School and District or Organization

Which CESA are you in? (if you know, 1-12)

Are your professional learning needs being met in science?

From where do you receive professional learning? (WSST, your school/ district, online or in-person courses, online communities, colleagues, DPI, other…)

What further professional learning would you like?

How much time is allotted for science in the grades you teach (or administer)?

Is there a clear, consistent scope and sequence for what is taught in science at your school (or district)?

If you have a clear scope and sequence, do teachers consistently follow it?

Grades K-5 (if you know for your district) - Which instructional materials are used? Select or list all that apply.

Grades 6-8 (if you know for your district) - Which instructional materials are used? Select or list all that apply.

Grades 9-12 (if you know for your district) - Which instructional materials are used? List others at that button and select all that apply.

Is your school looking for new instructional materials? Answer yes/no and explain why.

What has your school or district worked on in relation to implementation of the new Wisconsin Science Standards (NGSS)? Select all that apply.

What are your next implementation steps?

Are students taken out of science for special services, like interventions, special education, or other supports?

(If you know) What is the typical high school course sequence and how many students are in that sequence? [Bio, chem, physics]

(If you know) What is the typical high school course sequence and how many students are in that sequence? [Bio, chem, and various third options]

(If you know) What is the typical high school course sequence and how many students are in that sequence? [Physical science, bio, chem]

(If you know) What is the typical high school course sequence and how many students are in that sequence? [Physical science, bio, and various third options]

(As relevant) If there is a different high school course sequence, what is it and how often is it used?

What, if anything, does your high school do to make sure that students, particularly underrepresented students, are not placed into particular science courses or sequences? (or answer N/A).

Does your school or district have an equity initiative? Answer yes/no and provide a brief description.

Does your school have a STEM program? Answer yes/no, and if yes, is it connected to science learning or separate?

Does your school have a maker space, FabLab, or similar space? Answer yes/no, and if yes, is it connected to science learning or separate?

Does your school use standards-based grading at your grade(s)? Answer yes/no, and if yes, please list the categories (a link to a reference document or website would be ideal for this answer).

Milwaukee Public Schools

I am pretty much left on my own to beg to attend PD and other learning opportunities

How to support science when the state and district do not see it as a priority, yet still expect me to answer for test data and failure rates

The district does not enforce suggested minutes in grades K-5, barely does in 6-8 and will not allow any specific courses to be required in high school

HMH Science Dimensions

HMH - Houghton Mifflin Harcourt

PLTW - Project Lead the Way, STEMscopes, McGraw Hill and a few other older resources

We just adopted everything except for Physics and Environmental science so we will be looking at those in a couple of years in theory

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Brought in more student sensemaking of phenomena, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

This year we are focused on designing and implementing investigations and CER and Science notebooks, we have not set the goal for next year yet.

Schools can do whatever they want - there is no district enforced sequence of courses, only a suggested path

nothing - requiring biology was seen as gatekeeping and is not allowed

on paper, not in reality

Yes - it is just PLTW and separate from science

we have six innovation labs in teh district - they are currently separate from science but we are hoping to change that

on paper, rarely in reality

Shorewood School District/ Shorewood Intermediate School

Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association

Coaching on improving 3D assessment/ design

In some grades, but not others

Locally created lessons/units, IQWST, Mosa Mack

Locally created lessons/units, Following traditional textbook

Yes, middle school always looking to improve (and lots of staff turnover with new ideas)

Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments

Getting new staff through a first year to design better units

Got rid of freshman course- everyone now starts in Bio

Yes- currently working on ICS equity

PLTW, doesn't count as science

Yes at high school- separate from science

No, elementary only

Brookfield Christian School

School or district provided learning, Curriculum Trainers, PD Support, i.e. FOSS

35 - 45 min every other day

TCI Science Alive

No, we just concluded a curriculum review for science content.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Support more student talk/dialogue

Further PD on student talk and dialogue

Yes, separate as part of technology class

Yes, connected to technology

Whitnall High School

School or district provided learning, CESA, DPI - Department of Public Instruction

Locally created lessons/units, Open Education Resources (OER) such as ML-PBL, etc.

Locally created lessons/units, DiscoveryEd

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc.

Re-developed or created a new scope and sequence, Revised assessments, Developed rubrics based on the standards

Common Assessments, continued development of standards based units and instruction.

We have multiple versions of our science classes to support various student levels and needs.

not that I know of.

not specific to science

yes-trying to. Grading rubrics were built around the SEP's.

Waukesha STEM Academy-Saratoga Campus at SDW

School or district provided learning, Online communities (e.g. Facebook AP or subject groups)

Locally created lessons/units, SEPUP

Revised assessments, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

We are fully implemented.

Our academies have their own science sequences for engineering and health sciences.

No. It was cancelled. No signage of any kind is allowed related to equity.

Yes. It is the science program at my school.

Yes. https://docs.google.com/spreadsheets/d/16r1Fb_yDQyuXO7WcpJgx0uGkr4WGsm7g_s5TK1lUaO4/edit#gid=0

Greenfield School District

Networking with building-level colleagues, NSTA - National Science Teaching Association, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), Reading

More workshops choices with higher frequency

OpenSciEd, Amplify

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc., American Modeling Teachers Association (AMTA)

Waiting for OpenSciEd at the HS level

Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Transition from Amplify to OpenSciEd at MS. Adopt new Bio curriculum at HS and explore opportunities for upgrades in other subjects.

University School of Milwaukee

School or district provided learning, Networking with building-level colleagues, CESA, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), DPI - Department of Public Instruction

Retreats for intensive discussion and formation of strong professional relationships

35 - 45 min every other day

We adopted the NGSS DCIs and SEPs. Teachers are moving away from NSES pedagogy.

Locally created lessons/units, Mystery Science, NSTA

Locally created lessons/units, NSTA

Locally created lessons/units

Yes, we are always looking for innovative ideas and resources.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards, Presentations and peer review of rudimentary scientific scholarship

Cross Cutting Concepts, Curriculum Development, Professional Development of faculty

Yes: Justice, Equity, Diversity, and Inclusion director

St. Joseph Catholic Academy

School or district provided learning, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

At this time, I am fully committed.

Open Education Resources (OER) such as iHub, HHMI, etc., AP

No - funding is restricted.

Developed new standards-aligned units, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

Advance Standards-Based Assessment from MS to HS

STEM elective course

Kettle Moraine Middle School

School or district provided learning, Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, NSTA - National Science Teaching Association, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), Summit Learning

Competency-based models in Science: how to write competencies & create continuua for assessment; Project-based learning in Science

Locally created lessons/units, Mystery Science, Open Education Resources (OER) such as ML-PBL, etc., Inspire Science

Locally created lessons/units, Summit Learning Curriculum

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc.

Not right now. Social studies is going through a curriculum review period right now.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Shift to a competency-based model and continuua for assessment aligned to NGSS. We are using models such as the Stanford SCALE cognitive skills rubric & Building 21 (PA) as a model.

Not explicitly, and we are consistently focusing on growth for all learners.

Yes. It is integrated into science course work.

Yes. Design lab connected to learning. Makerspace is separate.

Yes. Scientific Inquiry, Evaluation and Communication, Interpretation of Data, Disciplinary Core Ideas.

