Legislative Update
By Jodi Peterson
Posted on 2016-03-21
There has been a lot of activity on Capitol Hill with FY2017 appropriations, the new federal education law ESSA, and at the Department of Education.
The Race is on for FY2017 Appropriations
It’s not clear where and if the political winds will be blowing (and if they will knock out the regular appropriations process for FY2017 programs), but education advocates are scrambling to ensure members of Congress are aware of their specific funding priorities for the new federal education law, the Every Student Succeeds Act.
In a letter to Appropriations leaders, the STEM Education Coalition (which NSTA chairs) is asking Congress to fund ESSA Title II at the authorized level of $2.25 billion, support full funding for Title IV programs at $1.65 billion, fund $10 million for the STEM Master Teacher Corps, and to support the proposal of $100m for the new Computer Science for All. Read the Coalition’s letter to Congress.
NSTA is also part of a new coalition that is seeking full funding ($1.65 billion) for the ESSA Title IV A, Student Support and Academic Enrichment Grants. This flexible block grant, which is authorized at $1.65 billion in FY 2017, authorizes activities in three broad areas:
1) Providing students with a well-rounded education (e.g. college and career counseling, STEM, arts, civics, IB/AP)
2) Supporting safe and healthy students (e.g. comprehensive school mental health, drug and violence prevention, training on trauma-informed practices, health and physical education) and
3) Supporting the effective use of technology (professional development, blended learning, devices).
Specifically, in regards to the use of Title IV A funds for STEM, districts and states can use grant monies to expand high-quality STEM courses; increase access to STEM for underserved and at risk student populations; support the participation of students in STEM nonprofit competitions (such as robotics, science research, invention, mathematics, computer science, and technology competitions); provide hands-on learning opportunities in STEM; integrate other academic subjects, including the arts, into STEM subject programs; create or enhance STEM specialty schools; integrate classroom based and afterschool and informal STEM instruction; and expand environmental education.
The President’s budget request calls for funding of only $500 million for these grants, and suggests the funds should be competitive. Advocates, including NSTA, believe this amount is “grossly inadequate,” and is meeting with appropriators with this message. Read the letter from 75 groups, including NSTA, seeking robust funding for Title IV.
New Resources on Every Student Succeeds Act
The negotiated rulemaking panel for the ESSA will meet the week of March 21 in Washington, DC. Take a look at the agenda, and more about this process.
The U.S. Department of Education released a new ESSA FAQ document that highlights accountability system transitions for states with No Child Left Behind (NCLB) waiver flexibility, and addresses changes to Title I, Title II, and Title III programs.
The National Education Association plans to spend up to $5 million on ESSA implementation. Read more here.
The Council of Chief State School Officers released a guide for states looking to redesign or refine their teacher evaluation systems under the Every Student Succeeds Act.
Because of changes to Title I in ESSA, some states will lose more Title I funding than other states, as much as 1 percent, says Education Week, Read more.
Senate Introduces Bill on Career and Technical Education
The CTE Excellence and Equity Act would provide federal funding through a competitive grant program to support innovative approaches to redesigning the high school experience for students as schools develop curriculum, assess student performance and teach workplace skills through job shadowing, internships and apprenticeships. The bill would amend the Carl D. Perkins Career and Technical Education Act of 2006, which is expected to be considered by the Senate Health, Education, Labor and Pensions Committee this year.
Senate Confirms New Department of Education Secretary
Last week the U.S. Senate voted 49 to 40 to confirm John B. King Jr. as the nation’s education secretary. King has served as acting secretary since Arne Duncan stepped down in December.
During the Senate confirmation hearing, King faced many questions about the Department’s role in implementing ESSA, and the need to balance new state flexibility with the responsibility states now have to address underperforming schools and students.
In related news, Former Education Secretary Arne Duncan has joined the Emerson Collective to help disconnected young adults in Chicago.
Computer Science Advocates Form New Coalition
And finally, a group of business and non-governmental groups, including Amazon, Code.org, Facebook, Google, Hewlett Packard Enterprise, IBM, Microsoft and TechNet, have formed a new coalition in support of computer science. Read more about the Computer Science Education Coalition.
