 Acknowledgments Unless otherwise noted, individuals listed here are affiliated with the Charles A. Dana Center at the University of Texas at Austin. Project Director Patti Bridwell, senior program coordinator Developers and Facilitators Patti Bridwell, senior program coordinator, leadership Laurie Garland, director of program and product development David Munson, senior program coordinator, science Editorial and Production Staff Rachel Jenkins, consulting editor Tom McVey, print production manager Phil Swann, senior designer Our Thanks We gratefully acknowledge the more than 100 school districts and thousands of educators who have informed the development of these resources. The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview iv

6 Science Instructional Materials Analysis and Selection: A Four Phase Process Phase 1: Phase 2: Studying the TEKS Narrowing the field of instructional materials Phase 3: Assessing science content alignment Phase 4: Assessing vertical alignment of instructional materials In Phase 4, participants determine which instructional materials to adopt, unless a final decision was reached in Phase 3. Participants consider the vertical nature of the TEKS to determine how well the materials present concepts and develop ideas across grade levels. During this last phase, participants continue to rely on their common understanding of the TEKS across grade levels that they developed in prior phases. Phase 4 allows participants to document the degree to which the materials address mathematics content, instruction, and content-depth across three or more grade levels. Implementation Selection committee members should practice applying the Phase 4 Instructional Alignment Chart and scoring rubric and documentation form to reach consensus on a single sample. Determine a starting point for analysis, such as a big idea within each strand across a three-grade/course span. Determine a method for aggregating and analyzing the data collected. Determine how individuals or small groups will be organized to carry out next steps; include a timeline. Materials and Supplies Phase 4: Assessing Vertical Alignment of Instructional Materials Blackline Master (available online at multiple copies per person The 2 instructional materials finalists The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 1

7 Phase 4: Assessing Vertical Alignment of Instructional Materials Scoring Rubric and Documentation Form Title of Instructional Materials: Big Idea: Grades / Courses Examined: Low Correlation High Correlation Science Concepts are developed disjointedly across grades, often with unclear transitions, deviates from the progression described in the TEKS, and appears as a series of discrete ideas. develops across the grade levels with seamless transitions and clear continuity, is portrayed as a unified whole, and adheres to the progression described in the TEKS Instruction does not follow the developmental progression of concept attainment described in the TEKS 1, remains at the same level across grades, jumps to drill and practice too early, or does not allow opportunity to practice some concepts. follows the developmental progression of concept attainment within and among grade levels as described in the TEKS 1, appropriately develops drill and practice, and provides adequate practice for all concepts Depth goes through little change across grade levels, is determined without reference to the TEKS, and is typically achieved by pulling up or pulling down content from other grades, adding content, or making the content artificially more difficult. progresses through the grade levels, reflects the development described in the TEKS, and takes the content of the TEKS to new levels rather than making it more difficult or adding more content. 1 The developmental progression of concept attainment described in the TEKS is 1. Developmental 2. Reinforcement 3. Drill and practice The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 2

8 Phase 4: Assessing Vertical Alignment of Instructional Materials Instructional Alignment Chart TEKS for Grade / Course TEKS for Grade / Course TEKS for Grade / Course Changes Changes The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 3