School District of Waukesha

Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), DPI - Department of Public Instruction

Locally created lessons/units

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

yes, but charter schools

yes, and building in LAUNCH into science k-5

yes (based on science practices k-8)

Lake Shore MS - Mequon-Thiensville School District

WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups)

It would be nice to work to get more of a K-8 or even K-12 continuum of learning for the district.

documented, but many NGSS topics and standards seem to have been skipped to focus on "priority standards"

OpenSciEd, HMH - Houghton Mifflin Harcourt, PLTW - Project Lead the Way - Gateway

PLTW - Project Lead the Way, Unsure

Adopted new, standards-aligned curriculum materials, Have students writing claim, evidence, reasoning explanations

Apparently work upcoming for K-5 work on science curriculum

Yes - https://www.mtsd.k12.wi.us/district/commitments/equity

At elementary, but not MS or HS (yet)

Milwaukee Excellence Charter School

School or district provided learning, Networking with building-level colleagues

> 60 min every other day

FOSS science kits and curriculum

Locally created lessons/units, Materials created by Achievement First

Yes. We do not have a comprehensive, guaranteed curriculum for any of our science courses currently. They either are teacher created or need to be heavily modified to meet our needs.

Adopted new, standards-aligned curriculum materials, Revised assessments, Have students writing claim, evidence, reasoning explanations

Complete assessment revision for all courses. Train science teachers in CCRS standards and NGSS instruction.

All students take the following sequence in High School: Bio, Physics, AP Chem.

All students take AP Chem junior year.

Kenosha Unified School District

School or district provided learning, Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, NSTA - National Science Teaching Association

Summer intense workshops

Not sure. I am hearing HMH

HMH - Houghton Mifflin Harcourt

Teachers pick their own to fit topic and get it on their own filling in gaps in HMH and seeing need.

Have students writing claim, evidence, reasoning explanations, Working on common assessments for natively and summatively in PLT’s for big section offering courses.

Common formative assessments and CLose reading strategies appears this next PRofessional Development day.

Bio—>. Chem/Matter & Energy—>. Physics/Earth Sci/Adv Bio

Everyone is equal in choice and opportunity

Middle school yes it is separate enrichment

PLTW. Separately with tech Ed in competition with science classes at high school

No, but has retesting, and appears to be heading that way (about 10 years behind).

Yet, there are a lot of new people here in positions

St. Anthony School - Milwaukee

Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association

Varies depending on grade span K-5 45-60 every other day, 6-12 50-60 daily

Yes but it can always be reviewed and improved

Locally created lessons/units, Mystery Science

Locally created lessons/units, McGraw Hill iScience

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc.

Yes. We follow a 5-7 year review cycle and Science is currently in its year of research. We want to be able to provide students with more experiences that meet the Performance Expectations outlined in the NGSS.

Re-developed or created a new scope and sequence, Developed new standards-aligned units, Revised assessments, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

We need to re-visit our alignment across grade spans. Individual grade and course work has been the focus thus far.

Yes. Our network has spent the past 3 years offering professional development to our staff around equity related topics.

Yes. We offer afterschool STEM programing at our Middle School only

Yes we use the Archidocese of Milwaukee standards.

Muskego High School - Muskego-Norway School District

Networking with building-level colleagues, Online communities (e.g. Facebook AP or subject groups), Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), AP Reading, UW-Oshkosh CAPP community, UW-Milwaukee SEPA group

I'm always learning within biology, many topics are of interest to me, especially new applications (ex. CRISPR, cancer treatments)

Locally created lessons/units, FOSS

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc., PLTW - Project Lead the Way

We are always looking for new instructional materials. However, I do not think that we are looking for a new entire suite of instructional materials (ex. a replacement for FOSS).

I am not certain what was done at the grade levels below high school level. At the high school, we reexamined our standards and materials. We developed standards of focus that incorporate many of the NGSS standards as well as the ACT standards. After that, our programming was examined to determine level of fit. Finally, adjustments were made to the instructional resources to better meet these new standards.

The 5-12 group is at the point in our PDSA cycle where we are beginning the planning for our next 7 year cycle this year. Adjustments to the curriculum will likely be made, but no decisions have been made yet.

Never at the high school. Sometimes they are taken out for intervention in the elementary and middle grades.

All students take biology. There are 2 sections of biology that are team-taught with a special education teacher. However, these sections have 1/2 regular ed students along with the students that are getting extra support. Chemistry is similar, where there is one team-taught section. Both of these courses teach exactly the same curriculum as the non-team taught classes, so any student in these classes is able to move on to any next-level science class.

Yes. It is connected to science. There is one PLTW class that can be taken for science credit. However, the majority of the PLTW classes are separate.

Standards based grading is not done at the high school. However, it is done in grades K-8.

Menomonee Falls

Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, Online or in-person courses from higher ed

90 min every other day

FOSS, PLTW - Project Lead the Way - Launch

Locally created lessons/units, DiscoveryEd, PLTW - Project Lead the Way - Gateway

Locally created lessons/units, PLTW - Project Lead the Way

Adopted new, standards-aligned curriculum materials, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Have students writing claim, evidence, reasoning explanations

no sequence. Must take bio as grade 9 and then whatever other 2 desired

We discuss with level previous

Kenosha Unified School District

Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, NSTA - National Science Teaching Association, Online or in-person courses from higher ed, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), DPI - Department of Public Instruction

Elementary twice a week for thirty minutes, MS daily for fifty minutes and HS daily for fifty minutes

sometimes and at what grade level

HMH - Houghton Mifflin Harcourt, HMH is the adopted materials but a lot of teacher use local created

Locally created lessons/units, HMH

Yes, I am new to the role and the adoption is still a couple of years away but I cant sit back and watch this happen. Looking at open source for MS-HS. Elementary is going well

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Have students writing claim, evidence, reasoning explanations

Not really sure at this point since it is so far away. I am looking at open sourced materials. Maybe we can move forward faster

we are currently working on it

Kinda - we have a high school that has a stem program and one middle school as well

only one ms/hs is standards based

Greendale Middle School/Greendale schhol district

School or district provided learning, Networking with building-level colleagues

45-60 min every other day

Locally created lessons/units

yes, we are piloting SEPUP and OpenSciEd

Adopted new, standards-aligned curriculum materials

piloting new curriculm

all freshman start in bio

all classes are open to students

yes; not connected but we can use it

North Middle School Menomonee Falls

School or district provided learning, Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, NSTA - National Science Teaching Association

NGSS, CER work, technology integrations

Nat Geo and McGraw Hill

IScience with McGraw Hill

Locally created lessons/units

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Have students writing claim, evidence, reasoning explanations

Looking at new programs for 6-8

Bio first and then 2 choices

Yes, major part of HS support system

Yes, we have a STEM academy

Yes in TEch Ed dept

Germantown High School

WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association

I would like more training in phenomenon-based teaching/learning.

Yes at the high school. Not sure about grades K - 8

They use some Einstein Kits.

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc., PLTW - Project Lead the Way, Illinois Storylines for Biology

Not that I am aware of. Personally, I am always looking for new ideas and ways to teach concepts.

Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more storylines where students make sense of phenomena over multiple units, Have students writing claim, evidence, reasoning explanations

My district is having us do UBD for each unit that we teach in science.

Our freshman physical science course has changed to a blend of Chem, Physics and Earth Science.

Nothing that I am aware of.

Great question. I don't know.

Not to my knowledge

We have a wonderful tech ed dept. but I am not aware of any space like this in our district.

Kenosha Lutheran Academy, Kenosha, WELS Synod

School or district provided learning, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, Online or in-person courses from higher ed, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

Locally created lessons/units, Mystery Science, PLTW - Project Lead the Way - Launch

Locally created lessons/units, PLTW - Project Lead the Way - Gateway

Locally created lessons/units, PLTW - Project Lead the Way

No. Not many teachers know how to implement more instructional materials than they already have.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Support more student talk/dialogue, Developed rubrics based on the standards

Student led discussions and projects

Bio, Chem, various third option. Used when students MAP scores are high enough to test out of physical science

Sort of. We implement it when we can into units and topics. Mostly involved in the science classroom.

