 |
|
|
|
Project Overview
LASERS addresses the need for academic development of English language skills and the need to promote science literacy among a student population that is underrepresented in the sciences. In the seven participating school districts, science education for all means the ability to access the knowledge in a language that is meaningful to the student. In recognition of current research stating that effective language development should be content-based, the LASERS project aims to meet a critical need of the student population (English language development) through the context of exemplary science instruction.
It is the LASERS collaboration’s strong belief that by integrating language acquisition and science, students’ academic language skills will be enhanced as they participate actively as science learners. By utilizing the school garden as a context for hands-on science inquiry, LASERS responds to the importance of teaching science in a meaningful context while connecting science with students’ home knowledge. LASERS professional development strategies focus on teaching in accordance with the national standards in science education while integrating language acquisition in a science context. By integrating English language development and quality science instruction, LASERS poses a unique opportunity to bring about systemic change that will enhance the education of a student population that has been overlooked in recent reform and restructuring efforts.
LASERS serves teachers of limited English proficient students in the agriculturally rich Central Coast region of California. The student demographics in the seven districts are represented in the following chart:
LASERS Demographic Summary 1997-98
|
District: |
Alisal |
Aromas/
San Juan |
Hollister |
King City |
North Monterey County |
Pajaro |
Salinas |
TOTALS |
|
# of Schools |
8 |
2 |
7 |
2 |
4 |
16 |
13 |
52 |
|
# of
Teachers |
248 |
65 |
270 |
110 |
124 |
421 |
350 |
1,588 |
|
# of
Students |
6,288 |
1,132 |
3,482 |
2,389 |
2,290 |
10,012 |
8,857 |
34,450 |
|
Hispanic
Students |
5,753
92% |
464
41% |
2,089
60% |
2,007
84% |
1,122
49% |
7,029
72% |
5,138
58% |
23,782
69% |
|
LEP
Students |
4,653
74% |
215
19% |
766
22% |
1,577
66% |
618
27% |
4,906
49% |
4,074
46% |
16,809
49% |
|
Migrant Students |
2,058
33% |
134
12% |
871
25% |
866
36% |
774
34% |
3,309
33% |
2,400
27% |
10,412
30% |
LASERS recently completed year three. The following report highlights the many successes we have experienced over the past year, as well as some of the lessons we have learned along the way.
Major Accomplishments
Three districts adopted the LASERS Summer School Academy model in designing and implementing their own science and language summer programs for 1998.
The 1997 summer academy Action Research Team professional development approach was successfully continued by site-based Core Teams during the regular school year.
Directors from the thirteen California Science Project sites visited the 1998 LASERS Summer School Academy as observers as part of their own professional development.
The leveled LASERS workshop series continued to foster the formation of inter-district learning groups.
Teachers, districts, and LASERS staff maintained involvement with two of the NSF training centers: the Exploratorium Institute for Inquiry and Chéche Konnen.
As a result of these initial successes, science is no longer on the "back burner" in the priorities of participating schools and districts. Instead, it is viewed as an important content area and as a vehicle for developing language skills within a community context.
Challenges
California's class-size reduction has increased the new teacher ratio to 33% in LASERS districts.
California's class-size reduction has severely limited the availability of substitute teachers to release project participants for professional development activities.
Elementary teachers have a very limited understanding of science content resulting in science anxiety and the teaching of misconceptions.
Lessons Learned
Standards-based science teaching promotes language development.
Peer coaching and teacher action research increase the effectiveness of teaching and learning.
Staff development is more effective when focused on the teaching and learning of teachers' own students.
The garden laboratory provides a safe and meaningful context for the exploration of science concepts for both teachers and students.
Systemic reform works when it relates projects to goals and challenges of districts;
involvement of site administrators in the professional development process is key to implementing an ongoing program.
Value is added to the teachers' growth through the documentation/research of professional development and student outcomes.
Technical assistance through outside resources (NSF Centers) provides an important avenue for networking and improving our professional development models.
|
|
