2015 03-11 Lach at NSELA

9:45-11:45 Breakout Sessions (selected during registration, complete information at back of program)
Grant Park A (1) “Coordinating Scientific Argumentation, the Next Generation Science Standards, and the Common Core State
Standards through the Argument-Driven Inquiry Instructional Model”
Jonathon Grooms, Victor Sampson
Grant Park B (2) “English Language Development Opportunities for ELL Through Meaningful Integration of NGSS and CCSS”
Jerry D. Valadez, Maria Simani, Ana G. Lopez, Dawn O’Connor, Joanna Totino
Grant Park C (3) “Implementing the Vision of the Framework and NGSS: A Professional Development Pathway”
Sally Crissman, Sara Lacy
Grant Park D (4) “iHub: A Research-Practice Partnership to Design New NGSS Curriculum”
William R. Penuel, Sam Severance, Heather Leary, Patricia Kincaid, Jeffrey Miller
12:00-1:30 Luncheon, Sponsored by Ergopedia
Hyde Park
Keynote Speaker + Award Presentations, Led by Nancy Kellogg
Michael Lach
University of Chicago
Director of STEM Education and Strategic Initiatives
“Lessons Learned From Leading Science Education Reforms, and Implications For The Future”
1:45-3:15 Breakout Sessions Continued
3:30-4:30 Sense Making Session + Networking, Led by Keri Randolph
Hyde Park

Lessons Learned From Leading Science Education
Reforms, and Implications For The Future
Michael Lach
March 11, 2015

CPS Improves More than the State
in Every Grade in Mathematics
2001 to 2006
20
27
40
9
14
24
0
10
20
30
40
3rd 5th 8th
Increase in Percent Meet / Exceed
from 2001 to 2006
Chicago Public Schools Illinois (without CPS)

CPS Improves More than the State
in Every Grade in Science
2001 to 2006
20
17
13
6
0
5
10
15
20
25
4th 7th
Increase in Percent Meet / Exceed
from 2001 to 2006
Chicago Public Schools Illinois (without CPS)

Relationship between CMSI Professional Development Attendance
and Student 2005 ISAT Performance
0.4
0.1
-‐0.2
1.8
3.5
1.5
-‐2.0
0.1
-‐3.3
-‐4.0
-‐3.0
-‐2.0
-‐1.0
0.0
1.0
2.0
3.0
4.0
3rd Grade 5th Grade 8th Grade
1-‐year Change in the Percent of Students Meeting/Exceeding
State Standards
Low Moderate High

Strategy Development:
Science, Technology,
Engineering, Mathematics
Strategy Committee Meeting
February, 2010
DRAFT AND DELIBERATIVE

RACE TO THE TOP
Michael Lach
March 22, 2011
MATHEMATICS AND SCIENCE PARTNERSHIPS
PROGRAM: Regional Conference

Research
Evaluation
Development
Policy
Consulting
School and District Support

http://cemse.uchicago.edu/computerscience/OS4CS

Science Teacher
District Administrator
Political Appointee
University Researcher

Teaching
Curriculum
Supports
Change
Leadership
Community
Our Future

I used to think…
It’s all about pedagogy.

I used to think…
And now I think…
It’s all about pedagogy.
Content matters. Disciplines
are different.

I used to think…
My lesson plans are
awesome!

I used to think…
And now I think…
My lesson plans are
awesome!
Better to enact than author.

Intervention Effect Size
Charters
Charter schools in general 0.00 mathematics
Oversubscribed NYC charter schools 0.09 mathematics
Reconstituting
the teacher
workforce
Merit pay for teachers in India
0.15 reading and
mathematics
Teach for America 0.15 mathematics
Preschool
programs
Abecedarian Preschool 0.45 reading
Head Start 0.24 letter naming
Head Start 0.00 vocabulary
Even Start 0.00 vocabulary
Nurse Practitioner Partnership
0.09 reading & math test
scores
State Policies State standards 0.00 mathematics
Curriculum
comparisons
More effective math curricula 0.30 mathematics
Most effective preschool curricula 0.48 vocabulary
Most effective dropout preventions 1.00 progressing in school
Most effective early reading
programs
0.80 alphabetics