No, I do not believe so.

Eastbrook Academy

Online communities (e.g. Facebook AP or subject groups), Continuing Education Courses reimbursed under Title II

HMH - Houghton Mifflin Harcourt

HMH Science I believe

No, recently purchased new curriculum for all grades.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials

In our second year of implementing new science curriculum.

All students are on the same science sequence at our very small HS

Yes, we appointed a new DEI supplemental role coming into this school year and are working on discussing DEI matters with our staff through professional development. While diversity has always been one of the 4 pillars of our school, we are seeking to be more intentional about building the skills in our staff and students to navigate conversations constructively.

Yes, integrated within our existing science sources, involves a STEM week in partnership with MSOE each week.

No; limitation has been funding but it is something we have proposed.

Racine Lutheran High School

Networking with building-level colleagues, Online communities (e.g. Facebook AP or subject groups), Online or in-person courses from higher ed, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

Any available would be nice.

Three science credits are required for graduation. Students take Lab Science (physical science content) as freshmen, Biology as sophomores, and have a variety of options as Juniors and seniors. Normal class periods are approximately 50 minutes 3 times a week, block periods occur for each class once a week and are approximately 80 minutes.

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc.

The school specifically, no. Our teachers are always interested in new material that can be used to support classroom goals and standards.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

We will continue to assess the tools and techniques we are using to teach the standards.

Physical science, and biology are required for freshmen and sophomores. Many of our students take Chemistry, but we also offer a variety of half credit electives that can be taken to complete the required three science credits for graduation.

We offer all of our classes to students based on common pre-requisites.

No. We work with all of our students to provide each of them with the support and help they need to be successful and offer them the classes the they are interested in taking.

No. Each of our classes incorporates aspects of STEM, and in addition we have shop classes and CAD that engage students in many STEM concepts and practices.

Yes, We have a small number of 3D printers used primarily for CAD classes. This is typically separate from our science classes.

I have to seek professional learning for specific subjects in science

middle school chemistry

They have selected 4 power standards that we are to teach but we don't assess the other standards that are taught in the process. I wouldn't say it is clear but the teachers that write curriculum over the summer did create a scope and sequence.

I think most of our teachers see we only assess on 4 standards so they glaze through things but don't necessarily follow it.

no we just adopted TCI 3 years ago

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Developed rubrics based on the standards

I have no idea they don't really ask the teachers what we need

yes our entire district's year long PD is based on equity.

yes, Practice, formative and summative

St. Mary Menomonee Falls

Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association

More collaboration in best practices of teaching in an NGSS/3 dimensional classroom

One exists but no time is allowed to discuss with elementary science teachers

Locally created lessons/units, Mystery Science

Locally created lessons/units, OpenSciEd, Amplify

No, not until our Amplify contract is up in the next few years.

Re-developed or created a new scope and sequence, Revised assessments, Brought in more student sensemaking of phenomena, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

I wish I could collaborate with other middle school science teachers on maintaining best practices (i.e. - so much disagreement on should certain topics still be taught in middle school like Newton's Laws or mitosis/meiosis, etc.)

Yes, we use the science and engineering practices.

Hamilton School District

School or district provided learning, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), Jason Crean and Kristin Rademaker (All Species Consulting) - NGSS Storylining

More on standards-based NGSS assessment practices

Elementary - 30-40 minutes 4x per week is the goal that we are switching to, 5-8th = 60 minutes per day or 96 min every other day, high school 83 min semester blocks

We are still in the process of consistent implementation. We are strongest at the lower grades and working on more alignment and consistency at the upper grades

Amplify, Mystery Science, TCI - Science Alive (K-2)

Locally created lessons/units, Amplify, SEPUP, Gizmos; Amplify Grade 6 only

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Consistent feedback and alignment to standards and rubrics; storylining and rubric usage at the high school level, implementation walk-throughs for program evaluation

yes, we have just begun and contracted with AWSA to support this work

Our intermediate and middle schools do

yes at K-6 (we've prioritized 2-4 SEPs and also have categories for Content Understanding (DCIs). The CCCs are incorporated into our rubrics for both.

Franklin Public Schools

School or district provided learning, Networking with building-level colleagues, CESA, NSTA - National Science Teaching Association, DPI - Department of Public Instruction, College Board

We're delving deeper into all teachers better understanding the three dimensions, particularly science practices and crosscutting concepts and what the progression really looks like.

I'm a curriculum coordinator - amount of science varies by grade level

PLTW - Project Lead the Way - Launch

Locally created lessons/units, OpenSciEd, PLTW - Project Lead the Way - Gateway

Locally created lessons/units, Pre-AP from the College Board

We have a few units to finalize with our multi-year implementation work, but we know where we're getting the materials.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Continue to implement remaining new units; continue to improve instruction based on evidence-based strategies, deeply understand three dimensions of science for particular grade levels

We have leveled up at the high school level and all students are enrolled in Pre-AP Biology in 9th grade and Pre-AP Chemistry in 10th grade.

Yes. We have values and equity is one of them.

We don't have something labeled "STEM program" but our high school students on average take FAR more than 3 credits of science and we have a strong biomedical career pathway and extensive engineering embedded in our science education.

Yes. It's a separate space, not connected to a science learning space.

Yes at K-8 and classes are graded based on standards converted to a single grade at 9-12. All are based on the science practices.

School District of New Berlin

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc., PLTW - Project Lead the Way

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials

School or district provided learning, Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, NSTA - National Science Teaching Association, Online or in-person courses from higher ed

Locally created lessons/units

No- resource adoption was last year

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials

Yes- we have equity non-negotiables and work incorporate equity into instruction. We've have several days of PD dedicated to it. However, having said that no major changes have happened

yes- it is a club/team

Genesee Lake School

Networking with building-level colleagues, Online communities (e.g. Facebook AP or subject groups), DPI - Department of Public Instruction

Other resources that are out there to support special ed students, especially students with significant learning needs.

30 min or less every other day

Locally created lessons/units, Mystery Science, FOSS, Scholastic magazines

Locally created lessons/units, Scholastic magazines

Locally created lessons/units, McGraw Hill Biology

Not at the moment, but this is an area that will be explored sometime in the future.

Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

We have a company and school curriculum committee who will be looking at a timeline to adopt new science materials.

All of our students are in self-contained classrooms.

Yes- our library media specialist teaches STEM classes using standard supported materials.

Not yet. Looking into it. Would be connected to STEM.

No- we do not give letter grades at our school. We use a rubric to measure progress.

Siena Catholic Schools of Racine

School or district provided learning

Our teachers need some professional development on integrating STEM within their curriculum. Would love to have you sometime if you are traveling.

I'd have to verify but I believe 40-50 minutes daily

we are working on that :)

see previous response

PLTW - Project Lead the Way - Launch, we had teachers trained in PLTW but they left...

PLTW - Project Lead the Way - Gateway, we had teachers trained in PLTW but they left...

PLTW - Project Lead the Way

Yes! Free is best but we might have some money.

we need to work on this.

Right now our focus has been on math but science will be next. If I had help we could get there faster.

Yes - too detailed to get into right now

Guidance works with that in scheduling with students

better at the high school but we need to build our K-8's

our high school does, yes and it is connected

we are transitioning to SBG and will have it next year

Glenwood, School District of Greenfield

School or district provided learning, DPI - Department of Public Instruction

More learning around phenomenon based science

Locally created lessons/units, Mystery Science

yes. I would like some resources for our teachers to help them with the science standards.

