Overall Problem: Far too many of our students are not prepared for post-secondary success in science as

documented through the ACT science readiness benchmarks.

Challenge/Opportunity/Problem/Question Already Planned District Action Suggested Action 1 Suggested Action 2 Suggested Action 3 Suggested Action 4
(Don’t lose it)
Science Learning Goal: Not enough attention Set a specific science learning
paid to science (c.f. Math, Reading, Writing) goal

Science Measurement: Not enough common 2010-2011: Common Assessments Backmap ACT science readiness 2010-2011: Mandatory
common measurement/benchmarking of Earth System Science, Biology, standards to state standards Science MAPs in 3rd, 4th,
science (only 5th, 8th, 10th CSAP) Chemistry and ensure they are taught. 6th, and 7th. Now
2011-2012: Common unit and end of Science MAPs are optional
year assessments based on new state in the schools. Lack of
standards in grades 2-8 funding prevents wider
spread use. Needed to
track progress more
regularly.

Elementary Teachers: Over 85% of our Enroll teachers in FOSS Summer Institute a bias in recruitment Identify strong science In schools with strong Create science
elementary teachers have degrees/training in Institute. More funding needed to send and hiring elementary teachers teachers in existing science teachers, coaches for schools
language arts (per PSD admin); teaching more teachers. for science and math schools and encourage ensure that they (double training
schools do not require much science; little degrees/training dispersion among schools teach science (having current literacy
science training required for on-board students change coaches is not
training in PSD classes as necessary sufficient)
- even across grades)

Principals: Do principals have training in Additional Professional Assistant Superintendents

science? (We do not have figures for this.) If Development of principals to act hold principals
not, it may be challenging for them to act as as coaches and to assess the accountable for science
coaches to their teachers in this area or to teachers in science results.
properly assess the teaching of science.

Science Material: Are FOSS kits the best Investigate best performing Consider the benefits of
science materials? Budget pressures may districts in the country in the integrated approach
have played a role in extending the use of science and see what they are of the Core curriculum
these in the last cycle. Budget pressures also using in elementary and how that might be
prevented the complete acquisition of even applied more broadly in
the requested materials. the district

Lab Work: Is there enough experimental Lab work is going on in high school. Expand on the number of formal Expand the number of lab
work going on? Are students learning enough Don’t let budget cuts curtail this. Some lab write-ups required (formality practicals to help assess
from it? Are there lab practicals? lab work is going on in middle school; appropriate to grade level). students’ understanding
expand on it. Some FOSS demos and That helps the students of actual items where
maybe some experiments are going on internalize the scientific method possible(e.g., amoeba in
in elementary. Expand on them and and the particular concepts in water, rocks, etc.) and
make sure that cool demos do not the lab. the use of scientific
substitute for learning the underlying equipment (e.g.,
science. microscopes, scales, etc.)
 Overall Problem: Far too many of our students are not prepared for post-secondary success in science as
documented through the ACT science readiness benchmarks.

Challenge/Opportunity/Problem/Question Already Planned District Action Suggested Action 1 Suggested Action 2 Suggested Action 3 Suggested Action 4
(Don’t lose it)
Teaching Science: Are we allocating the right In our elementary schools, there Many middle schools
amount of time to teach science? is a wide variance in the amount have doubled up on math
of time devoted to science each and English for all
week. There are also students thereby cutting
elementary schools that back on science time or
alternate social studies and at least the number of
science so the students are not science electives an
exposed to science all year interested student can
long. We should look for take. We should monitor
correlations between time the science learning of
usage patterns and student students in those
success in learning science and situations to make sure
act on what we find. that it does not decrease
and also monitor to make
sure that students don’t
wind up taking less
science in high school as
a result.

Science and Advanced Students: Are we Allow students (who are ready) Do not force students For advanced Ensure there are
challenging our advanced students? to advance to next level science who are advanced in students (and Honors or pre-AP
(in all grade levels). Such math and English to perhaps those who science courses in
readiness should be double up in the middle benefit from alternate every middle school.
demonstrable though grade schools. Make sure the learning methods as Make ESS 8th grade
level or subject assessments to schedules are flexible well), honors science.
test out. enough to allow them to encourage/require
pursue other subjects science fair projects
(though independent in every grade level
study if necessary). through 8th grade.
Ensure that the
projects are student
work solely and not
parent work (for all
students).

Science and PSD: We have some exciting Learn from Preston STEM. Encourage and fund high Track cohorts in
science developments in the district. Learn Increased involvement in schools to do science science focussed
from them - spread the good work - and science activities (beyond academies. So far FCHS programs like Preston
support them with funding as necessary. standard courses) to over 400 is moving ahead with a and Putnam to
students this year. Engaging biosciences academy and understand how
students and parents in science FRHS is considering a those programs affect
through evening events. clean energy academy. future success and
Instituting project based interest in science.
learning for 6th grade. Trying
all girls 6th grade science class.

Science TOSA: There will not be a dedicated Reinstate this position. As you
science TOSA next year. can see, there is much to do in
science and not having a full
time coordinator with a science
background will have
deleterious effects.
 Overall Problem: Far too many of our students are not prepared for post-secondary success in science as
documented through the ACT science readiness benchmarks.

Challenge/Opportunity/Problem/Question Already Planned District Action Suggested Action 1 Suggested Action 2 Suggested Action 3 Suggested Action 4
(Don’t lose it)
Science Community: Many parents and Coordinate effective use of Scientist volunteers could
community members in the district are volunteers in the schools to help work with elementary
scientists or work in science fields. the students learn the science teachers to ensure they
and to excite them about the understand and can
subject. effectively teach specific
subjects.
 Suggested Action 5

Require additional
professional development
for teaching science
 Suggested Action 5

With new assessments,

carefully track progress of
advanced students. (Not just
that that they remain
proficient or advanced, but
are they growing?)
Suggested Action 5