Little Compton Science Class Boosting Curriculum Using Grant, New Methods

Science rules in Aimee MacLaine’s seventh grade classroom at in Little Compton. Paper mobiles featuring the elements from the periodic table dangle from the ceiling. Glass beakers are stacked on a counter top and a partially dismantled model of an atom balances precariously on a shelf. On this day, all eyes focus on the Smartboard at the front of the classroom where a list of vocabulary words awaits linguistic dissection – and some good guesses.

Quasar…nebula…star clusters. The students have begun to study the universe. By a show of hands most of these kids express that they like science, and one boy raises both hands and waves them excitedly. As MacLaine interacts with them, it is clear she shares her students’ enthusiasm.

MacLaine is one of a group of teachers from Little Compton, Tiverton, Portsmouth and the Bristol-Warren school districts participating in a three year grant-funded project overseen by the Dana Center at the University of Texas, Austin. The project, which began last September, is one of a growing number of Dana Center projects in Rhode Island geared toward development of improved science curriculum and better student achievement. Colleen Germain, assistant superintendent of Portsmouth schools, put together the original grant proposal.

According to MacLaine, the program’s intention is to “facilitate conversations among teachers and increase accountability” as Little Compton and its adjacent communities work toward meeting new state standards initiated after Race to the Top funding was introduced by the federal government last year.

Little Compton School Superintendent Kathryn Crowley said that after Race to the Top monies became available for schools nationwide, the “common core” curriculum had to be adopted. Although what she refers to as “changes in how science is done," it may initially present challenges, and she is confident that as teachers communicate with each other within a framework designed by the Dana Center, positive changes will be seen.

“We want to make sure students are aligned to grade level expectations,” Crowley said. “Our students are fairly good in math and reading, but we could use some improvement in science.”  

To guide the process, the program overseen by the Dana Center will “focus on teachers,” Crowley notes. At an off-site location in Bristol, a series of meetings are planned where faculty and Dana Center facilitators can develop plans which can be taken back to the classroom. As innovative teaching techniques are implemented, it is hoped that improved learning and better student scores will follow.

Along with MacLaine, Anne Connelly and Jenn Marsh from Wilbur and McMahon are also participating in the program. Crowley notes that students know their teachers are involved, and “the program is bound to bring about better achievement.”