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
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 TriState 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
Student
Performance
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
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
•Ridgefield
•Darien
•Westport
•Easton-Redding
•Wilton
•Katonah-Lewisboro
•Woodbridge
•New Canaan
Evidence Includes:
•Student work samples
•Teacher evaluations
•Student projects
•Curriculum goals
•Assessment data
•Memos
•Grade level/coursealike/department
meeting notes
•Professional development
plans/courses
•Presentations
Tri-State Evidence also Includes:
Interviews
•Central Administration
•Administrators
•Director of Pupil Personnel
Services
•Teachers
•Curriculum Instructional Leader
of Science (K-12)
•Students
•Science Tri-State Support Team
•Parents
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 TriState Indicators
 Tri-State Two-Year Follow-up