Literacy-Infused Science Using Technology Innovation Opportunity (LISTO), a 5-Year Longitudinal Validation Project

Abstract

Literacy-Infused Science Using Technology Innovation Opportunity (LISTO): A Validation Project addresses Absolute Priorities 2 (Promoting STEM Education) and 4 (Serving Rural Communities). Texas A&M University will partner with 70 schools from among 36 school districts across Texas (including Aldine ISD, Bay City ISD, Brenham ISD, Carrolton-Farmers Branch ISD, Como-Pickton CISD, Dilley ISD, Donna ISD, Dumas ISD, Edna ISD, Fairfield ISD, Fort Worth ISD, Gainesville ISD, Gonzales ISD, Groesbeck ISD, Houston ISD, Huntsville ISD, Jackson ISD, Judson ISD, Laredo United ISD, Livingston ISD, Lyford ISD, Madisonville CISD, Mt. Pleasant ISD, Navasota ISD, New Waverly ISD, Palacios ISD, Palestine ISD, Pearsall ISD, Plainview ISD, Rio Grande City CISD, Rockdale ISD, Roma ISD, Socorro ISD, Uvalde ISD, and Zapata ISD) and Johns Hopkins University as evaluators, to validate via a longitudinal, randomized control trial (RCT) study with schools being randomized by strata (46 rural and 24 urban/suburban/town), the innovations from Project Middle School Science for English Language Learners and economically challenged students (MSSELL, DRL-0822153) under new conditions. MSSELL, a prior NSF-funded longitudinal, RCT, experimental study yielded positive evidence from a two-year, grades 5-6 intervention of an English language and literacyinfused science curriculum for English language learners (ELLs) and for economically challenged (EC) students in an urban school district. It was not determined (a) to what extent the intervention is valid or scalable in a larger context and (b) under altered conditions of rural, urban, suburban, and small-town schools. Therefore, based on results from MSSELL, which includes a What Works Clearinghouse-identified paper as meeting standards without reservation, LISTO’s specific purpose is to validate the innovation at grade 5 in an RCT and determine the degree of impact on EC and ELL students’ science achievement and language and literacy skills. LISTO broadens access to science learning and improves science literacy for EC and ELL students through an enhanced science curriculum. The project will involve 560 teachers and 11,200 EC and ELL students. LISTO will involve four cohorts of grade 5 students, one (Cohort 1) of which will be followed and monitored through grade 8 for long-term retention and impact. LISTO will incorporate the following: (a) new schools with two levels (teacher and students); (b) follow-up teacher professional development and student monitoring through grade 8 for Cohort 1; (c) standards-aligned science curriculum, which includes virtual notebooks for Written and Academic oral language Vocabulary development in English in Science (WAVES), Technology Integration for English Language and Literacy Acquisition in Science (TIELAS), and the 5E model used daily; (d) a virtual teacher mentoring/coaching model; (e) virtual teacher professional development; (f) virtual observations in the classroom with a platform for observing; (g) Family Involvement in Science (FIS) with virtual engagement and observation methods; and (h)Scientists as Role Models and Mentors (SRM2), which connects university students as mentors to grade-level students. Treatment teachers will receive virtual professional development and instructional coaching, which will be gradually reduced over course of the project to test sustainability. The objectives include (a) examining the impact of the virtual teacher professional development and coaching/mentoring; (b) determining the academic sustainability of the literacy-infused science curriculum for fifth grade students; and (c) providing scaled outcomes and outreach with dissemination and sustainability of the project. Expected outcomes include increased student achievement in science, improved student English language and literacy skills, and enhanced teacher science content and pedagogical knowledge and skills.