Brought in more student sensemaking of phenomena, Have students writing claim, evidence, reasoning explanations

Would love to look more into storylines. Also, just developed a science leadership team to develop scope and sequence at our school.

yes, it is a part of each schools growth plan

yes, but not yet for science

Glenwood - Greenfield School District

School or district provided learning, Networking with building-level colleagues, Online communities (e.g. Facebook AP or subject groups), Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), DPI - Department of Public Instruction

Alignment of units across grades and design of science units

Locally created lessons/units, Mystery Science

No, instructional materials are purchased at the district level.

Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

Continued alignment and development of units

Yes - focused on equity, access and inclusion

Yes - developed by teachers and linked to science

Some classrooms have a maker space and it is separate

Yes, but currently our report card is being redesigned so I can not link it.

Prairie Hill Waldorf School

Networking with building-level colleagues, Online or in-person courses from higher ed, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

we teach in blocks of 4 weeks; we have 3 science blocks / year (2 hours/day during the block)

Locally created lessons/units, Materials from Waldorf organizations

Locally created lessons/units, Materials from Waldorf organizations

no. We just went through a review and are confident in what we offer.

Developed rubrics based on the standards

Milwaukee Jewish Day School

School or district provided learning, Networking with building-level colleagues, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), Ed consultants and science curriculum providers

Help unpacking and aligning NGSS to K-8th classrooms

30-60min 2-3x a week in k-4th, 60mi 4x a week in 5-8th

Yes for 5th-8th. Not yet for younger grades.

Locally created lessons/units

Locally created lessons/units, IQWST

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Continue this work in our K-4th classrooms

Yes, connected to science learning

West Allis-West Milwaukee

School or district provided learning, Networking with building-level colleagues, CESA

More resources for teachers

Switch back and forth between science and social studies

There are I Can statements for each grade

Teachers follow the I Can Statements for each grade

Locally created lessons/units, Mystery Science, FOSS

Yes, we would be interested in more science materials

Created common grade level I Can Statements/GVC

Yes, our district adopted Equity Beliefs

Depends on each school.

New Testament Christian Academy

School or district provided learning, Networking with building-level colleagues, CESA, Online or in-person courses from higher ed, DPI - Department of Public Instruction

STEM/ STEAM , robotics, Legos, Project Lead the Way,... STEM/STEAM opportunities and lessons for young children lessons (K3-8 grades)

Science is planned and alternated with social studies by the quarter.

Purposeful Design and Ignitia(?)

No, we are primarily African- American.

We are attempting to develop a STEM program.

We have a limited science lab.

Yes, to a limited extent.

Seton Catholic Schools

School or district provided learning

Locally created lessons/units, Mystery Science

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

We just adopted Amplify for 6-8 this trimester. That is our focus!

Yes. Instructionally: Closing the instructional gap by 10% in ELA and Math (also goals in hiring, anti racist PD, etc.)

Yes based on NGSS

Milwaukee College Prep

School or district provided learning, NSTA - National Science Teaching Association

45-60 min every other day

Locally created lessons/units, Amplify

Adopted new, standards-aligned curriculum materials, Brought in more student sensemaking of phenomena

Shining Star Christian Schools

School or district provided learning, Networking with building-level colleagues, Online communities (e.g. Facebook AP or subject groups), Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

Depending on the campus, Middle School has science either every day or every other day. Elementary School it is 30 minutes or less, every other day or if they can fit it in.

Flexpoint/FLVS (Online curriculum)

Flexpoint/FLVS (Online curriculum)

No- We just implemented FLVS and it appears to be meeting our needs.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials

Yes; Just implemented this year; no link available. There are about 3 standards for Science at each grade level.

Hamilton School District

School or district provided learning

More professional learning about the science practices and cross cutting concepts and how to naturally incorporate them into my instruction to model for students

Locally created lessons/units, Lab Aids

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Continue to roll our our current plan

yes-content and practices are assessed using rubrics

Richmond School

School or district provided learning, Online communities (e.g. Facebook AP or subject groups), Online or in-person courses from higher ed

I am good right now, working on Kesler Science and Blended Learning and how to incorporate in the science classroom.

PLTW - Project Lead the Way - Gateway, Kesler and Saavas

No, we are in the middle of a Saavas Subscription right now.

Adopted new, standards-aligned curriculum materials, Revised assessments, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Don't have any as of now.

Yes, we use it as an elective that is science based.

Yes, it is a stand alone class for grades K-5.

St. Paul Lutheran Grafton WI

WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), Online or in-person courses from higher ed

No Just purchased this curriculum

Developed new standards-aligned units

Wauwatosa School District- Roosevelt Elementary

School or district provided learning, Online communities (e.g. Facebook AP or subject groups)

30 min or less every other day

Locally created lessons/units, Sangari

Re-developed or created a new scope and sequence, Revised assessments, Brought in more student sensemaking of phenomena, Work started on the ones checked above, however, there has not been much follow through.

My specific school does not, however, we have two elementary STEM schools and two middle school STEM programs in our district.

My school does not, but other schools in the district have them.

Yes- Communicate scientific information; Core concepts and ideas of science; Model to represent ideas, explanations, and events; Gather and analyze data; Overall Effort

St. Josaphat Parish School / Archdiocese of Milwaukee

School or district provided learning

Locally created lessons/units

Not at this time. What I do with what I have works.

Revised assessments, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

Continue to implement the new standards throughout the what we do.

Robotics Club is separate.

Yes. The Archmil Standards.

Notre Dame School of Milwaukee, Archdiocese of Milwaukee

WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, Online or in-person courses from higher ed, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

45 min, three days a week

Personally created lessons (me), Museum of Science and Industry (girls campus0

NO - the younger grades are happy enough with FOSS and I'm happy enough doing my own thing!

Re-developed or created a new scope and sequence, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards, The Archdiocese of Milwaukee has a set of standards that look exactly like the NGSS....

Sort of - Supposedly I am the STEM coordinator- what it means is that I share resources as i find them and then I teach the 1st -4th grade classes once or twice a month. Those lessons are typically 45 minutes and I try to design a lesson that is engineering based and related to what they are currently learning.

not really - we are standards based learning but traditional grading (don;t get me going on this). We should be moving to a 4 pint scale next year.

Mt. Olive Lutheran School

School or district provided learning, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

30 min or less every other day

BJU Press Science Curriculum

No, just chose this curriculum this year

Adopted new, standards-aligned curriculum materials, Support more student talk/dialogue

Review curriculum after initial year's use

We have STEM specific projects built in throughout our new curriculum

Meadowbrook Elementary School- Waukesha

School or district provided learning

Science alternates with Social Studies instruction. This typically is about a 30-minute block each day. If a unit requires daily instruction for a prolonged period of time, we honor that.

Not to my knowledge

Re-developed or created a new scope and sequence

I implement what is shared with me. We have a Science representative from our building who is part of this work as a district.

We are in the midst of redeveloping one.

We do not have a STEM program at our school, but our district offers both an elementary and middle STEM school.

Yes- we have carts that are occasionally used by teachers for PBL projects.

Mahone Middle School, KUSD

School or district provided learning, Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, NSTA - National Science Teaching Association, Online or in-person courses from higher ed, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

I woul dlike our district to align itself with WSST and NSTA's philosphy on use of specific strategies that help us develop students to think like scientists in the classroom.

not in the district, but we have taken the curriculum purchased and developed the scope and sequence so we can scaffold the units based on development needs of our students and in preparation for the 8th grade expectations on the FORWARD.

HMH - Houghton Mifflin Harcourt

No, however, science should be starting their first year of the adoption cycle sometime this summer for the next school year (2022.23 school year).