A Harvard professor once developed an interest in the acoustics of the violin. As
an experiment, he collected a range of instruments from a cheap beginner's model to
the finest Stradivarius. He assembled a small audience in a concert hall and hung a
screen between them and the stage. Then he had virtuoso Yehudi Menuhin stand
behind the screen and play each violin for the group. He asked the audience to
choose the best-‐sounding violin of the collection.
The professor was stunned by the result: Each violin received about the same
number of votes. He expressed his surprise to Menuhin, who compounded his shock
by agreeing with the outcome. “Yes, they sounded about the same,” the great
musician said. “The difference was that the Strad played itself, while I had to work
like hell to make the cheap violin sound like anything at all.”
Teachers know the feeling: A dedicated teacher willing to commit enough
energy, skill, and imagination can make a dusty chemistry textbook seem like a
passport to a magic land-‐-‐but has to work like hell to do it. Besides, it is at best a
short-‐term strategy. Even gifted teachers have neither the energy nor the stamina to
work that hard every day, year after year, with every student in every class. Instead,
to make it possible for all students to learn effectively and consistently, teachers have
to rely to a significant degree on the quality of the materials they use and the
learning experiences for students that those materials structure. A dusty science book
can too easily alienate students and render them apathetic or even hostile to a
subject, regardless of what a teacher does (or does not do).
But an effectively designed student learning experience, structured through the
use of the right materials, grabs students' attention, brings ideas to life, and fills a
classroom-‐-‐including the teacher-‐-‐with new energy as effectively as a great piece of
music.
-‐-‐Dr. Herbert Their
Designing Inquiry-‐Based Science Materials

I used to think…
Bring on the external
supports.

I used to think…
And now I think…
supports.
supports, with schools in
the first position.

Science K-‐12 Strategy Alignment
9
High Quality Materials Teacher Capacity Timely Data
In-school
Supports
Tier II
Supports
Tier III
Intervention Enrichment
K
CMSI
Materials
(one scope
and
sequence)
Science
Kit
Lending
Program
Materials-
Aligned
Workshop
PD
Explore new credentials for content
specific teachers.
None
CMSI ISIC,
Area
Coaches
None None
IB Primary
Years
1
2
3
4
5
6
Middle grades
specialization.
IB Middle Years
Science Clubs
7
8
9
3 Science IDSs
IDS
Workshop
PD
Hiring and assignment
process improvements.
IDS Quarterlies,
IDS Summatives
IDS
Coaching Credit
Recovery
Achievemen
t Academies
IB Diploma,
honors
courses,
College
Bridge,
AP
10
11
None
12 None None None None
Red: no strategy, inadequate strategy
Yellow: pilot, experimental, hard-‐to-‐scale,
incomplete, little evaluation data
Green: robust, evaluation data support

I used to think…
Just blow it up.

I used to think…
And now I think…
Just blow it up.
Change is a process that
must be managed.

Prior to 2002, over 87 different K-‐8 mathematics
programs were used in CPS.

At the start of 2006, over 50% of CPS K-‐8 schools
were using CMSI mathematics instructional
materials.
K-‐5 CMSI Mathematics Implementation
34
114
188
26
63
81
435
318
226
0
100
200
300
400
500
2003 2004 2005
Year
Number Of Schools
Everyday Mathematics Math Trailblazers Neither
6-‐8 CMSI Mathematics Implementation
30
70
135
25
78
97
440
347
263
0
100
200
300
400
500
2003 2004 2005
Year
Number Of Schools
Math Thematics Connected Mathematics Neither
Data is based on preliminary 2006 ISAT results. Results are subject to change pending final 2006 ISAT data from ISBE.

2.3
4.6
1.1 1.3
0.2
3.8
-‐2.3
-‐1.0
-‐3.0
-‐2.0
-‐1.0
0.0
1.0
2.0
3.0
4.0
5.0
Composite Reading Math Science
Year-‐to-‐year change in % meets/exceeds on
PSAE, 2008 to 2009
Wave 1 IDS Schools Comparable Non-‐IDS Schools

Change is a process that must be managed.

