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