| Need for Program Outreach to Rural Communities |
| As transportation costs of field trips to the Center's location
in Fort Collins have grown, fewer rural schools in less-populated
areas of the state have been able to make the trip to enjoy the learning
experiences of the Starlab. The Center has taken the Starlab to some
sites with great success, but lacks the staff to expand this outreach.
Innovative additional strategies, such as teacher training, are needed
to expand programs and facilitate their use. |
|
| In 2002, the science center's educational staff conducted a needs
assessment survey of teachers and administrators in rural Northeastern
Colorado, asking them to identify their greatest challenges in improving
student achievement. Overwhelmingly, the three most significant obstacles
for extending student learning in science, math and technology were: |
| • Rural school district students are geographically
isolated from educational resources like Discovery Science Center; |
| • Rural educators have fewer opportunities for
high quality professional development in science content areas; |
| • Rural schools have limited resources to pay for
professional development. |
|
| The Superintendent's Council and individual school principals were
very supportive of Discovery Science Center plans to provide additional
learning opportunities for their teachers, students and community
members through outreach programs. |
|
| Outreach Program Description |
| With consideration of the challenges facing rural Colorado educators,
Discovery Science Center developed the Rural Outreach Science Education
Opportunities (ROSEO) program. ROSEO is designed to provide resources,
support, and opportunity to students, teachers, and principals in
rural areas of Colorado. We anticipate that in the six counties in
Northeast Colorado (including 21 separate school districts) there
are 13,568 students in grades K-12 who could be served with the enhanced
space science and astronomy educational programs. Discovery Science
Center's focus on developing and delivering standards-based educational
experiences ensures that teachers will be immersed in programs and
curriculum tied directly to National and Colorado State Model Science
Standards. The proposed outreach program, ROSEO (Rural Outreach Science
Education Opportunities) will provide resources, support, and significant
learning opportunities to students and teachers in rural areas of
Northeastern Colorado including: |
| • A comprehensive outreach program to rural districts
and communities, introducing them to Discovery Science Center and
specifically the Starlab program; |
| • A summer teacher training Institute for teams
of teachers from each school for college credit; |
| • Starlab Instructor Certification for teachers
completing the summer teacher training Institute; |
| • A collection of instructional tools that Institute
teachers will be able to take back to the classrooms and use immediately
for inquiry-based learning; |
| • Up-to-date developments in teaching and learning
about astronomy and space science from University experts; |
| • Free shipping of the Starlab to rural schools
in program year two after teachers have received certification; |
| • Technical assistance at Board of Cooperative
Educational Services (BOCES) resource fairs to share knowledge with
other teachers in rural communities; |
| • Follow-up technical assistance for teachers from
Institute presenters and trainers; |
| • A follow-up second summer teacher training Institute
to further expand space science and astronomy concepts, learn additional
teaching strategies, and capture learnings to effectively close the
program and plan for additional dissemination. |
|
| Program Goals |
| The overall goal of the ROSEO program is to expand the capacity
of rural teachers in Northeast Colorado to extend understanding and
interest among students and their communities about space science
and astronomy. This goal will impact the teachers' ability to meet
the Colorado Model Content Standards for Science (1995). Standard
4 is Earth and Space Science, requiring students to "know and understand
the processes and interactions of Earth's systems and the structure
and dynamics of Earth and other objects in space." Specifically, students
will "know the structure of the solar system, composition and interactions
of objects in the universe, and how space is explored." In addition,
the ROSEO program will help teachers guide their students to complete
the National Science Education Standards for Grades K-4 (Objects in
the sky, changes in earth and sky), Grades 5-8 (Earth in the solar
system), and Grades 9-12 (Origin and evolution of the earth system,
origin and evolution of the universe). |
|
| The ROSEO program is built on four components: (1) Outreach to
rural communities (year one); (2) Training of teachers (end of year
one-beginning of year two); (3) Implementation of Starlab and other
space science education in rural school districts (year two); and
(4) Follow-up training and program dissemination and expansion (end
of year two and on-going). These components specifically meet the
mission of the Center to "provide enjoyable, interactive explorations
in science and technology for the region." |
|
The following objectives will help Discovery Center reach their
goal:
• 1.1 Identify a minimum of seven Northeast Colorado
rural school districts in need of science educational opportunities
through contacts by Center staff and delivery of initial outreach
programs.
• 1.2 Train 20 rural K-12 teachers in a summer Institute
setting in three areas: astronomy content, technical planetarium skills,
and teaching strategies in order to help them become more effective
astronomy and space science teachers.
• 1.3 Provide Starlab planetarium for use in instructional
delivery to seven rural schools with certified Starlab instructors
trained at the summer teacher training Institute.
• 1.4 Provide expert content and technical assistance
to rural school districts participating in the ROSEO program.