Jodi Peterson is Assistant Executive Director of Legislative Affairs for the National Science Teachers Association (NSTA) and Chair of the STEM Education Coalition. e-mail Peterson at jpeterson@nsta.org; follow her on Twitter at @stemedadvocate.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
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By Guest Blogger
Posted on 2016-03-18
Heading to NSTA’s National Conference on Science Education in Nashville, March 31–April 3? Are you looking for proven techniques to help ALL students be more successful in your science classroom? Check out these conference offerings that will help enhance the “bag of tricks” you bring to your inclusive science classroom.
Thursday, March 31
Friday, April 1
Saturday, April 2
Coming to Nashville early? Science Education for Students with Disabilities, an associated group with NSTA, is conducting a pre-conference meeting on Wednesday, March 30, from 9:00 to 4:00. For more information contact, Rachel Zimmerman-Brachman at Rachel.zimmerman-brachman@jpl.nasa.gov.
Today’s guest blogger is Melissa Sleeper, NBCT, EA/Science, MAVEN Educator Ambassador, Eighth Grade Science Teacher
This blog is part of a series being published by NSTA’s Special Needs Advisory board, the charge of which is to “Advise NSTA standing committees and NSTA headquarters regarding support for members with special needs and for teachers of students with special needs; make recommendations to the Executive Director and the Board of Directors regarding issues and projects related to special education.” Teresa M. Fulk is the chair of NSTA’s Special Needs Advisory Board and can be contacted with questions about the work NSTA does with this community; e-mail Fulk at fulkt@gcsnc.com.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
Future NSTA Conferences
2016 National Conference
2016 STEM Forum & Expo
2016 Area Conferences
Follow NSTA
By Guest Blogger
Posted on 2016-03-18
Approximately 70% of students with disabilities in Virginia are spending 80% of their instructional day in the general education classroom. The most frequently used service delivery model is co-teaching. In the fall of 2014, the Virginia Department of Education launched their Excellence in Co-Teaching Initiative. The goal of the Excellence in Co-teaching Initiative is to design a professional development model of co-teaching that supports successful access to the general education curriculum for students with disabilities while recognizing outstanding co-teaching practices.
I am a Special Education teacher with endorsements in Earth and Environmental Science as well as Special Education. I have been co-teaching in a 9th grade Earth Science class for the last 8 years with the same general education teacher. Over the years, we have developed materials and teaching practices that have enabled all students to be successful in our classes and on state-mandated tests. After an application process, my co-teaching partner and I were fortunate to be selected to participate in the Co-Teaching Initiative, to serve as a co-teaching demonstration site. The demonstration sites showcase the implementation of co-teaching by promoting a collaborative model in which general and special education teachers share responsibility for the achievement of all students in the general education classroom through active co-teaching, collaboration and implementation of inclusive and research-based practices. The selected co-teaching partners assist in enhancing current co-teaching practices of others by modeling best practices in co-teaching during on-site visits, and sharing resources with others.
Co-Teaching in Earth Science has been a career-changing experience. Many school systems use the term collaboration when describing programs or classrooms where a general educator and a special educator teach together. I have been a collaborator, and I prefer to co-teach. We are fortunate that we are both certified in the subject area, and we bring our individual strengths to the classroom. We plan lessons together, and we share the responsibilities for grading and getting materials together for lessons. One of our goals is for an outside observer in our class not to be able to tell which one of us is the “content specialist” and who is the “special educator.” While I am a content specialist, I also design specialized instruction for the students in our co-taught classes who have IEPs. Our building level administration is extremely supportive of co-teaching, and provides us with a common planning time each day. In our high school, we have developed a cohort of co-teachers who are committed to utilizing co-teaching best practices in their classrooms. These practices include parallel teaching, station teaching, alternative teaching, team teaching, and one teach/one support. An example of a co-teaching lesson plan, featuring parallel teaching is attached.
