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Summer Workshop Plans


DESERT Project Summer Institutes

submitter: DESERT Project
published: 09/01/2000
posted to site: 09/01/2000

DESERT Project

How long do your workshops last?

How many teachers do you involve in your workshops?

What are your major goals for your workshops in terms of content and pedagogy?

Are you offering professional development on specific curricula that you are hoping will be used in the classroom? If so, which curricula are you using?

D.E.S.E.R.T. Assessment Institute

Date: May 30-June 2
7:30-4:00 daily, Tuesday - Friday
Summary: Looks at the impact and tools of formative assessment as applied to TUSD CORE science curriculum. Site teams prepare proposals for whole faculty assessment work at their sites next year.
Location: University of Arizona Science and Technology Park, Rita Rd. Bldg. 9040
Presenter: Dr. Kathy Long, Lawrence Hall of Science, FOSS Curriculum Developer
Attendees: Twenty teams from Cohort 1 Schools K-8 (160 Teachers & Principals)

D.E.S.E.R.T. Leadership Institute

Date: July 24-27
7:30-4:00 daily, Monday - Thursday
Summary: Site teams will be introduced to the vision of science education reform and tools and strategies to accelerate implementation at their sites
Location: Holiday Inn on Palo Verde
Attendees: Twenty new teams from Cohort 2, K-8 (160 Teachers & Principals)

D.E.S.E.R.T. Inquiry Institute

Date: August 1-4
7:30-4:00 daily, Monday - Thursday
Location: Mansfeld Middle School, Science Wing
Summary: Facilitators will develop leadership strategies and facilitation skills to present ideas about inquiry and questioning strategies to these sites during the school year
Presenters: Dr. Larry Lowery, Lawrence Hall of Science. Berkeley, Fred Stein, Exploratorium Institute for Inquiry, San Francisco
Attendees: Science Facilitators (lead teachers) from 94 Elementary and Middle School sites (160 teachers)

P.U.L.S.E. Seminar for Principals - Window on Inquiry

Date: August 2
4:00-9:00pm (dinner provided)
Summary: Provides TUSD administrators with a look at the inquiry process and strategies to help staff refine questioning strategies to promote higher order thinking skills for all students
Location: Mansfeld Library and Patio
Presenters: Dr. Larry Lowery, Lawrence Hall of Science, Berkeley Fred Stein, Exploratorium Institute for Inquiry, San Francisco
Attendees: Elementary and MS Administrators

Summer Leadership Institute

Goals: The opportunity to create a collective vision of effective science education through first hand experiences, observations of best practices, dialogue and reflection
An opportunity to create an action plan for implementation of effective science at their sites:
  • Leadership
  • Support and Enabling Structures
  • Professional Development
  • Curriculum and Materials
  • Assessment

Day 1: Setting the Vision

Ballroom: Introduction

  1. Welcome. School Board Member
  2. DESERT Overview
  3. Orientation
  4. Institute Overview


Homerooms: (5 groups)

Purpose: to help participants understand why there is a need for science education reform

  • Why Education Reform (Bulbs & Batteries) (1 hr.)
  • How to implement Education Reform
    • Standards Activity (30 minutes)
    • Creating $5.5 Million Grant (45 min)
  • How to create lasting change
  • The five components of LSC
  • Designing a graphic for the site

Group Jig-saw: TUSD Curriculum: Spiraling Concepts throughout Foss and Science Plus

  • Use notebooks: Question, prediction, data, etc.

    • Fabric Kit
    • Water Kit
    • Mixtures & Solutions Kit
    • Landforms Kit
    • Middle Kit

  • Steel video and conceptual storylines

Homeroom: Reflect on Spiraling Concepts

Day 2: The Components Supporting Science Educational Reform

Homerooms: Review the site Profile (identify strengths & weaknesses)
Organizing for the Group Jig-Saw


Group Jig-Saw: Strands of Local Systemic Change that Support Moving Toward Inquiry

A. Professional Development (2 Sessions)
Begin with brainstorm of
Various ways to do
Professional Development
Learning Forums
Science Enrichment Classes
Collaborative Planning
(Problem solving Protocol/ Kit Clubs)
How to Do Study Groups
B. Enabling Structures & Support 1. Family Science
2. Special Presenters & Private Eye
C. Assessment 1. Using Student Work as a Professional Self-Assessment (Student Work Protocol)
2. Using Student Notebooks
D. Leadership Leadership: How to Build Learning Community At Your School (repeat twice: Gail and Rosana?)
E. Curriculum 1. CORE Curriculum Changes in Foss (K-5)
  • Middle School:(repeat twice)
Bag Lunch in Homeroom

