Mathematics and Science Model Lesson Series Elementary Science Module

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Mathematics and ScienceModel Lesson
SeriesElementary Science Module

• Developed by the
• Florida Department of Education

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Mathematics and ScienceModel Lesson Series

• Goals
• Provide models of standards-based teaching and
  learning in mathematics and science
• Provide examples of applications of the RtI
  framework to mathematics and science lessons

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What is RtI?

• RtI is the practice of
• providing high-quality instruction/intervention
  matched to student needs and
• using learning rate over time and level of
  performance to
• make important educational decisions to guide
  instruction
• National Association of State Directors of
  Special Education, 2005

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Tiered Model of School Supports the
Problem-Solving Process

• ACADEMIC and BEHAVIOR SYSTEMS

Tier 3 Intensive, Individualized Interventions SupportsThe most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 2 academic and behavior instruction and supports. Tier 2 Targeted, Supplemental Interventions SupportsMore targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. Tier 1 Core, Universal Instruction SupportsGeneral academic and behavior instruction and support provided to all students in all settings.
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Tiered Model of School Supports the
Problem-Solving Process

• ACADEMIC and BEHAVIOR SYSTEMS
• Tier 3 Intensive, Individualized, Interventions.
  
• Individual or small group intervention.
• Tier 2 Targeted, Strategic Interventions
  Supports.
• More targeted interventions and supplemental
  support in addition to the core curriculum and
  school-wide positive behavior program.
• Tier 1 Core, Universal Instruction Supports.
• General instruction and support provided to all
  students in all settings.

Tier 1 Core, Universal Instruction Supports
General academic and behavior instruction and
support provided to all students in all
settings
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Tiered Model of School Supports the
Problem-Solving Process

• ACADEMIC and BEHAVIOR SYSTEMS
• Tier 3 Intensive, Individualized, Interventions.
  
• Individual or small group intervention.
• Tier 2 Targeted, Strategic Interventions
  Supports.
• More targeted interventions and supplemental
  support in addition to the core curriculum and
  school-wide positive behavior program.
• Tier 1 Core, Universal Instruction Supports.
• General instruction and support provided to all
  students in all settings.

• Tier 2 Targeted, Supplemental Interventions
  Supports
• More targeted instruction/intervention and
  supplemental support in addition to and aligned
  with the core academic and behavior curriculum

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Tiered Model of School Supports the
Problem-Solving Process

• ACADEMIC and BEHAVIOR SYSTEMS
• Tier 3 Intensive, Individualized, Interventions.
  
• Individual or small group intervention.
• Tier 2 Targeted, Strategic Interventions
  Supports.
• More targeted interventions and supplemental
  support in addition to the core curriculum and
  school-wide positive behavior program.
• Tier 1 Core, Universal Instruction Supports.
• General instruction and support provided to all
  students in all settings.

Tier 3 Intensive, Individualized Interventions
The most intense (increased time, narrowed
focus, reduced group size) instruction and
intervention based upon individual student need
provided in addition to and aligned with Tier 1
2 academic and behavior instruction and supports
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Step 1 Problem Identification What is the
problem?

• To identify a problem, we start with three pieces
  of data
• Expected level of performance
• Student(s) level of performance
• Peer level of performance

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Step 2 Problem Analysis Why is it occurring?

• Hypothesize about why the student is not
  demonstrating adequate progress academically
• Collect assessment data to validate the
  hypotheses

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Step 3 Intervention Design What are we going
to do?

• Match intervention type and intensity to
  student(s), setting, problem
• Interventions must focus on teaching replacement
  behavior or skill
• Select evidence-based interventions that match
  context of school/classroom culture
• Provide support for implementation
• Training/Coaching, as needed
• Evaluation of implementation integrity

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Step 4 Evaluate EffectivenessIs the
intervention working?

• Is the intervention evidence-based?
• How effective is this intervention with students
  from similar backgrounds?
• How intense is the intervention? - the dosage
  (time focus of intervention)
• Was the intervention implemented as planned?

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Floridas Vision for Science Education

• Science literacy is essential for all students
• Next Generation Sunshine State Standards for
  Science allow for a greater depth of study and
  understanding of a smaller number of learning
  targets
• Integration of science content and science
  process

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Next Generation Sunshine State Standards

• Science Standards
• Four Bodies of Knowledge
• Earth/Space Science
• Life Science
• Physical Science
• Nature of Science
• Eighteen Big Ideas
• Floridas Next Generation Sunshine State
  Standards (www.floridastandards.org)

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Next Generation Sunshine State StandardsBenchmark
Code
SC 4 P 11 1
Content Area Grade Level Body of Knowledge Big Idea Benchmark
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Grade 4 Science BenchmarkSC.4.P.11.1
SC 4 P 11 1
Content Area Science Grade Level 4 Body of Knowledge Physical Science Big Idea 11 Energy Transfer and Transformations Benchmark 1 - Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.
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Grade 4 Science BenchmarkSC.4.P.11.1

• Body of Knowledge Physical Science
• Big Idea 11 Energy Transfer and Transformations
• Waves involve a transfer of energy without a
  transfer of matter.
• Water and sound waves transfer energy through a
  material.
• Light waves can travel through a vacuum and
  through matter.
• Benchmark SC.4.P.11.1
• Recognize that heat flows from a hot object to a
  cold object and that heat flow may cause
  materials to change temperature.
• Floridas Next Generation Sunshine State
  Standards www.floridastandards.org

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Grade 4 Science BenchmarksSC.4.N.1.1 SC.4.N.1.8

• Body of Knowledge Nature of Science
• Big Idea 1 The Practice of Science
• Observing
• Identifying questions and hypotheses
• Designing and conducting investigations
• Collecting and evaluating data
• Drawing conclusions based on evidence and
  communicating explanations
• The Nature of Science benchmarks from Big Idea 1
  are integrated throughout the science lesson
• Floridas Next Generation Sunshine State
  Standards www.floridastandards.org

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Science Bodies of Knowledge
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Data Driven Decision Making

• Floridas Comprehensive Assessment Test (FCAT)
• End-of-Course (EOC) Assessments
• Summative Assessments
• Formative Assessments
• Other Types of Assessments

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Learning Objectives

• Students will
• Recognize the difference between heat and
  temperature.
• Recognize that the direction of heat flow is
  always from hotter object to cooler object.
• Recognize that heat flow may cause a change in
  temperature of the objects.

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Acknowledgments

• Zachary Champagne and his students
• Floridas National Mathematics Finalist for the
  2006 Presidential Awards for Excellence in
  Mathematics and Science Teaching
• Mandarin Oaks Elementary School
• Duval County Public Schools

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Problem-Solving andResponse to
Instruction/Intervention
PS/RtI Integrates Efforts