• 1.5 Provide a follow-up summer teacher training
Institute to the 20 certified Starlab instructors to expand their
use of the equipment, further strengthen their content knowledge,
and provide final input into ROSEO program design, delivery, and dissemination.
• 1.6 Expand ROSEO program to other rural areas of
Colorado. |
|
| The four components (outreach to rural communities, training of
teachers, implementation of Starlab and other space science education
in rural school districts, and follow-up training) provide a comprehensive
2-year program that will be used as a model for future program dissemination
and expansion. |
|
| Discovery Center staff strongly believes that in order to reach
underserved populations such as those in rural communities, positive
working relationships must be established first. Thus the objectives
for this proposal are designed to allow time for relationship building,
developing trust in a quality program and program, then program implementation
through teacher training. DCS staff will travel to the targeted region
during the 2004-05 school year, presenting programs with the Starlab
in schools and communities to accomplish the initial outreach objective
(1.1). |
|
| The outreach activity will act as a springboard for recruiting
teachers to become part of the summer teacher training Institute,
and lead to the incorporation of the Starlab planetarium as part of
their instruction in space science and astronomy. In order to guarantee
successful outcomes for the program, teachers will apply to attend
the summer teacher training Institute, with preference given to teams
of teachers attending from one school/district and the geographical
distribution of the teams from the region. |
|
| The teacher-training component of the ROSEO program
will be specifically developed to promote inquiry about space. There
will be an increased emphasis on investigation through the use of
the Starlab. Further, teachers who participate in training will enhance
their ability to teach science using multiple process skills, including
manipulative, cognitive, and procedural skills. The following matrix
describes the content of the summer teacher training Institute focused
in three areas: astronomy content, technical skills using the Starlab
planetarium, and tools for effective teaching: |
|
| Teacher Training Institute Schedule ( June 6-10, 2005 ) |
| |
Astronomy Content
|
Technical Skills
|
Presentation Skills,
Teaching Activities,
Teaching Materials
|
| June 6 |
•Kinesthetic Astronomy
•Star Tour (partial sky)
•Evening Star Party |
•Demo Starlab set up process
•Demo Starlab tear down process |
•Kinesthetic Astronomy
•Star Tour (partial sky) |
| June 7 |
•Star Tour (partial sky)
•Star Maps
•3-D Big Dipper
•Powers of 10
Little Thompson Observatory
•Evening observatory field trip |
•Starlab Program or Orientation
•Participants set up dome
•Locate Birthday Sky
•Alternate Starlab Cylinders
•Participants take down dome |
•Star Maps
•Locate Birthday Sky
•3-D Big Dipper
•Powers of 10 |
| June 8 |
•Proportional Sky Activity
•Moon Phases Lesson |
•Participants set up dome
•Participants practice constellation ID
•Participants take down dome |
•Proportional Sky Activity
•Moon Phases Lesson
•Participants practice constellation ID |
| June 9 |
Denver Museum of Nature & Science
•Space Odyssey Exhibit Tour
•Gates Planetarium Show
•Space in the Classroom Workshop
•Solar System Expert Lecture
|
|
Denver Museum of
Nature & Science
•Space in the Classroom Workshop |
| June 10 |
•Binocular & Small Telescope Presentation
•Telescope workshop |
•Participants set up dome.
•Planet program or practice.
•Participants practice constellation ID, moon phase & planet
placement.
•Take down domes. |
•Participants practice constellation ID, moon phase & planet
placement.