  1. Share and add to Map Components
  2. Discuss and eat
Group Jig-Saw: Strands of Local Systemic Change
  1. Professional Development
  2. Enabling Structure
  3. Assessment
  4. Leadership
  5. Curriculum
  1. Map Components
  2. Reflection of the Day
  3. Wednesday's Jigsaw

Day 3

  • Comment Cards
  • Questions and Feedback
  • Speaker (Sam Ward?)

Homeroom: Changes: Adding Inquiry to Cookbook Science

Inquiry in the Classroom Video: (Perry Montoya -6, Kathy Brown-7, Jean-3)

Lunch in Homeroom

  • Share and add to Map Components
  • Discuss and eat
Group Jigsaw: Half-day PD Opportunities

  1. Middle School Piece:
  2. Three Kinds of Inquiry
  3. Teacher & Student Questions: Probing for Understanding
  4. Aligning Science Concepts and Standards
  5. Integrating Science with Language Arts

  1. Map Components
  2. Reflection of the Day
Afternoon Happy Hour

Day 4

Ballroom: Questions and Feedback
Speaker (Kathy Short?)

Group Jigsaw: Cohort 1 Share-Out

Professional Development

  • Basic Classes -
  • Enrichment/Gems Class
  • Study Groups-Drachman (Integration) Vesey (Private Eye)
  • Action Research? -
  • Peer Observation support-
  • Learning Forums - Whitmore
  • Leadership Team - Dunham
  • Science Facilitators -
  • SAMEC Conference -
  • ASTA Conference -
  • Student Work Protocol Study Group- Dunham/Mission View/Steele
  • Summer Assessment Institute -
  • Student Notebooks- Kellond/Gale
Support and Enabling Structures
  • Family Science Night- (Dunham, Lynn Uriquides, Carrillo)
  • Elementary-Jr. High Articulation - Safford
  • School Newletter - Holladay
  • Community Garden - Whitmore
  • Science Fieldtrips - Carrillo
  • Community Partnership -
  • Library support - Sabrina Cruz
  • Using FOSS Literature Books
  • ESL with the Kits - Cragin (Denise Celi)
  • Middle School Scope & Sequence - )Nahler, Vail, Safford, Carson, Gridley)
  • The Web Site as Curricular Support
Homeroom: Action Plan (Share Nuts and bolts)

Sit down Lunch in the Ballroom

Homeroom: Pre-Service Planning Day




Inquiry Institute

DESERT Project Tuesday Aug 1- Friday Aug 4
Mansfield Middle School
7:30-4:00 DailyStream Tables
Adult immersion in inquiry
Role of ? in inquiry
Inquiry Continuum
from teacher directed to student directed
a purpose of inquiry learning
Subtle Shifts
shifting CORE curriculum toward more inquiry
 Fred SteinLarry LoweryDESERT staffDESERT staffDESERT staff
Tuesday AMXXXX 
Tuesday PMXXXX
Wednesday AMXXX X
Wednesday PMXX X
Thursday AMXXXXX
Thursday PMX XX
Friday AM  XXX
Friday AM     
Please note on Wednesday Aug 2 Larry Lowery and Fred Stein will present Window on Inquiry for administrators
The evening includes a buffet supper & will feature:
Dr. Larry Lowery,
UC Berkeley, Lawrence Hall of Science "Asking Effective Questions" and
Glimpses of The D.E.S.E.R.T. Inquiry Institute concurrently on location at Mansfeld, Aug 1-4 Presented by Fred Stein, Institute for Inquiry
Exploratorium, San Francisco  





How Do We Know What Our Students Are Learning?
Assessment Institute
May 30 - June 2, 2000

