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

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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 Progress  Curriculum Alignment Study  Documentation 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 Residence 2005 •The World is Flat •Rising Above Gathering Storm  Expert in Residence 2006 •America Competes Act •National Science Board Report  Formulating 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 1. Performance Assessment 2. Standardized Testing 3. Longitudinal Progress of Student Performance K-12

Student Performance

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

7. Instruction Linked to the Use of Student Assessment Data 8. Supervision and Evaluation Lined to the Use of Assessment Data

Internal Support

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

14. Parental and Community Partnership 15. Budget Support

External Support

Tri-State Process Pre-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 Director Director 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 Performance

Areas 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 Performance

Recommendations 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 Performance

Recommendations 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 Support

Areas 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 Support

Recommendations 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 Support

Areas of Strength •There is broad-based community support (funding) for science education •Grant funds •Eighth grade mentor program

External Support

Recommendations 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