Re-developed or created a new scope and sequence, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Determining levels of proficiency for standards being assess within in each unit of study. We focus heavily on the formal lab report (CER) with each grade level prioritizing the level of proficiency by scaffolding the CER process. By the time they exit 8th grade, our students are proficient or at the very least have a foundation of the scientific inquiry process and can justify their thinking through inquiry (formal lab process).

Yes, Educational outcome disparities are not the result of deficiencies in marginalized communities' cultures, mind sets, or grittiness, but rather of inequities. Equity initiatives focus, not on fixing marginalized people, but on fixing the conditions the marginalize people. - Paul Giorski - Equity in our district is about 1. Reducint the predictability of who succeeds and who fails. 2. Equity is interrupting reproductive practices that negatively impact vulnerable and marginalized students. 3. Equity is cultivating the unique gifts and talents of every student.

Ye, but unfortunately it is separate.

Yes, but it is not connected to science learning. It is housed in the library and does have many inquiry supported thinking.

(said they don't receive it)

Garland School Milwaukee Public Schools

School or district provided learning

In-person professional development.

HMH - Houghton Mifflin Harcourt

No, as we just began a new adoption this year.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units

Follow the new adoption while differentiating it for all learners.

Yes, we do and always have an equity initiative

Yes, we implement STEM into our science, math, technology, and art programs.

Yes, though we grade by rubrics.

School District of Monroe

School or district provided learning, Networking with building-level colleagues, CESA, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, Online or in-person courses from higher ed, DPI - Department of Public Instruction

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc., PLTW - Project Lead the Way

Not for a few years

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Delavan-Darien High School

School or district provided learning, Networking with building-level colleagues, CESA, Online communities (e.g. Facebook AP or subject groups), Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

No. We just adopted new curriculum for science materials.

Adopted new, standards-aligned curriculum materials, Revised assessments, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Incorporating Close Read strategy, along with John Hattie strategies of "Teacher Clarity" and "Classroom Discourse", while also implementing TPT's (Total Participation Techniques).

Continually review data in our PLC's to show we're impacting the growth of all students.

We strive to treat all students equitably, therefore requiring Biology as an entry point, followed by either Core-Chemistry or Chemistry, based on a students college/career pathway.

No, however, we do strive to meet the individual needs/desires/goals of all students, regardless of gender, race, etc...

Yes, but not connected necessarily to science/math. If a student desires to take a STEM course, they're openly invited, and they commit to that out of self-selection based on college/career interest.

Yes, it began as a stand-alone lab, but is now integrated into our business/science/CTE space.

Jefferson High School School District of Jefferson

School or district provided learning, Networking with building-level colleagues, Online communities (e.g. Facebook AP or subject groups), DPI - Department of Public Instruction

> 60 min every other day

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc., Biology- Storylines from Illinois Teachers

Yes- We are currenlty realigning our core curriculum courses and looking for gaps in our curriculum. We are also looking at Storylines that have been developed for Chemistry. In addition we are looking to add a new semester course in Zoology.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Revised assessments, Brought in more storylines where students make sense of phenomena over multiple units, Have students writing claim, evidence, reasoning explanations

We are in the 3rd year of implementing the Biology Storylines. We are looking to add Zoology and to implement some units of study next fall in Chemsitry involving Storylines.

School District of Jefferson

School or district provided learning, Networking with building-level colleagues, Online communities (e.g. Facebook AP or subject groups)

I like to be continually updated on best practices in teaching science and using the NGSS.

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc., ISTA Storylines in Biology

Our physical science and chem teachers are looking at different storylining curricula

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

Aligning all of our courses with NGSS.

Bio, Phys Sci, various 3rd year

Yes. It is connected to our tech ed department.

School District of Janesville

Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), DPI - Department of Public Instruction

3D implementation frameworks (adoption, professional learning, resource alignment, curriculum, SBG, instructional frameworks, etc.)

ES: supposed to be 30 min every other day but some do not get to it, MS/HS: ~42-48 minutes

at some levels fully implemented and others are re-working related to adoption cycles

mixed based on level and/or building and course

Currently using iScience and supplementing with Gizmos. We will implement openscied in 22-23

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc., PLTW - Project Lead the Way, AP, articulated, Glencoe, really a mixture across the board based on core and/or elective area

yes- general chemistry, Earth (earth/space integrated), A&P, K-5

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Revised assessments, Brought in more student sensemaking of phenomena, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards, depends on grade band K-5: none, MS: SEP integration and new adoption, HS: curriculum work and bio adoption

MS: implementation of Openscied followed by curriculum work; ES: eventual adoption, HS: curricular work around common asseessments and SBG, as well as resource adoption and alignment

mostly happens K5 if it does- we keep students in core

we have an equity statement and utilize equity practices

Yes in some schools, usage and purpose of space varies by building, teacher, etc.

yes, K-8 and are moving that way 9-12

Wisconsin Heights Middle School

School or district provided learning, Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association

Making inquiry based labs

Kind of mixed around. Middle school is more structured than the high school as for grade levels

Locally created lessons/units, Amplify, DiscoveryEd

Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Have students writing claim, evidence, reasoning explanations

Still working on implementing CER in building steps from 6th all the way to 12th grade, gradually releasing supports

no but there is a space for tech ed

Shabazz High School, Madison Metropolitan School District

School or district provided learning, Networking with building-level colleagues, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

I'd love to have space and time to shadow other schools/programs.

Locally created lessons/units

It would be nice to have access to them at least to utilize as useful.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Continue to work on sequencing classes and experiences within classes.

We try to give students a wide range of choices in courses that are high interest, so we have a high amount of choice.

WE do our best to support students on all levels and assess data as such.

Yes. Continue to support and assess how we address the needs of students of color in our buildings'.

Yes. Only math and science class. Not something explicitly STEM.

No. It would be great though to have the space.

Not yet. Slowly working on it.

Janesville School District

School or district provided learning, Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, DPI - Department of Public Instruction

Varies by level and building. 6-12 ~47 min and K-5 ~0-30 min 0-3 times per week

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc., PLTW - Project Lead the Way

Yes- in an adoption cycle

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Revised assessments, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Curriculum adoption and support for the instructional shifts

yes- both, varies by level/building

yes- both, varies by level/building

yes- K-8. Varies by level but gist is a DCI type standard and the rest reflect grouped SEPs/skills

Clinton Community School District

School or district provided learning, NSTA - National Science Teaching Association

No scope & sequence

Locally created lessons/units

Yes--new science class is being taught

Developed new standards-aligned units, Revised assessments, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Yes--honors students and non-honors students are placed in the same science course so that they are all provided the same learning opportunities.

Yes--there are three Pillars used throughout all science courses: data investigation, modeling, and communicating science ideas.

Union Grove Union High School District

Networking with building-level colleagues, CESA, Online communities (e.g. Facebook AP or subject groups), WSELA

3-D Assessment, How to help those who are reluctant to adjust from the "old way" of teaching

~83 minute block each day for 2 terms for most classes (AP Chem and AP Bio are 83 minute blocks each day for 4 terms)

The process is currently in progress.

Depends on the teacher

N/A: We are a 9-12 district

N/A: We are a 9-12 district

Locally created lessons/units, American Modeling Teachers Association (AMTA), PLTW - Project Lead the Way

No. We are fairly happen the skeletons of the AMTA materials, but we are always modifying to improve and fill "holes"

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Continue the development of updated Scope/Sequence and find development opportunities for those who are reluctant to adapt to the new changes

Next year we will be adding an Earth and Space Science option so that most students will go Bio --> Chem --> Physics or Earth and Space

Not that I am aware of

Yes, but it is largely separate. We, the Science Department, have been pushing for stronger ties, but it does not seem to be a high priority item.

