how effective is your science program? really? how to do a district-wide science program evaluation....

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-12Program Evaluation

January 29, 2008

Cobb county Public Schools

International & National Science Trends

• Economic concerns

• STEM initiatives

State and LocalScience 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.

EOCT Scores for Biology

0

10

20

30

40

50

60

70

80

90

100

Fall FY 05 Spring FY 05 Fall FY 06 Spring FY 06 Fall FY 07

Cobb Biology

GA - Biology

EOCT Scores for Physical Science

0

10

20

30

40

50

60

70

80

Fall FY 05 Spring FY 05 Fall FY 06 Spring FY 06 Fall FY 07

Cobb Physical Sci

GA - Physical Sci

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

% of Students Passing Science Section of GHSGT

64

66

68

70

72

74

76

78

80

82

84

2004 2005 2006 2007

Cobb

Georgia

Observations of Science Teaching in Cobb Schools

Teac her Centered

Performance Tasks

Laboratory Total Observations

Elementary Schools

15% 30% 55% 54

Middle Schools

53% 33% 14% 43

High Schools

35% 36% 11% 28

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 CobbScience 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