Bates, Ken
Roberts, Darrel
Matthews, Sylvia

14080812 Workshop deck FINAL.ppt
High School Teaching & Learning (Main) –
Proposed organizational structure
Anna Pavichevich
Coaching
(Sr Mgr, no.)
John Loehr
Science Coach
Naeem Kareem
Science Coach
Stephanie Glover-
Douglas
Science Coach
VACANT
Science Coach
(test prep)
Robby Singer
Math Coach Lead
Lori Raffanti
Mathematics Coach
Sabrina Walker
Mathematics Coach
VACANT
Mathematics Coach
(test prep)
VACANT
English Coach
(test prep)
VACANT
English Coach Lead
Elizabeth Rolander
English Coach
VACANT
English Coach
(test prep)
Noreen Abdullah
PSAE Coach Lead
Lorraine Anderson
English Coach
(250132, 250095)
Cheryl Brooks
PSAE Math
(Prof V, 248270)
Martin Moe
SS Manager
Tim Sheldon
SS Team Lead
Monica Swope
SS Coach
Charlotte Boyd
SS Coach
(Gary McNaney)
Chicago History
Matters
Angel Campbell
Social Studies
Roxanne Cooley
Social Studies
Jacquelin McCord
Social Studies
Gamila Williams
Social Studies
(Ian Needham)
CME/CCT/Chase
VACANT
AP Director
Larry Waites
Sr AP Specialist
(Prof V, 243410)
Michael Lach
Officer
Kari Benson
Admin Assist
Nyvia Crespo
Exec Assist
= Layer 2
= Layer 3
= Layer 4
= Layer 5
Rukiya Curvey-
Johnson
IDS Ops
Mike Smith
IDS Data Manager
D. Williamson
Ops Team Lead
VACANT
Ops Team Lead
Karen Boran
IDS Instruction
Manager
VACANT
English Specialist
Sendhil Revuluri
Math Specialist
VACANT
Science Specialist
VACANT
SpecEd Specialist
(new)
Jane Crane
IDS Instruction
Team Lead
M Tallent-Bennis
IDS Instruction
Team Lead
Kathleen Hayes
IDS Instruciton
Team Lead
Bonnie Dickerson
IDS English Lead
America's Choice
Kelly Heinike
IDS English Lead
Kaplan K12
Desmond Jones
IDS Math Lead
Agile Mind
Rickey Murff
IDS Math Lead
Carnegie
(Terri Townes)
IDS MathLead
Maria Santiago
IDS Science Lead
IIT
Patrick Daubenmire
IDS Science Lead
Loyola/UIC
Steven McGee
IDS Science Lead
MSC
See details on
following
pages—
managed via
contracts
Teaching & Learning
R Kestenbaum
Algebra
Gertie Brogsdale
6–9 Literacy
M. Beatty-Sevier
Special Projects
Director
VACANT
Special Populations
Summary of open issues:
•  Decide if Service Learning Manager
(Jon Schmidt) should report to
Teaching & Learning
•  Decide if Terri Gerrata/Special
Initiatives Manager should oversee
Gertie, Melanie, Rachel
•  Decide if OSS special ed. coaches
should be added to Coaching
•  Follow-up discussion with Office of
Academic Enhancement to determine
if there are dedicated AB/IB resources
•  Follow-up discussion with e-learning
(currently in IT) to determine if
resources should be relocation to
OSHP

I used to think…
Science needs advocates.

I used to think…
And now I think…
Science needs advocates.
Science needs advocates
who can lead schools.

Source: Education Insights Reality Check 2006
“Despite forceful calls from
business leaders and
policymakers to upgrade
math and science education,
most superintendents (59%)
and principals (66%) say this
is not a serious problem in
their local schools.”

School
Leaders ≠ Science
Leaders

I used to think…
I can do it on my own.

I used to think…
We need each other.

I used to think…
And now I think…
We need each other.
We need each other to
push and compare.

Task Force
Learning
Network
New Teacher
Prep
AP
CTE
Regional
coordinators
Content PD
Develop
Materials
Science
accountability
New Schools
New Courses
Blended
Learning
DC ✔ ✔
DE ✔ ✔
FL ✔ ✔ ✔ ✔
GA ✔ ✔ ✔ ✔ ✔
HI ✔ ✔ ✔
MA ✔ ✔ ✔ ✔ ✔
MD ✔ ✔
NC ✔ ✔ ✔ ✔
OH ✔ ✔ ✔
RI ✔ ✔
TN ✔ ✔ ✔
NY ✔ ✔

In Alabama, The AMSTI network of STEM training centers and materials
management provides equipment and PD to teachers statewide.
Practices Worthy Of Attention
2002 2003 20082000 20011999 2004 2005 2006 2007
Project
Director
Hired
Blue Ribbon
Committee
Initial
Program
Development
Major State
Funding
2nd NASA
Grant
Continuous
Program
Improvement
1st NASA
Grant
Site #1 Site #2 Site #3 Sites
#4-‐6
Sites
#7-‐10
Site #11
20
Schools
41
Schools
74
Schools
104
Schools
196
Schools
365
Schools
574
Schools
628
Schools
2009

In North Carolina, 10 of 35 turnaround schools have focused on STEM, and
are being deployed to drive further changes throughout the state.
145

In Illinois, STEM education reforms sit squarely within the career and
technical education sphere.
146

I used to think…
Help is on the way.

I used to think…
And now I think…
Help is on the way.
Help is on the way, and it is
coming from us.

Most K-‐12 public education funding comes from
state and local revenue.
Federal
7%
State
48%
Local
45%
1996-‐97
Federal
10.5%
($57B)
State
43.3%
Local
36.9%
2009-‐10
In general, state governments generate the revenue
necessary for educational expenditures from income
taxes, corporate taxes and sales taxes, while local
school districts rely heavily on property taxes.
US GDP
11%
K-‐12
(60%)
higher
education
(40%)
Total Education Spend
= $1.1T
11% of US GDP is spent on
education, $1.1T/year…
…of which 60% goes to K-‐12… …and which mostly comes
from state and local sources.
15

Content matters.
Better to enact than author.
Bring on the external supports, with schools in the first position.
Change is a process that must be managed.
Science needs advocates who can lead schools.
We need each other to push.
Help is on the way, and it is coming from us.

Thank you!
mlach@uchicago.edu

2015 03-11 Lach at NSELA

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2015 03-11 Lach at NSELA