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Report to the Board of Education October 15, 2007. Significant Events in Science Education 1989 - 2007. Significant Events in Science Education. 1989 •Science for All Americans Grades 6-12 Science Review Committee 1993 •Benchmarks for Science Literacy
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Report to the Board of Education October 15, 2007
Significant Events in Science Education 1989 - 2007
Significant Events inScience Education 1989•Science for All Americans Grades 6-12 Science Review Committee 1993•Benchmarks for Science Literacy 1995•Trends in International Math and Science Report
Significant Events in Science Education 1996•National Science Education Standards•National Assessment of Educational ProgressCurriculum Alignment StudyDocumentation of Curriculum 2000•Glenn ReportHigh School Vision Document 2001•No Child Left BehindHigh School Audit Team & Science Improvement Plan
Significant Events in Science Education 2004•Connecticut State FrameworkExpert in Residence 2005•The World is Flat•Rising Above Gathering StormExpert in Residence 2006•America Competes Act•National Science Board ReportFormulating Questions & Gathering Questions for Tri-State 2007•Connecticut Science Framework Grade Level ExpectationsTri-State Visit and Report
Tri-State Consortium • Consortium of high performing districts in the Tri-State region • Committed to: • External evaluation of programs • Best practices • Leadership • Professional development
What is it? Critical friends who support each other Communicating and sharing methods of bringing about continuous improvement What it isn’t: Not a deficit model Not an evaluation of teachers Tri-State in Short
The Tri-State Consortium Assessment Model Three categories of systemic performance form the framework of the Tri-State Assessment Model. Student Performance Internal Support External Support
Student Performance • Performance Assessment • Standardized Testing • Longitudinal Progress of Student Performance K-12 • Students as Active Participants in the Learning Process • College Enrollment and College Success • Equity and the Opportunity to Learn Student Performance
Indicators of Internal Support 7. Instruction Linked to the Use of Student Assessment Data8. Supervision and Evaluation Lined to the Use of Assessment Data 9. Professional Development Linked to Student Learning Standards 10. Environment for Change and Innovation 11. Building shared Vision and Goals 12. Curriculum Development and Articulation Linked to Achievement 13. Support for the Academic, Social, and Emotional Needs of Each Student Internal Support
Indicators of External Support 14. Parental and Community Partnership 15. Budget Support External Support
Tri-State ProcessPre-Visit • Year-long self assessment/review of indicators and evidence • External training of Weston staff by Tri-State training professionals (15 Weston Teachers) • Served on Tri-State Visitation Team • Development of Essential Questions • Gathering of Evidence of 15 program indicators
Tri-State Visiting Team Executive DirectorDirector of Training 22 teachers and administrative representatives from: • Ardsley • Darien • Easton-Redding • Katonah-Lewisboro • New Canaan • Ridgefield • Westport • Wilton • Woodbridge
Evidence Includes: • Student work samples • Student projects • Assessment data • Grade level/course- alike/department meeting notes • Presentations • Teacher evaluations • Curriculum goals • Memos • Professional development plans/courses
Tri-State Evidence also Includes: • Interviews • Central Administration • Director of Pupil Personnel Services • Curriculum Instructional Leader of Science (K-12) • Science Tri-State Support Team • Administrators • Teachers • Parents • Students
Essential Questions • To what extent is the current inquiry-based instruction model a systemic practice? • To what extent is the Weston K-12 Science Program developing 21st Century Skills in an effort to produce students who appreciate the role of science in our society and/or have an interest in pursuing STEM careers? • To what extent does the current Weston K-12 Science Curriculum reflect rigor and appropriate support to meet the intellectual abilities of all students?
Student PerformanceAreas of Strength • Evidence of performance tasks and use of data to inform instruction • Resources are utilized to support Inquiry-Based Instruction • Student feedback is used to revise instruction • CAPT data and Science Process Skills Test data are analyzed and used to improve student instruction and address student needs
Student PerformanceRecommendations for Growth • Ensure common performance assessments are embedded in science • Develop common assured experiences and assessments across grade levels • Analyze data to inform instruction, curriculum development, and instructional practice • Continue to develop a consistent Inquiry-Based Curriculum that is implemented by all teachers
Student PerformanceRecommendations for Growth • Establish a process to identify and support students who show an aptitude and/or interest in science • Develop a process for gathering post-graduate feedback regarding preparation and STEM careers pursued • Continue to develop an understanding of effective differentiation practices
Internal SupportAreas of Strength • There is a District Differentiation Instruction Policy • Professional development supports differentiation and inquiry-based instruction • As a result of the high school science audit and NEASC report, the high school has improved the facilities for science and provides additional instructional time for science
Internal SupportRecommendations for Growth • Provide multiple opportunities for staff collaboration and articulation across grade levels • The district technology plan must support the use of technology tools in science instruction and professional development needs to support the effective use of those technology tools • The district teacher evaluation forms need to be revised to include differentiation and inquiry-based instruction • Examine the K-8 instructional schedule for science and the equitable distribution of technology
External SupportAreas of Strength • There is broad-based community support (funding) for science education • Grant funds • Eighth grade mentor program
External SupportRecommendations for Growth • Extend the middle school mentoring program to the high school • Increase communication efforts with the Weston community regarding goals, accomplishments, and needs • Take steps to bring the middle school facility to a level consistent with other district buildings.
Next Steps… • Review Report with PK-5 Faculty and Science Department (6-12) • Implement Action Plan • Convene a K-12 Vertical Science Team • Continue to Review Progress on Tri- State Indicators • Tri-State Two-Year Follow-up