NYKids Middle School Science Survey

Dear Visitors,

Based on the findings of our middle school science study, we developed this survey as a tool for school- and district-based educators to take the pulse of their own organizations in terms of the 5 key elements of What Works in Middle School Science.

For more about each element, see the full report (available as a PDF) on the NYKids Website. Please copy and paste the following URL into your Web browser:

http://www.albany.edu/nykids/files/MiddleSchool_Science_FullReport.pdf

And we invite you to use this survey with colleagues in your own setting.

Note that absolute confidentiality cannot be guaranteed due to the limited protections of Internet access. As you will see in this brief survey, no questions as to your name or other identifiable personal information is required.

By continuing with this survey, you agree to waive providing your documented signed informed consent.

Thank you for your responses.
Sincerely,
The NYKids Team

Please indicate how well you think your school or district is addressing the following:

[Not at all well; somewhat well; well; very well]

* Element: Fairness and Fun

  Not at all well Somewhat well Well Very Well
(1) We have moved away from tracking and have heterogeneous grouping. For example, we opened Earth Science Regents to all eighth-grade students interested in taking it.
(3) We can keep science fun because we are offered support for cooperative work (e.g. curriculum mapping, assessment review).
(2) My colleagues and I share a sense of ownership for student success and engagement in science from K-12, not just in the middle school.

* Element: Focus

  Not at all well Somewhat well Well Very Well
(3) We have processes in place (e.g., use of benchmark tests) to regularly assess whether we are meeting our goals for achievement and to set new goals.
(1) District professional development offerings focus on what is shown in the data to have the greatest impact on student performance. Sometimes these offerings are specific to science instruction.
(4) A variety of classroom instructional techniques are encouraged.
(2) Interventions, adjustments in schedules, use of TAs, and assignment of special education and ESL teachers are flexible and informed by what is likely to have the greatest impact on student performance based on a variety of data.

* Element: Foundations

  Not at all well Somewhat well Well Very Well
(2) Differentiated instruction is expected and supported; we see assignment of a student to AIS as a failure of the school -- not of the student.
(4) We continually revisit and revise curriculum based on a data feedback loop across K-12.
(3) Inclusion or “integrated” classrooms for special education are well established or well on the way; our ESL is either “push-in” or “sheltered”.
(1) Delving deep into content is facilitated by continual review of student performance to inform the scope, sequence, and instructional approach.

* Element: Fluency

  Not at all well Somewhat well Well Very Well
(3) Our science curriculum map includes interdisciplinary connections.
(2) My colleagues and I view science as a naturally motivating subject for middle schoolers and use it to develop linguistic and mathematical literacies.
(1) We have purposefully and consistently integrated literacy in science and have made interdisciplinary connections throughout K-8.

* Element: Fit

  Not at all well Somewhat well Well Very Well
(2) We have a well-established professional learning community; our school and district philosophy, culture, and instructional focus are clear and supported.
(3) The district provides inservice, interdisciplinary collaboration, and well-articulated curriculum support for newer teachers and those with little science teaching background.
(1) We seek out and hire science teachers who want to work with middle school kids.

* Please provide your:

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