No, but the engineering teacher has been working hard on securing fund for this type of space.

New Glarus School District

School or district provided learning, Networking with building-level colleagues, DPI - Department of Public Instruction

PLTW - Project Lead the Way - Gateway

Locally created lessons/units

Yes. We are waiting to see some reviews on EdReports for high quality high school curriculum.

Developed new standards-aligned units, Revised assessments

Implement a high quality curriculum at the middle and high school level

We have eliminated any lower tracks that would take students out of our expected courses.

Yes- closing gaps with our most underrepresented populations.

Not formally, but several departments do.

O'Keeffe MS, MMSD

School or district provided learning, Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, NSTA - National Science Teaching Association

None. I'd like the district to honor science more and give us more time and latitude for integrated science learning.

Locally created lessons/units

Not that I know of. We recently adopted Amplify. It's not popular with teachers in my building.

Adopted new, standards-aligned curriculum materials

In my first year of Amplify, I'm focusing on getting the gist of the phenomena and story lines.

I think the HS does. I've been discouraged from using my Advanced Math space as a STEM space. I don't know why.

Yes. Separate from science, but available to us if we can make the time.

Yes. Categories are the unit names from Amplify.

Washington Caldwell School District

School or district provided learning, CESA, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), DPI - Department of Public Instruction

NSTA and WSST PD for all staff focusing on science and STEAM philosophy and application integration.

35 - 45 min every other day

Locally created lessons/units, PLTW - Project Lead the Way - Launch

Locally created lessons/units, PLTW - Project Lead the Way - Gateway

Yes, we are beginning to identify and align our science curriculum, resources and practices.

Adopted new, standards-aligned curriculum materials, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

Continue to identify needs, resources and create consistent and clear expectations for science instruction. We are developing a strategic plan to embed STEAM into our daily work across the content areas.

yes, to provide resources to support all students.

no- we are in the process of defining and identifying needs to build a strong platform for STEAM as a focus of our work.

yes, being developed. It is somewhat connected.

Williams Bay School District

Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, Online or in-person courses from higher ed, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

> 60 min every other day

Locally created lessons/units, HMH

Locally created lessons/units, HMH - Houghton Mifflin Harcourt

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

Revising our assessments and rubrics based upon performance expectations

We do not have a formal equity initiative as it relates to science instruction.

Connected to science learning. We are working towards implementing a complete STEM program with the inclusion of a menu of engineering elective options.

Yes, it is formally connected to both science learning and the technology department.

Not formally. We are working towards curriculum alignment that incorporates standards-based grading at the moment.

FJ Turner High School, School District of Beloit Turner

School or district provided learning, Networking with building-level colleagues, CESA, Online communities (e.g. Facebook AP or subject groups), Individual Contracts

Rigor and Alignment of Assessments to the standards

> 60 min every other day

Locally created lessons/units

Re-developed or created a new scope and sequence, Developed new standards-aligned units, Revised assessments

Bio, Broadfield, Chem (as alternative to Bio-Chem)

We have de-tracked all our course sequences. The "regular" pathway has the same rigor expectations as the "alternative" pathway. Passion drives the decisions, not performance.

Equity is a constant lens, though no formal identified "initiative"

Yes, available to whole building. Primarily used by STEM

Yes
https://turnerschools.org/academics/curriculum_and_assessment/standards_based_grading

Oregon High School

Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), ChemEd and AACT Webinars

I honestly have no time for more professional learning this year

Locally created lessons/units, American Modeling Teachers Association (AMTA), PLTW - Project Lead the Way

We are always adding new ideas to our locally created lessons. We have adopted NGSS

Re-developed or created a new scope and sequence, Developed new standards-aligned units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, I am only aware of work done at the high school level

Adding more 3-D assessments

We do not have a course called physical science. Freshmen who are not ready for biology take Environmental Science, Applied Physics, and/or Earth and Space Science. All are one semester stand alone courses.

We have a focus on equity and I can't describe it

We have a STEM course at the middle school level

Yes. At the high school it is connected to and used by our Technology Education department, but is near science.

Union Grove Union High School

School or district provided learning, Networking with building-level colleagues

I need to pro-actively search out other options listed above. I know that NSTA, AAPT have good resources. I just need to use them.

Locally created lessons/units, American Modeling Teachers Association (AMTA), PLTW - Project Lead the Way

Not at this time - the above materials are well-structured.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Revised assessments, Brought in more student sensemaking of phenomena

Reviewing alignment

DeForest Area High School, DeForest Area Schools

School or district provided learning, Online communities (e.g. Facebook AP or subject groups)

differentiated instruction in higher level classes, like Physics

> 60 min every other day

Locally created lessons/units

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc., American Modeling Teachers Association (AMTA), PLTW - Project Lead the Way

no, I think we are generally happy with what we have and are doing, and are seeing positive student interest and performance growth.

Re-developed or created a new scope and sequence, Developed new standards-aligned units, Revised assessments, Brought in more storylines where students make sense of phenomena over multiple units, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

We are eliminating Physical Science as our 9th grade course, and moving all 9th graders to taking Biology. This will mean that Chemistry moves down to a largely 10th grade class, and Physics to 11th. These changes will require revising the curriculum in all three course to meet those students at their level, and to differentiate to wider range of student needs.

No systematic process exists, but the change to 9th grade Biology is in part to equalize access to biology as the 9th grade course. In the past, parents 'in the know' would agitate that their kid should be allowed to skip Physical Science and take Biology, and there was really nothing we could do to stop it. We have tried in the past few years to seek out 8th graders who are academically advanced, and suggest that they take Biology, but that pool is still underrepresenting non-white student populations.
The Science Dept. is starting to collect data on under-represented groups in the upper level courses, to see if any changes we make impact student enrollment in those classes.

yes, the district has a strong commitment to Equity, but I don't think there is a clear set of actions to improve educational equity in the high school.

no, because while we have the tools and materials, the district is not willing to pay staff to supervise a maker space in after school hours, and no staff are interested in doing so voluntarily.

Yes, sort of. We are all supposed to be using standards-based grading, but each course is allowed to determine what that looks like, so some courses are much more standards-based in the grading than others.

Oregon High School

School or district provided learning, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, WSELA

Locally created lessons/units, FOSS

Locally created lessons/units

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

We purposely do not have a standard pathway to allow students to make their own path

We are trying to encourage kids to have at least one course in each strand of the NGSS (Earth/Space, Physical, Life) but the district isn't ready to mandate that.

I know we are currently working on our equity initiative, but I don't know that we have anything formal yet.

Separate...it's part of tech ed.

Not yet...definitely coming though

Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers

Locally created lessons/units, PLTW - Project Lead the Way

Developed new standards-aligned units

School District of Beloit

WSST - Wisconsin Society of Science Teachers, NSTA - National Science Teaching Association, Online or in-person courses from higher ed, DPI - Department of Public Instruction

I would like to see more on instructional leaders leading the change in their districts.

Amplify, Mystery Science, HMH Science Dimensions

Locally created lessons/units

Need to find more NGSS aligned materials for the high school level.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Have students writing claim, evidence, reasoning explanations

Getting high a school to have units more aligned to NGSS and then looking at redoing the K-3 program

This is a current focus. Very few students of color take AP and honors and a 4th science class.

Yea. We are working on providing all students with a solid science foundation. We are keeping our eye on the data to ensure what we are doing is working for all of our students.

We are in the process of connecting the various programs to make one STEM vision.

In the elementary schools it is part of the library. We also have a small maker space at our alternative school.