  Day 1            May 30            Setting the Vision
  Purpose: To understand the need for science assessment (formative and summative) Participants will use notebooks throughout the Institute
Whole Group
Welcome -D.E.S.E.R.T. staff shares purposes, goals; who we are and why we're here
El Centro Report (overview) - Gail
Whole Group
Business Park overview - Business Contact
Jim Kolbe - Welcome Speech
9:15-9:30 Break
What do participants think, know and do about science assessment?
Write in your notebook everything you do in your classroom to assess science?
Group share - chart
Reflect in notebook - what kinds of knowledge do those assessments tap into?
Group share - chart
Investigation Stations - groups of 3-5, 6 investigations/room - Toni, Marie, Joel
How can you use writing, drawing and discussing to know what students know?
Investigation emphases - a. discussion, b. writing, c. writing and drawing
Overhead and discuss explanation/rationale/purpose of a notebook
Rotate through 3 stations and investigate - follow directions of each
Return to group and share experience, concepts to understand
Whole Group?
Scientist(s) testimonial of the use of a notebook - Gail
12:00-1:00 Lunch - Tour Option sign up
Introduce elements of notebooks and the kinds of data/information that can be gathered in notebooks. (handouts) - Joan
Notebook Faire (purpose - participants learn about effective use of notebook data collection)
Participants experience Notebook Faire (handouts)
  • Simultaneous Session - Notebook Review
    • Each homeroom group will rotate through a 30 minute science notebook session which includes time with the visiting scientist and a review and discussion of student notebooks displayed in the whole group room (see attached schedule)
2:45-3:00 Break
Reflection and discussion of implications for classroom use of Notebook Faire-
"How do we use the possible collections of data and what conceptual understanding will be evident in those use collections" Share formative/summative assessment overview/definition - how would what you did today be formative assessment? Article jigsaw and visual
Closing remarks, overview of next 3 days - Gail
Tour Option - remind/sign up for Day 2, Collect comment cards
  Day 2            May 31            Concepts, Processes, Attitudes
  Purpose: Identify what to assess - concepts/content, processes, attitudes & beliefs Understand the importance of student self assessment
Concept Map - reflect on Day 1 in personal notebooks, then use colored post-its to indicate previous day's learning/elements on concept map with school team - Margaret
Camouflage Activity - what are the skills/habits of mind when we do science AND when we teach - talking about learning and how the use of process skills is related to the development of understanding concepts - Marleen
10:15-10:30 Break
Video 1- what skills are being used by the students? (Task B) - focus on the students(handouts) - Marleen
Video 2- focus on what the teacher does to build the skills (Task C) - focus on the teacher - what is the teacher's role? (handouts)
12:00-1:00 Lunch
Observation and Analysis using Resource D - Developmental Indicators for Assessing Process Skills, Attitudes and Concepts - through investigation - formative assessment of process skills - Marleen
2:00-2:15 Break
Paul Black article - need/research for student self assessment (handout) - MarleenHighlight process and content - sets the stage for content next day
3:30-4:30 Collect comment cards
Tour - Optional
  Day 3            June 1            Content and Assessment
  Purpose: to understand the purposes of formative/summative assessment in the content areas
Concept Map input - school teams
Whole Group
Kathy Long's Story - formative/summative assessment
Grade Level
Assessing Using Rubrics - Sister Act II video - apply to grade level expectations - Marleen, Joel
10:15-10:30 Break
Grade Level
FOSS/Science Plus Investigations - Toni
Do investigation and assessment piece
Discuss assessment for that investigation and review student work
Overview of all assessment components (handouts)
Overview of manual revisions (handouts) Grades 1-2 will meet with Kathy Long for upcoming FOSS assessment in primary grades
12:30-1:30 Lunch
1:30-4:00 Principal Breakout with Gail
Grade Level
Curriculum Analysis - Marleen
Content investigations with analysis - collect the "now whats", next steps
Create Chart
Collect comment cards
2:45-3:00 Break
  Day 4            June 2            Putting It All Together
  Purpose: learn a collaborative process for assessing student work, apply Institute sessions to prepare preservice presentation for school sites
Choice of Breakout -
Looking at Student Work - video and Critical Friends process - Joan, Margaret, Joel
Teacher Panel - sharing of student notebooks
9:30-9:45 Break
What? So What? Now What? - Participant reflection in notebook
Complete Concept Map - begin site action plan proposal for preservice day - Committee, Margaret
Sites may plan for a 4 or 6 hour day, use template to make a proposal to staff and then make modifications at the site for their needs
12:15-1:15 Lunch
Complete Action Plan Proposal for preservice day
2:45-3:00 Break
Sharing of Action Plans - 15 minutes each team (2)
5 minutes - share plane
5 minutes - clarifying questions/comments from other team
5 minutes - response to questions
Whole Group
Institute Evaluation - Marleen
Inside/Outside Circle - Parting Thoughts