1. Scott Seiple University of Pennsylvania MCEP EDUC 536- April 1, 2006
Program Evaluation and Facilities Planning in the New Hope-Solebury High School Science Department
Scott Seiple
University of Pennsylvania
MCEP
EDUC 536- April 1, 2006

2. Why Change?

3. GROWTH!
Class size at NHS has increased dramatically, but is projected to level off.
Class of students
Class of students
Class of students
Chemistry facilities have not changed in number or size.

4. Chemistry Offerings
Three chemistry classes offered at New Hope-Solebury HS
ChemCom (5 periods/week)
2 Sections
Academic Chemistry (7 periods/week)
4 Sections
AP Chemistry (7 periods/week)

5. Physical Space
Currently we have one chemistry-capable classroom and 8 sections of chemistry.
At most, the chemistry classroom can handle 5 sections of chemistry with our scheduling system.

6. Present Floor Plan

7. Chem Room/ Lab

8. Env. Science & Chem. Room

9. Proposal for Expansion
An addition of eight classrooms to the high school was proposed in Spring of 2005.
The science department asked for one new chemistry classroom/lab as part of the addition.

10. Changing the Plan
January School board reduced plan to four new classrooms with seminar rooms. Science lab was in doubt.
February Spoke to school board explaining necessity for lab.

11. The lab’s back!!
School board approved addition with the understanding that a lab/classroom was to be included in the new design.
A committee of teachers, administrators, and school board members formed to plan high school addition.

12. Present Floor Plan

13. 1st Proposed Floor Plan

15. Problems with 1st Plan
This plan results in a net gain of three classrooms.
Our school needs as much new space as possible.

16. 2nd Proposed Plan

18. Implications of 2nd Design
Gain of one classroom at the expense of a seminar room.
Removes the ability to plan future expansions for that wing of the school.

19. Using Academic Chemistry as a model for change
Assessment Changes
Using Academic Chemistry as a model for change

20. Academic Chemistry
This is the only college preparatory chemistry course offered by the school.
Students in the class have a wide range of interest and ability in chemistry.

21. Positives of Present Academic Chemistry Configuration
Course is generating interest in chemistry for many students.
Four sections of academic chemistry last year produced two sections of AP chemistry this year.

22. Negatives of Current Academic Chemistry Configuration
Some students are not interested in the class.
They openly admit that they will do the minimum work necessary to pass or reach their minimum requirements.

23. Negatives of Current Academic Chemistry Configuration
Some weaker students show interest, but are frustrated when they feel left behind. These students are interested in doing the work necessary to succeed.

24. Possible Changes to Encourage Success
Change how content is delivered to students
Change assessment model

25. Current Assessment Model
Traditional in Nature
Tests & Quizzes: % of grade
Labs: % of grade
Homework: % of grade
Participation/Safety: 10% of grade

26. Needs of New Assessment Model
Must let students know what is needed to succeed from the beginning of each unit.
Must give interested students a way to keep pace even if they struggle with some of the content.

27. New Model- Start of Unit
Students are given a paper 3-ring binder/portfolio.
Student are given a cover sheet with a listing of all of enduring understanings and assessments for that unit.
All assessed work that can fit in the binder will be turned in with the binder 1x per week.

29. Quizzes Quizzes given approximately 1x per week.
Only assess enduring understandings.
Questions on quizzes are all or nothing. No partial credit.
Students must retake or correct quizzes until they score a 100%.

30. Tests
Quizzes are worth 75% of test grade. Every student starts the test with a 75%.
Tests- Test students ability to apply and extend enduring understandings in new situations. Partial credit available on questions. Cannot be retaken. Tests are actually worth 25% of a test grade.

31. Homework
Homework is to be handed in with binder 1x per week. To get credit for HW, students must show original work and corrections from class.
Students may need to come in before or after school if adequate progress is not being made.
Impact of HW on test grade- +3% on test if all HW is complete. -1% on test for each incomplete or missing HW.

32. Labs and Projects
Labs and projects are only evaluated at the end of the unit.
Labs must be handed in with the portfolio weekly to check progress.
Students may need to come in before or after school if adequate progress is not being made.

33. Extension Assignments
Students must submit one extension assignment per marking period.
With preapproval, students demonstrating a pattern of excellence can hand in a second extension assignment in lieu of HW for a unit.

34. New Grade Determination
Tests and Quizzes: 45%
Labs and Projects: %
Extension Assignment: 10%
Participation/Safety: 5%

35. Benefits of New Assessment Design
Students know exactly where the bar is set for desired achievement
Students are required to maintain a level of competence.
Model was developed with student input. Consensus was reached by all students I teach that it is better than the present assessment system.

36. Benefits of New Design
Allow students to see exactly where their grade comes from.
Parents can see all of their child’s work for a unit in one place at one time.
Once established, it is organizationally easy to maintain.

37. Drawbacks of New Design
Developing this system will require a large amount of work this summer.
This will be the first time through. There are always unanticipated bugs.