Yes for K-5. The standards are based on the practices. I hope this link works, otherwise, email me and I will directly share it with you. https://docs.google.com/spreadsheets/d/1Fg8RfnlMpmgf9V2gepa8cpEdFhHFVip9huVj4IdmJM8/copy

Monroe High School

WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), Online or in-person courses from higher ed, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

I do appreciate a good summer workshop

We are getting there, but not there yet.

Locally created lessons/units, FOSS

Locally created lessons/units

Locally created lessons/units

Developed new standards-aligned units, Revised assessments, Developed rubrics based on the standards

complete writing essential questions and learning targets

bio and chem can be taken concurrently.

yes, separate. PLTW

no (but working toward it)

School District of Milton

School or district provided learning, Networking with building-level colleagues, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

HMH - Houghton Mifflin Harcourt

PLTW - Project Lead the Way

Re-developed or created a new scope and sequence, Developed new standards-aligned units, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

working on it this year

Delavan-Darien School District

School or district provided learning, Networking with building-level colleagues, DPI - Department of Public Instruction

understanding different science curricula - what other districts are using? What is the most impactful?

HMH Science Dimensions

Yes, we are in our last year with IQWST

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

Science/social studies instructional coach is leading this process, so not sure what is coming next

No - but we need to move forward with that

Watertown High school

School or district provided learning, Networking with building-level colleagues, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, Online or in-person courses from higher ed, DPI - Department of Public Instruction

For our school - yes - for the district - no

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc., PLTW - Project Lead the Way

Most likely AP Physics textbooks.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

WICOR and AVID strategies for literacy

We have guidance counselors help during the registration process, we also meet with students individually as needed, we talk about the courses in all of our science classes, and we get a list of students who have registered for each course to ensure they are taking the right courses for what they need/want.

Yes - yes it is connected to science learning.

The high school does not but our Endeavor Charter School does (a separate school entity than the high school).

School or district provided learning, WSST - Wisconsin Society of Science Teachers, NSTA - National Science Teaching Association, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), DPI - Department of Public Instruction

no for k-8, yes for some specific HS courses

Adopted new, standards-aligned curriculum materials, Revised assessments, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

yes, but we are re-doing our website and I can't find the specific verbiage the district uses.

some schools have a specific STEM class students can choose to enroll in. It depends on the school on if it is connected to science learning or if it is more of a maker space.

Yes-ish. We are standards based as in teachers are grading based on selected focus DCIs but we do not have a good rubric. All entered grades then get boiled down into one letter grade for Science.

Yorkville Elementary

WSST - Wisconsin Society of Science Teachers

HMH Science Dimensions

HMH - Houghton Mifflin Harcourt

Adopted new, standards-aligned curriculum materials, Brought in more student sensemaking of phenomena, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

BASD - Burlington

Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc.

no. Show me the money

we will be next year. Terrible concept.

St John's Lutheran School

School or district provided learning, Online or in-person courses from higher ed

Locally created lessons/units, PLTW - Project Lead the Way - Launch, McGraw-Hill

Locally created lessons/units, PLTW - Project Lead the Way - Gateway, McGraw-Hill

WSST - Wisconsin Society of Science Teachers, NSTA - National Science Teaching Association, Online or in-person courses from higher ed, Amplify Science/Lawrence Hall of Science

Adopted new, standards-aligned curriculum materials, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

yes - The office of Equity and Engagement actively uses universal and targeted strategies aimed to disrupt societal and historical inequities and eliminate disparities based on race and socioeconomic status so that our entire learning community, including all staff and all students, benefit and thrive.

Beloit Memorial High School/ School District of Beloit

School or district provided learning, Networking with building-level colleagues, CESA, NSTA - National Science Teaching Association, Online or in-person courses from higher ed, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

We are in the process of evaluating and revising our K-12 science articulation.

Mystery Science, K-3 is Mystery Science, 4-5 is Amplify

Locally created lessons/units

Yes, looking to move to Project Based Learning for 9th grade Physical Science

Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards, We use the NGSS.

All classes are open to all students. We do not have pre-requisite grade requirements. We very much focus on eliminating barriers for students.

Yes. Again, there is no tracking. We encourage all students to go as far as they can in the levels of science.

Yes - PLTW Engineering, provided by the Tech Ed. Dept.

Not yet, but we are moving in that direction.

School District of Belleville

School or district provided learning, Networking with building-level colleagues, PLTW

More opportunities to explore science resources at reasonable costs

We know which units are taught in each grade level in PLTW but we know these units don't cover all science standards.

PLTW - Project Lead the Way - Launch

PLTW - Project Lead the Way - Gateway

Yes- looking for science materials in grades 5-6 to supplement

Developed new standards-aligned units, Support more student talk/dialogue

Need to revisit with our ELA review as we take an integrated approach

I'm only at the elementary level

One of our district core values- not a true initiative

Yes- connected with PLTW and high school STEAM courses

High school yes- elementary school- no

Lakewood School/Twin Lakes District #4

Current best practices

30 min or less every other day

Fusion Houghton Mifflin Harcourt

Locally created lessons/units, Fusion Houghton Mifflin Harcourt

Yes. The teachers say the current materials are not engaging. We would also like to add PLTW back in.

I am just starting in this role. We need to create a scope and sequence and review materials.

I am not sure yet because there are issues with the reading materials and social studies materials as well.

Darien Elementary, Delavan-Darien School District

School or district provided learning, Networking with building-level colleagues, CESA

Not sure at this time

HMH Science Dimensions

No-just purchased within the last 2 years.

Adopted new, standards-aligned curriculum materials, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

Discussions around asseessment

Yes (Science 3 (Overall Grade)
Science Process
Observes, asks questions, collects data
Applies scientific process
Science Content
Discusses scientific ideas
Demonstrates an understanding of scientific content and
concepts

Douglas Elementary - Watertown Unified School District

School or district provided learning, Networking with building-level colleagues, Videos found online about standards, Using online platforms - mystery science, generation genius

Clarification for my elementary teachers on the science standards, units for their grade level, and how to assess student learning —- specifically showing an “old” science test as compared to a new assessment for the current standards would be great.

30 min or less every other day

We have the units mapped out for each grade level, not specific targets

Mystery Science, Generation Genius

Yes! We have mystery science and generation genius, and want to make sure we are on the right track. We have not explored other resources.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units

I think our teachers would benefit from working with someone on assessments and understanding the targets/standards. Also, strategies for engaging students in science would be great.

No - our media specialists do integrate stem into their classes

Yes - reading, writing, math, science, social studies, music, PE, art —- though we do not have specific science standards on our report card

Reek Elementary Linn J6

School or district provided learning, NGSS website

We are about to adopt a new curriculum - so there will be.

Amplify, FOSS, We currently use dated Foss resources. We will soon have Amplify

Amplify, We currently use dated Foss resources. We will soon have Amplify

Yes, we enjoy a variety of options for reaching kids!

Adopted new, standards-aligned curriculum materials, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

All of middle school will be switching to Amplify Science in the coming weeks.

Yes - it is a separate class for all students - every day for a quarter of the year.

yes - (A= 90%-100%) (B=80%-89%) (C=70%-79%) (D=60%-69%) (F= <59%)

Marshall Public Schools

School or district provided learning, Networking with building-level colleagues, CESA

> 60 min every other day

Locally created lessons/units

Locally created lessons/units

yes, we are in the process of prioritizing content standards, creating unit plans and a scope and sequence.

Have students writing claim, evidence, reasoning explanations

Prioritizing standards, creating unit plans and creating a k-12 scope and sequence

Science 9 (integrated year long course), Human Biology (1 sem) required for all various other options to meet requirements

yes -working on foundational instruction using GRR framework so all students are brought into CL and guided instruction is occurring.