Today’s guest blogger is Maribeth Lowe, M.Ed., NBCT-EN, WMHS Science and Special Education Department, Special Education Department Chair
This blog is part of a series being published by NSTA’s Special Needs Advisory board, the charge of which is to “Advise NSTA standing committees and NSTA headquarters regarding support for members with special needs and for teachers of students with special needs; make recommendations to the Executive Director and the Board of Directors regarding issues and projects related to special education.” Teresa M. Fulk is the chair of the Special Needs Advisory Board and can be contacted with questions about the work NSTA does with this community. e-mail Fulk at fulkt@gcsnc.com.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
Future NSTA Conferences
2016 National Conference
2016 STEM Forum & Expo
2016 Area Conferences
Follow NSTA
By Peggy Ashbrook
Posted on 2016-03-17
When children work with soil (or dirt as they most often call it), they rarely question where it comes from. Soil, sky, water…they just are. But when they view soil as one component of a garden, one part of the system for growing plants, they may gain enough experience with it to begin classifying it as “good,” “bad,” “hard,” “wet,” and “dry.” In some regions, children may notice the presence of sand grains and clay. Feeling soil and squeezing it into a “ribbon” in your palm is one way soil scientists notice the properties of soil. When bedrock (the rock that lies under the soil) is visible, children may more easily identify how tiny pieces of rock become soil through the process of erosion. Learning how soil is formed through erosion of rock begins in early childhood with experiences but full understanding is not expected until grade 4 or later (see NGSS performance expectation 4-ESS2 Earth’s Systems). No rush!
To easily view the materials that are in soil, put a trowel-ful of it in a clear jar, add water but leave some space at the top, and shake well before letting all the parts settle for several hours or overnight. Put a tightly fitting lid on the jar before having the children shake it! I like to use a jar that is easy for preschoolers to handle, such as a mayonnaise jar. Put tape around the lid to remind children not to open the jar and keep it available for as long as the children are interested. They will return to it over time, shaking and then viewing the results again and again. What will the results be? That depends on the composition of the soil that was put into the jar. There will be some organic matter (bits of dead leaves, roots, maybe an insect or worm), small pebbles, sand, silt (smaller than sand grains but you can still feel them) and clay (very small but you know it when you feel that slick stickiness). These materials will settle out into rough layers, especially when given a long period of settling. Teachers and upper elementary students can follow more detailed directions in the Field Museum’s Underground Adventure webpages. Retired teacher, Moira Whitehouse shared a fifth grade level slide show on soil properties that is useful for teachers to adapt for other ages. The GLOBE Soil Module has background information in a teacher implementation guide for a series of activities. The information can be adapted for your students.
“Mud kitchens” are another way for children to explore the properties of soil as they mix soil and water to create confections and concoctions. Muddy Faces offers a download of Jan White’s ebook, Making a Mud Kitchen, with free registration. She writes, “There is little more important in our physical world than earth and water and they are truly intriguing things, especially when they interact.” Imaginative play engages children for long periods of time, allowing time to make observations and discoveries and test out ideas.
Search the archive of articles and columns in Science and Children to learn more about investigating soil. In “Teaching Through Tradebooks: The Dirt on Soil” (September 2007) columnist Christine Anne Royce suggests books, describes activities for two age ranges and offers these safety guidelines:
And of course, always wash hands after working with soil.
Although organic matter is only a small part of soil, it provides nutrients and helps keep the soil loose with space for air. Building organic matter into garden soil is one reason to compost scraps of fruits and vegetables from the kitchen or classroom snack. In the March 2016 issue of Science and Children I wrote in the Early Years column about how children in one preschool are adding to a minimalist compost pile. Over time they have observed the decomposition of pumpkins and apple peelings into compost. Does your program compost?
By Peggy Ashbrook
Posted on 2016-03-14
When the preschool moved, the new location presented many obstacles to gardening with children:
I turned to the resources of the early childhood education and science education communities to get some advice.
The National Science Teachers Association’s Learning Center has wonderful forums for asking and providing advice and information on many topics. It is free to all to register! I posted in the Early Childhood forum with a post title of “Gardening at school with young children” and heard from many of you with ideas for making a successful garden.
I found beginning instruction and great encouragement in Early Sprouts: Cultivating Healthy Food Choices in Young Children by Karrie Kalich, Dottie Bauer, and Deirdre MdPartlin (2009 Redleaf Press). Reading, “The most important things are a positive attitude and a willingness to try,” and the details about maintaining the garden were motivating. The work of these authors continues at the Early Sprouts Institute.
Gardening With Young Children by Sara Starbuck, Marla Olthof, and Karen Midden (2014 Redleaf Press) has supporting information and answers to most of my questions. It was recently reviewed in the Early Childhood Resources Review column in the November 2015 issue of Science and Children (NSTA members can view the review by Gail Laubenthal in the digital version of the journal).
