How Effective is Your Science Program? Really? How to do a district-wide science program evaluation. George W. Stickel & Sally Creel Cobb County Public Schools, Georgia NSTA Presentation 30 March 2008

Why Do a Program Evaluation? An external reason An internal reason –Navigation--where we are & want to be A district reason –GAPSS

Data (backward design then & now) Backward design--then, go back to some early notes Backward design--now, GAPPS & strategic planning

Data Techniques, Processes, Procedures of reporting used to gather data

Data Collection [explicate each of these with handouts] Assessments –CRCT –ITBS –EOCT –GHSGT Surveys Observations

Data Analysis National scene State scene Metro-Atlanta (similar districts) Similar out-of-state districts

Data Reporting District Teachers –Instructional Material Adoption –Strategic planning Board of Education –Why do they care? They spent $ for texts Ultimately responsible

The Report (what it looked like) For text adoption Physical report (the tome) Board presentation

Report: Instructional Materials Adoption Philosophy and Principles Current Trends & Issues in Science Educ Summary of Science Needs Test Data Implications for Selecting Science Materials Identifying Effective Instructional Resources Professional Development FAQs

Report: The Actual Document Five components Data Survey Questions Analysis Conclusions

Report: Board Presentation What to include What not to include (Own sandbox) The actual slides

Investigating the Cobb County Science Education Program K-12 Program Evaluation January 29, 2008 Cobb county Public Schools

International & National Science Trends Economic concerns STEM initiatives

State and Local Science Trends Georgia Performance Standards Assessment Results

2007 CRCT was GPS for Grades 3-7; 2006 CRCT was GPS for Grades 6 & 7. All 8th grade scores are based on QCC, not GPS.

Scores for FY 07 are GPS assessed and are more performance based.

Observations of Science Teaching in Cobb Schools All elementary observations were announced. Middle and high observations were unannounced.

Teacher Survey & Classroom Observation Results Teachers are comfortable with labs & performance tasks Laboratory & performance tasks use limited Teachers knowledgeable of science content & process Characteristics and content of science integration is minimal Teachers use writing assignments Writing use ineffective for critical thinking and comprehension Teachers use some effective strategies Strategies not used systematically or comprehensively

Comparable Science Programs Cobb students comparable with national & state trends –Limited comprehension of science concepts –Limited ability to apply concepts –Limited number seek STEM or medical careers

Strengths in Cobb Science Education Teachers (gifted, flexible, sensitive of student needs) Strong State Science Curriculum Good science facilities with adequate resources at many schools

Science successes F1 Racing, 1st 5 places at State Teachers receiving grants Elementary science teacher of the year, State of GA

Weaknesses in Cobb Science Education District focus on English/Language Arts & Math Effective use of performance based learning Limited classroom use of higher level thinking Teachers understanding of science (particularly as you move from 12-K) Science resources Use of data Student readiness for science

Recommendations (old) Cultivating science literacy Cultivate strong elementary science program –Designated time for science –Establish lab supply ordering system Increased funding for laboratory supplies Comprehensive use of performance tasks Systematic use of critical thinking

Recommendation 1 Cultivate strong elementary science program –Designate time for science –Increase science understanding among teachers

Recommendation 2 Build capacity for teaching inquiry- based GPS science –Increase the focus on student-centered inquiry tasks –Make critical thinking explicit within inquiry –Incorporate student self assessments strategies

Recommendation 3 Commit to consistently funding science consumable resources K-12 Improve effectiveness assessment techniques (formative & summative) Align science performance tasks with GPS Refine science pedagogy K-12 Transitions years….

Recommendation Require performance-based science in the elementary classroom

Where we wanted to go then, Where we want to go now

Now What? Data based decision making A Strategic Plan