| Home | Return to Poster | Discuss This Poster | Poster Presentation Full Text: Exceeding Our Greatest Expectations Poster presentations are composed in four parts: Original goals for project sustainability under ideal conditions Reflections on these goals from the end of the project funding cycle Suggestions for projects starting out; or, how we might have done things differently Questions for other project's staff to reply to

Original goals for project sustainability under ideal conditions

COMPONENTS OF REFORM	ORIGINAL GOALS	ACTUAL OUTCOMES	SUGGESTIONS: KEY DECISIONS AND SOLUTIONS
CURRICULUM	Align science curriculum framework with the standards Implement inquiry-centered, kit-based science instructional materials	Our original goals AND Developed a writing resource that links science kits to writing standards.	Empower teachers. Develop their understanding of exemplary curriculum and involve the in selecting instructional materials. Affirm their selection. Integrate science with other curriculum areas when there are competing school reforms.
TEACHER DEVELOPMENT	Engage 600 teachers in a two-year cycle of professional development Use a wave strategy of recruitment of teachers Link teacher preparation with the project	Our original goals AND Developed a "kit specialist" teacher leadership program Included "specialist" teachers (ESL, Special Needs, etc.)	Recruit teachers using a "wave strategy." This approach is informed by change theory such as CBAM. Recruit teacher leaders from the piloting of science kits. Use a range of PD strategies to meet the needs of teachers at different stages of development.
ASSESSMENT	Conduct formative and summative program evaluation	Our original goals AND Developed performance based assessments for each science kit.	Respond to needs of school community asking "What are the students learning as a result of our investment?"
MATERIALS SUPPORT	Develop a materials supply system to support 8 districts	Our original goals AND Provided services for 11 additional districts	To lower costs, provide materials support services to additional districts.
COMMUNITY SUPPORT	Develop a collaborative partnership among: Rhode Island College, East Bay Educational Collaborative and the eight districts; scientists and science-rich institutions	Our original goals AND Financial support from the state legislative, corporations, foundations, businesses parent-teacher groups Support for middle level science reform	Start-up costs for district involvement are greater than you think. Fund-raise from sources beyond NSF funding. On-going strategic planning is key. Provide regular opportunities for the project implementation team to meet.

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Reflections on these goals from the end of the project funding cycle

CURRICULUM

• Align science curriculum framework with science standards.
• Implement inquiry-centered, kit-based science instructional materials.

TEACHER DEVELOPMENT

• Engage 600 teachers in a two-year cycle of professional development .
• Use a wave strategy of recruitment of teachers.
• Link teacher preparation with the project.

ASSESSMENT

• Conduct formative and summative program evaluation.

MATERIALS SUPPORT

• Develop a materials supply system to support 8 districts.

COMMUNITY SUPPORT

• Develop a collaborative partnership among Rhode Island College, East Bay Educational Collaborative and the eight districts, scientists and science-rich institutions.

What were we able to accomplish in five years?

CURRICULUM
Our original goals AND

• Developed a writing resource that links science kits to writing standards.

TEACHER DEVELOPMENT
Our original goals AND

• Developed a cadre of kit specialists through the teacher leadership program
• Included specialist teachers (ESL, Special Needs, etc.)

ASSESSMENT
Our original goals AND

• Developed performance based assessments for each science kit.

MATERIALS SUPPORT
Our original goals AND

• Expanded our materials supply system to support 11 additional districts

COMMUNITY SUPPORT
Our original goals AND

• $550,000 in financial support from the state legislative, corporations, foundations, businesses, parent-teacher groups
• Support for a middle level science initiative called HELMSS (Higher Expectations for Learning Middle School Science)

What's realistic?
It's realistic to. . .

• Empower teachers to make decisions about curriculum and their professional development.
• Listen and respond to teachers/administrators and modify plans while maintaining the original vision.

What's impossible?
It's impossible to . . .

• Achieve goals without external funding beyond NSF's support.
• Foresee every obstacle to the original plan.

What would we do differently if we could do it over?
If we could do it over, we would . . .

• Work more closely with principals from the beginning of the project.

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Suggestions for projects starting out; or, how we might have done things differently

PLANNING AND REFLECTION

• On-going strategic planning is key. Provide regular opportunities for the project implementation team to meet.
• During the first year of the project, plan to spend a half day per week planning and thereafter, a half-day every other week.
• Be flexible as you confront obstacles to the original plan.
• Use the elementary science LSC to leverage reform in other areas such as middle level science and higher education.

CURRICULUM

• Empower teachers. Develop their understanding of exemplary curriculum and involve them in selecting instructional materials. Affirm their selection.
• Integrate science with other curriculum areas when there are competing school reforms.

TEACHER DEVELOPMENT

• Recruit teachers using a "wave strategy." This approach is informed by change theory such as CBAM.
• Recruit teacher leaders from the initial piloting process.
• Use a range of professional development strategies to meet the needs of teachers at different stages of development.

ASSESSMENT

• Build a "critical friend" relationship with your evaluator.
• Use results from formative evaluation to inform your decision-making.
• Respond to needs of school community asking What are the students learning as a result of our investment?

MATERIALS SUPPORT

• To lower costs, provide materials support services to additional districts.

COMMUNITY SUPPORT

• Build community awareness by offering curriculum showcases and sponsoring events to bring together legislators, funders, and media.
• Start-up costs for district involvement are greater than you think. Fund-raise from sources beyond NSF funding.

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Questions for other project's staff to reply to

• What's the best way to recruit and involve teachers in a reform-- a wave OR all teachers strategy?
• Do you know how the "per student" costs will change as you grow?
• If districts know the real costs at the beginning of the project, will they participate?

THIS PROJECT WAS PREPARED BY:
Jerry Kowalczyk and Greg Kniseley of The KITES Project: Kits In Teaching Elementary Science . . . since 1995.

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