Preschool of the Arts

School or district provided learning, Online communities (e.g. Facebook AP or subject groups), Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), Felllow teachers at the school

How to implement inquiry based science in the classroom.

We typically touch on nature based science each day, even though it isn't scheduled into our curriculum.

Locally created lessons/units

Not exactly. We are always open to new ideas and materials, but we aren't actively searching at this time.

Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Exploring science tops that are relevant to the lives of our students.

We have a school-wide group called the Diversity, Equity and Inclusion Committee

Yes. It is inclusive of our science expiration.

Hickory Hill Academy

School or district provided learning

I would love information on any science & STEM specific trainings available online or in my area in Dane county.

We get 45 minutes for 3 days a week for science and 45 for one day per week for STEM for each classroom..

Yes, but I have a lot of freedom to add to the curriculum and create my own as well.

I am the lead and I do follow it and also add to it as our students are somewhat advanced in science and nature studies.

Locally created lessons/units, TCI - Bringing Science Alive

Looking for support materials but not a whole curriculum.

Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Brought in more student sensemaking of phenomena, Brought in more storylines where students make sense of phenomena over multiple units, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

We have a curriculum that is aligned with NGSS but we also have our own private school standards (that are very similar to NGSS).

Yes, we began it this year but I am creating it as I go and utilizing online curriculum resources from various sources. It is directly connected to our science classes that I teach and often it ties into the curriculum lesson we are in.

We have a maker space for summer and are creating one for our new school that will be built in a year or two. We do have a science school bus that has heat and air conditioning that we can utilize for a nature oriented learning space.

We discuss standards goals with parents, but there are not specific grades.

Saint Maria Goretti Catholic School, Diocese of Madison

Wer aren't really... beyond curriculum support from a publisher upon adopting a new curriculum.

Job-embedded; Planning Instruction (What do I want students to know / be able to do? How will I know they've learned it? What will I do if they've already learned it? What will I do if they haven't learned it yet?).

< 30min. 3-4x/week in elementary; approx. 50min/day 4x/week in Middle School

We don't go beyond Grade 8

We will be renewing Science curriculum within the next 2-3 years.

Adopted new, standards-aligned curriculum materials

Curriculum mapping; PLC planning and response to student learning (RtI)

N/A as we don't go beyond Grade 8

No, we are a Catholic school that acknowledges that every student being created in God's Image and Likeness. We want every child to know 1) Why they were created. 2) What their purpose in life is. 3) What is their ultimate destiny.

Monroe Middle School - Monroe School District

School or district provided learning, Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups)

Locally created lessons/units

Not currently - we have worked hard to develop our scope and sequence and are happy with the rigor and variety of our curriculum.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Revised assessments, Support more student talk/dialogue, Have students writing claim, evidence, reasoning explanations

Yes - maker space. It is separate from science learning.

No, but our department aligns each formative to one standard so we can easily determine if a student is meeting or exceeding proficiency.

UW Madison, Create 4 STEM

Online or in-person courses from higher ed, DPI - Department of Public Instruction

I would like more connection between local scientists. the work they are doing on the ground, and educational communities. In my view, there needs to be a stronger network between the science world, social action groups, and educators and schools.

I think curriculum has taken the place of.developing that in schools. If the curriulum has a clear scope and sequence then the schools / districts don't worry about it. That is my sense any way.

Science in elementary is still a black box for a lot of teachers I speak with. They still don't feel personally connected to the science, or personally intrigued by the challenge of teaching it.

Madison Metropolitan School District

School or district provided learning, Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups), NSTA - National Science Teaching Association, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups), DPI - Department of Public Instruction

30 min or less every other day

No. In transition to new materials: Amplify

Adopted new, standards-aligned curriculum materials

Continue K-5 implementation of new science resource, Amplify, and support connections to literacy.

Yes. Black Excellence: the learning and experience of students in our black community will be uplifted.

Some schools do, but no district support.

Monona Grove School District; MG21

WSST - Wisconsin Society of Science Teachers, Online communities (e.g. Facebook AP or subject groups)

More opportunities to work with science teachers who specialize in HS project-based learning.

> 60 min every other day

Locally created lessons/units, Open Education Resources (OER) such as iHub, HHMI, etc., American Modeling Teachers Association (AMTA)

Always - we are very small (70 students from 6-12), so all classes are created/taught by a small number of teachers. We integrate content whenever possible, and are focused on project-based learning.

Re-developed or created a new scope and sequence, Developed new standards-aligned units, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Continue to create a Scope and Sequence aligned with NGSS.

3-4 elective science projects each year - one bio, one chem, one physics, one earth

Yes - MG uses ICS

Yes - still under development

Networking meetings

It varies by grade level, about 60 minutes per week isolated science K-4 (integrated topics in ELA)and 50 per day 5-8

Amplify, Mystery Science, FOSS

Amplify, FOSS, APEX

YES! Looking at Amplify STEM for 6-8

Adopted new, standards-aligned curriculum materials

More rigorous materials

Yes, related to achievement

Makerspace/STEM lab in LMT

Mt Horeb School District

School or district provided learning, Online communities (e.g. Facebook AP or subject groups)

30 min or less every other day

No, we have been very happy with Mystery Science.

Re-developed or created a new scope and sequence, Adopted new, standards-aligned curriculum materials, Developed new standards-aligned units, Revised assessments, Brought in more student sensemaking of phenomena, Support more student talk/dialogue

We are currently working on revising assessments and units.

Yes, we have an equity team.

No, we do have Genius Hour and outside STEM programs.

No, but working towards it.

35 - 40 min, 3 times per week

Locally created lessons/units, Mystery Science, Former Pearson Resources

No. It is not in the curriculum review cycle

Developed new standards-aligned units

To make sure we are covering the grade level standards with the units we have developed.

Yes. Our district goal is to reduce disparities in social-emotional and academic outcomes for students of color, students with disabilities, linguistically diverse students, and economically disadvantaged students, to the point where outcomes reflect our District’s demographic characteristics.

Yes.It is seperate.

Yes. It is separate.

Yes. Right now we are reporting on Science ELOs (Essential Learning Outcomes) (adapted from the NGSS Scientific and Engineering Practices)
1. Asking questions, then planning and carrying out investigations
2. Developing and using models
3. Analyzing and interpreting data/ computational thinking
4. Engaging in argument from evidence/ Constructing explanations
5. Obtaining, evaluating, and communicating information

Madison Country Day School

School or district provided learning, Networking with building-level colleagues, WSST - Wisconsin Society of Science Teachers, NSTA - National Science Teaching Association, Workshops or meetings from other non-profit partners (e.g. nature centers, community groups)

Locally created lessons/units

Locally created lessons/units

Locally created lessons/units

Yes, in some areas. We are working on aligning our curriculum with the IB requirements for primary years (PK-4) and middle years (5-10).

Re-developed or created a new scope and sequence, Have students writing claim, evidence, reasoning explanations, Developed rubrics based on the standards

Mapping the NGSS onto the IB requirements.

Integrated Science (bio/chem/physics) for 9th & 10th grade. Then they choose at least one from Bio, Chem, Physics, Environmental Science to take for 2 years in 11/12.

Everyone takes the same science in 9/10

yes, but I'm not entirely clear on the details.

Yes, lower school has a STEAM class that is a collaboration between science & art. We are currently looking to hire a new teacher for MS who will teach a Design class in the Makerspace, separate from science.

Yes, see above. The makerspace supports science classes at all levels.

For middle years (5-10): https://drive.google.com/file/d/1-3NXIzsfJQB-qV3sOa3CPPAGydlR9ODS/view?usp=sharing