•Participants present constellation & story. |
|
|
| Once teachers have attended the Institute, enhanced their content
knowledge about space science, and become certified to use the Starlab,
the planetarium will come to them, shipped for use in their rural
school districts with expert technical assistance provided by DSC
staff. |
|
| After a school year implementing Starlab programs, teachers will
gather again to share success stories, further enhance their knowledge
of space and astronomy, and de-brief the ROSEO program. DSC staff
and the program evaluation team will gather all the data, both qualitative
and quantitative, to create a high quality dissemination model for
other rural communities. |
|
| Program Objectives |
| Following are the program objectives, the activities associated
with each objective, the timeline for implementation, and the expected
outcomes: |
|
| 1.1 Objective: Identify a minimum of Seven Northeast
Colorado rural school districts in need of science educational
opportunities through contacts by Center staff and delivery of
initial outreach programs. |
| |
|
| Timing |
Activity |
| Aug 2004 - May 2005 |
DSC staff makes contact with Northeast CO rural
school districts to determine needs and interests |
| Sep 2004 - May 2005 |
DSC staff makes initial visits to rural districts
to assist teachers with astronomy and space science lessons |
| Aug 2004 - May 2005 |
DSC staff give Starlab presentations in rural
communities |
| Aug 2004 - May 2005 |
DSC recruits teams of rural teachers to attend
summer teacher training Institute |
|
|
|
|
Milestones |
| |
• Contacts are made with administrators in seven
rural school districts to identify their needs for additional training
for teachers in space science. |
| |
• Relationships are formed with rural school districts
and administrators identify teacher teams to send to summer Institute
for additional training in space science. |
| |
• Starlab presentations are given in seven rural areas
by DSC staff. |
|
|
| 1.2 Train 20 K-12 rural teachers in a summer Institute
setting in three areas: astronomy content, technical planetarium
skills, and teaching strategies in order to help them become more
effective astronomy and space science teachers. |
| |
|
| Timing |
Activity |
| Jan 2005 - May 2005 |
Dr. Culver and DSC staff begin planning for summer
teacher training Institute |
| May 2005 - Jun 2005 |
Dr. Culver, DSC staff, Starlab instructors, and
consultants finalize plans for institute |
| July 2005 |
Institute offered to 20 rural district teachers |
|
|
|
|
Milestones |
| |
• Dr. Culver and Discovery Center Staff identify
state-of-the-art content and teaching strategies for space science
educators and complete plan for instructing teachers in the summer
Institute. |
| |
• Rural teachers learn content and teaching strategies
from Dr. Culver, DCS staff, and expert consultants and outreach
partner programs. |
|
|
| 1.3 Provide Starlab planetarium for use in instructional
delivery to seven rural schools with certified Starlab instructors
trained at the summer teacher training Institute. |
| |
|
| Timing |
Activity |
| Aug 2005 - May 2006 |
DSC schedules with instructors trained at Institute
to present Starlab in their school districts |
| Sep 2005 - May 2006 |
Starlab is shipped to districts and DSC staff
offer technical assistance as needed |
| Sep 2005-May 2006 |
Starlab is presented in schools and community
programs in rural areas. |
|
|
|
|
Milestones |
| |
• Rural communities have the opportunity to
use the Starlab planetarium for classroom and community presentations. |
| |
• Starlab presentations are presented in a minimum
of seven classrooms and community settings by trained teachers. |
|
|
| 1.4 Provide expert content and technical assistance
to rural school districts participating in the ROSEO program. |
| |
|
| Timing |
Activity |
| September 2005-May 2006 |
DSC staff provides follow-up assistance with
curriculum, lessons plans, and other needs to the trained teachers. |
|
|
|
|
Milestones |
| |
• Trained teachers connect with DSC Staff and
other experts regarding content and teaching strategies for space
science instruction. |
|
|
| 1.5 Provide a follow-up summer teacher training
Institute to the 20 certified Starlab instructors to expand their
use of the equipment, further strengthen their content knowledge,
and provide final input into ROSEO program design, delivery, and
dissemination. |
| |
|
| Timing |
Activity |
| Jan 2006 - Mar 2006 |
Dr. Culver and DSC staff begin planning for follow-up
summer Institute |
| Apr 2006 - Jun 2006 |
Dr. Culver, DSC staff, Starlab instructors, and
consultants finalize plans for follow-up Institute |
| July 2006 |
Follow-up summer institute offered to 20 rural
district teachers |
| July 2006 |
Evaluation of whole ROSEO program to ensure quality
replication and enhancement of the learning experience in future
years. |
|
|
|
|
Milestones |
| |
• Dr. Culver and Discovery Center Staff identify
additional content and teaching strategies to expand the abilities
of space science educators, incorporating this learning into a
plan for instructing future teachers in rural communities. |
|
|
| 1.6 Expand ROSEO program to other rural areas of
Colorado |
| |
|
| Timing |
Activity |
| Jan 2006 - on-going |
Trained teachers and DSC staff make presentations
at regional BOCES and other curriculum conferences to share
experiences with the ROSEO program |
| Jan 2006 - on-going |
DSC staff and expert consultants share information
about ROSEO with state, regional and national audiences through
the DSC website, conference presentations and papers, and articles
in national publications. |
| Jan 2006 - on-going |
DSC staff makes contact with Northwest CO rural
school districts to determine needs and interests and recruits
teams of rural teachers to attend summer Institute in 2007. |
|
|
|
|
Milestones |
| |
• Learning gleaned from the ROSEO program are
shared with others regionally and nationally. |
| |
• Contacts are made with new rural school districts
to identify their needs for additional training for teachers in
space science. |
| |
• Relationships are formed with new rural school districts
and administrators for additional training in space science in
a summer institute. |
|
|
| Evaluation Plan |
| The overall purpose of the evaluation is to determine the success
of the program in increasing the quality of space science and astronomy
education for rural teachers through an intense focus on teacher training
and use of the Starlab planetarium as a teaching strategy. The program
will use formative techniques to evaluate the effectiveness of program
implementation strategies, provide performance feedback and assess
progress of the program according to the timeline. Summative techniques
will be used to measure whether the program obtained stated objectives.
