report to the board of education october 15, 2007
TRANSCRIPT
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 Report
High School Vision Document
2001•No Child Left Behind
High School Audit Team & Science Improvement Plan
Significant Events in Science Education
2004•Connecticut State Framework
Expert in Residence2005
•The World is Flat•Rising Above Gathering Storm
Expert in Residence
2006•America Competes Act
•National Science Board ReportFormulating Questions & Gathering Questions for Tri-
State
2007•Connecticut Science Framework Grade Level Expectations
Tri-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
Tri-State in Short
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
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
Student Performance
1. Performance Assessment
2. Standardized Testing
3. Longitudinal Progress of Student Performance K-12
4. Students as Active Participants in the Learning Process
5. College Enrollment and College Success
6. Equity and the Opportunity to Learn
Indicators of Internal Support
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
Indicators of External Support
External
Support14. Parental and Community Partnership
15. Budget 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