The National Gardening Association published Garden Adventures: Exploring Plants with Young Children by Sarah Pounders (2010), and you can see a KidsGardening.org list of suggested books here.
The “interim” plan has turned into a long-term plan. We continue with two large pots that nestle next to the fence, in an area that receives about 6 hours of direct sunlight a day, half of it in the afternoon. The successful crops have been a few spinach plants that overwintered without any help from gardeners, and this spring we have a thriving crop of sugar snap peas. We transplanted seedlings grown inside after observing the sprouting seeds. I’m cautiously optimistic that we’ll be able to harvest a handful of pods in late May! It’s a beginning we can grow on.
When the preschool moved, the new location presented many obstacles to gardening with children:
I turned to the resources of the early childhood education and science education communities to get some advice.
By Mary Bigelow
Posted on 2016-03-13
This month, all three K-12 journals include What We Call Misconceptions May Be Necessary Stepping-Stones Toward Making Sense of the World (a must-read) and Outstanding Science Trade Books for Students K–12 (a must-share).
The Science Teacher – Powered by the Sun
Most of the lessons in TST include a detailed chart connecting the lesson to the NGSS.
For more on the content that provides a context for these projects and strategies see the SciLinks topics Cnidarians, Emulsions, Forces and Motion, Graphing Data, Math and Science, Measurements and Data, Solar Energy, Solubility, Solutions.
Continue for Science and Children and Science Scope.
Science and Children- Earth and Human Activity
Spring is a perfect time for the featured lessons here on the connections between human behavior and the environment. Most of the lessons include a detailed chart connecting the lesson to the NGSS.
For more on the content that provides a context for these projects and strategies see the SciLinks topics Adaptations of Plants, Aquatic Plants and Animals, Arthropods, Composting, Decomposers, Deposition, Earthquakes, Earthquakes and Society, Erosion, Hydroponics, Natural Resources, Stream Deposition, Water Erosion, Watersheds, Weathering and Erosion, Wind Erosion.
Science Scope – Physical Science
From new elements to engineering designs to technology enhancements, physical science and its applications are interesting to students (and teachers). Most of the lessons include a detailed chart connecting the lesson to the NGSS.
For more on the content that provides a context for these projects and strategies see the SciLinks topics Forces and Motion, Heat Energy, Radiation from the Sun, Simple Machines, Static Electricity, Transfer of Energy, UV Index.
This month, all three K-12 journals include What We Call Misconceptions May Be Necessary Stepping-Stones Toward Making Sense of the World (a must-read) and Outstanding Science Trade Books for Students K–12 (a must-share).
By Lauren Jonas, NSTA Assistant Executive Director
Posted on 2016-03-13
If you teach middle school science, you need to be in Nashville for the NSTA National Conference on Science Education, March 31–April 3. You’ll be with thousands of your fellow teachers for the week and take home tried-and-true strategies for everything from creating maker spaces to breaking down lessons for diverse communities of learners. There will be an entire day devoted to middle school teachers and hundreds of other sessions throughout the rest of the conference. Teach your students about circuits and electricity with Sewing Science: Using Electronic Textiles Technology to Teach Electricity and Circuits or face the Zombie Apocalypse session to learn more about how disease spreads using simulations and models. We have something for every middle school teacher, no matter if you’re just starting out or been at the job for years. Check out the events below to get a sense of what we’ve got in store, and browse all the sessions here (more than 1000 of them!) to see all that we have to offer.
Meet Me in the Middle Day
Saturday, April 2 10:15 AM–4:00 PM| Omni Nashville Hotel
Middle School Science with Vernier
Sewing Science: Using Electronic Textiles Technology to Teach Electricity and Circuits
Bumpers Save Lives
Zombie Apocalypse!
Amplify Science for Grades 6–8: Experience Three-Dimensional Teaching and Learning with the Newest Curriculum from The Lawrence Hall of Science
Modeling Energy Flow in Ecosystems: Developing Models in Middle School Life Science
Meet Me in the Middle Session: Use Science to Support and Develop ELL Language Acquisition
Register to attend #NSTA16 Nashville here—and don’t forget, NSTA members get a substantial discount!
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
Future NSTA Conferences
2016 National Conference
2016 STEM Forum & Expo
2016 Area Conferences
Follow NSTA