|
|
| The evaluation will be conducted primarily by the Research and
Development Center for the Advancement of Student Learning, a partnership
agency with Colorado State University that has extensive experience
evaluating federal grant programs. Dr. Brian Cobb and Dr. Tom Cavanaugh,
co-directors of the Center, will direct and supervise the evaluation
services. Dr. Cobb is a Professor of Education at Colorado State University;
Dr. Cavanaugh is adjunct faculty in the School of Education and provides
administrative oversight for all research programs. The Principal
Investigator and the Co-PI will also be fully involved in guiding
the evaluation process. |
|
| Formative evaluation for the program will utilize the following
methodological strategies: observation, daily comment cards, interviews
with staff, questionnaires and teacher analysis of student progress.
Observations of rural teachers by Discovery Center staff and the expert
consultants during their Summer Institute and follow-up Institute
will used be used to refine the ROSEO program to better meet the needs
of classroom teachers. This observation will also allow the Principal
Investigator to recommend master teachers for the additional outreach
programs and new teacher mentoring. The Discovery Center is as well
committed to adjusting the Institute course content and processes
to best meet the needs of the learners. Daily comment cards, collected
at the close of each day and reviewed each morning for response to
issues and concerns, will allow for direct feedback on the Institutes.
At the end of the Institute, participants will be asked to complete
a course evaluation/questionnaire that explores their experience that
year, assesses the transferability of course skills into classroom
assignments, assesses satisfaction with the ROSEO program management
and solicits recommendations for future programs. |
|
| Quarterly grant program staff meetings will be held to address
day-to-day problems, discuss solutions and track the over-all progress
of the grant. Unforeseen problems and needed changes can then be addressed
and resolved in a timely way. Interviews will also be conducted annually
with rural school districts administration to assess their satisfaction
with the program management and to gather their perceptions of the
program in terms of upgrading skills of science teachers. At the close
of each program year, a comprehensive review and analysis of all data
collected will be completed and pertinent recommendations for change
will be made. |
|
| Summative evaluation for the program will utilize the following
methodological strategies: documenting measurement indicators of the
program's objectives, analysis of the rural teacher's learning achievements,
observation, an interviews with partner agencies and volunteers measuring
satisfaction of the collaborative effort. |
|
| The measurement indicators for the program's objectives that will
be analyzed include: (1) the number of rural school districts participating
in the program; (2) the total number of classroom teachers participating
in and completing the ROSEO program (both Institutes), (3) the number
of Starlab presentations given by trained teachers to students and
their communities, (3) the number of technical assistance requests
from teachers trained, (4) the number of requests received to disseminate
the program to future areas, and (5) documentation of planning meetings
and written subsequent plans. |
|
| At the close of the program, a comprehensive review and analysis
of all data collected will be completed, resulting in a full interpretation
of the program. The review will include final questionnaires administered
to ROSEO participants and final program staff evaluations. Across
the span of the two-year program, efforts will be directed toward
a synthesis of experience and findings into a concise description
of successful program design that other rural school districts may
wish to embrace. Critical findings will be reported in Research and
Development Center publications, included in a comprehensive report
to the funder, and presented by the Principal Investigator at local
and regional meetings of organizations with similar program goals.
The final report will address the overall effectiveness of this proposal
and the implementation strategies used to attain the program goal
and objectives. |
|
| Dissemination Plan |
| Discovery Science Center is strongly committed to disseminating
this program beyond the initial sites served in northeastern Colorado.
The process of initial outreach, teacher training, and teacher implementation
is a model that can easily be replicated in other parts of Colorado,
as well as nationally. A funding request and in-kind support is included
to develop an interactive website that will help to frame the ROSEO
program. Discovery Science Center staff member Mike Barry will design
the outreach web page, which will be hosted on the present Discovery
Science Center site. DSC staff will maintain the page, and regular
updates will be incorporated into the Center's maintenance of its
site. |
|
| In Colorado, Institute participants will be recruited to present
their learning through ROSEO at regional and state levels. Within
their BOCES regions, participants will present at BOCES curriculum
fairs, sharing the experience of Starlab presentations and other hands-on
science activities with other rural districts. Teachers will also
be encouraged to present at state science teacher conferences, which
will enhance the dissemination of ROSEO to new regions, as well as
provide additional resources to teachers. |
|
| Nationally, information will be shared through several print and
web sources. The Association of Science Teaching Centers (ASTC), the
Planetarium, and the Starlab newsletters are all viable outlets to
share the successes of the ROSEO program. As mentioned in the evaluation
plan above, the sharing of lessons learned will be an evaluation strategy
as well as a dissemination strategy, so that future replications of
the ROSEO program will be enhanced from the first demonstration model. |
