Seattle Public Schools 9-12 Science Needs Assessment Survey For Staff Members

In September 2018, Seattle Public Schools initiated an adoption process for instructional materials to support science in grades 9 through 12. To help inform the work of the Adoption Committee, SPS families and
teachers are invited to complete this Needs Assessment Survey to share what is important in science instruction. This survey will be vital to ensuring that all stakeholders have a voice in the adoption process.

The Committee thanks you for your time and consideration.

Estimated completion time: 10-15 minutes

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* 1. School / Site Name / Department:

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* 2. What is your job title?

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* 3. What is your current instructional area?

Gen. Ed.

Sp. Ed.

ELL

HCC/APP

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* 4. If you teach within a specific discipline, please check all that apply.

Biology

Chemistry

Physics

Earth/Space Science

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* 5. How many years have you worked in education?

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* 6. How many years have you worked in Seattle Public Schools?

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* 7. If you are a teacher, what grade(s) / level(s) do you teach?

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* 8. If you are a teacher, what is your endorsement area?

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* 9. Do you have children that attend Seattle Public Schools? If so, please provide information below.

School

Grade Level

Program

School

Grade Level

Program

School

Grade Level

Program

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* 10. How familiar are you with the Washington State Science Learning Standards (WSSLS), adopted from the Next Generation Science Standards?

Very familiar

Somewhat familiar

I have heard of them, but not familiar

Have not heard of them

Eager to learn about the new standards

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* 11. Please select the best choice for each of the following statements.

	Strongly Agree	Agree	Neither Agree nor Disagree	Disagree	Strongly Disagree
I believe that science is a core subject to which all students should have access.	I believe that science is a core subject to which all students should have access. Strongly Agree	I believe that science is a core subject to which all students should have access. Agree	I believe that science is a core subject to which all students should have access. Neither Agree nor Disagree	I believe that science is a core subject to which all students should have access. Disagree	I believe that science is a core subject to which all students should have access. Strongly Disagree
My school values time spent on science instruction.	My school values time spent on science instruction. Strongly Agree	My school values time spent on science instruction. Agree	My school values time spent on science instruction. Neither Agree nor Disagree	My school values time spent on science instruction. Disagree	My school values time spent on science instruction. Strongly Disagree
I am eager to teach science curriculum that is aligned with the new state science standards.	I am eager to teach science curriculum that is aligned with the new state science standards. Strongly Agree	I am eager to teach science curriculum that is aligned with the new state science standards. Agree	I am eager to teach science curriculum that is aligned with the new state science standards. Neither Agree nor Disagree	I am eager to teach science curriculum that is aligned with the new state science standards. Disagree	I am eager to teach science curriculum that is aligned with the new state science standards. Strongly Disagree
Engineering should be regularly integrated with science instruction.	Engineering should be regularly integrated with science instruction. Strongly Agree	Engineering should be regularly integrated with science instruction. Agree	Engineering should be regularly integrated with science instruction. Neither Agree nor Disagree	Engineering should be regularly integrated with science instruction. Disagree	Engineering should be regularly integrated with science instruction. Strongly Disagree
Science instructional materials should integrate ELA and math standards and skills.	Science instructional materials should integrate ELA and math standards and skills. Strongly Agree	Science instructional materials should integrate ELA and math standards and skills. Agree	Science instructional materials should integrate ELA and math standards and skills. Neither Agree nor Disagree	Science instructional materials should integrate ELA and math standards and skills. Disagree	Science instructional materials should integrate ELA and math standards and skills. Strongly Disagree
I believe that all students should receive three full years of science in high school.	I believe that all students should receive three full years of science in high school. Strongly Agree	I believe that all students should receive three full years of science in high school. Agree	I believe that all students should receive three full years of science in high school. Neither Agree nor Disagree	I believe that all students should receive three full years of science in high school. Disagree	I believe that all students should receive three full years of science in high school. Strongly Disagree

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* 12. How important is each of the following to the goal of providing equitable access to science for all students?

	Essential	Very Important	Somewhat Important	Not Important
Instructional materials and resources to connect science learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate.	Instructional materials and resources to connect science learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate. Essential	Instructional materials and resources to connect science learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate. Very Important	Instructional materials and resources to connect science learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate. Somewhat Important	Instructional materials and resources to connect science learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate. Not Important
Sense-making opportunities embedded into the lesson plans.	Sense-making opportunities embedded into the lesson plans. Essential	Sense-making opportunities embedded into the lesson plans. Very Important	Sense-making opportunities embedded into the lesson plans. Somewhat Important	Sense-making opportunities embedded into the lesson plans. Not Important
Affording students multiple methods to show what they know or can do in science.	Affording students multiple methods to show what they know or can do in science. Essential	Affording students multiple methods to show what they know or can do in science. Very Important	Affording students multiple methods to show what they know or can do in science. Somewhat Important	Affording students multiple methods to show what they know or can do in science. Not Important
Instructional materials that discuss trends and research in science and inform students about career pathways in science and engineering.	Instructional materials that discuss trends and research in science and inform students about career pathways in science and engineering. Essential	Instructional materials that discuss trends and research in science and inform students about career pathways in science and engineering. Very Important	Instructional materials that discuss trends and research in science and inform students about career pathways in science and engineering. Somewhat Important	Instructional materials that discuss trends and research in science and inform students about career pathways in science and engineering. Not Important
Instructional materials that are free of bias, stereotypes, and historical marginalization.	Instructional materials that are free of bias, stereotypes, and historical marginalization. Essential	Instructional materials that are free of bias, stereotypes, and historical marginalization. Very Important	Instructional materials that are free of bias, stereotypes, and historical marginalization. Somewhat Important	Instructional materials that are free of bias, stereotypes, and historical marginalization. Not Important
Instructional materials that include important contributions to society by different demographic groups in science and engineering.	Instructional materials that include important contributions to society by different demographic groups in science and engineering. Essential	Instructional materials that include important contributions to society by different demographic groups in science and engineering. Very Important	Instructional materials that include important contributions to society by different demographic groups in science and engineering. Somewhat Important	Instructional materials that include important contributions to society by different demographic groups in science and engineering. Not Important
Opportunities for students to revise their thinking.	Opportunities for students to revise their thinking. Essential	Opportunities for students to revise their thinking. Very Important	Opportunities for students to revise their thinking. Somewhat Important	Opportunities for students to revise their thinking. Not Important
Resources for differentiation embedded into the instructional materials to support all students.	Resources for differentiation embedded into the instructional materials to support all students. Essential	Resources for differentiation embedded into the instructional materials to support all students. Very Important	Resources for differentiation embedded into the instructional materials to support all students. Somewhat Important	Resources for differentiation embedded into the instructional materials to support all students. Not Important
All students have access to the same science instructional materials, no matter which school in the district they attend.	All students have access to the same science instructional materials, no matter which school in the district they attend. Essential	All students have access to the same science instructional materials, no matter which school in the district they attend. Very Important	All students have access to the same science instructional materials, no matter which school in the district they attend. Somewhat Important	All students have access to the same science instructional materials, no matter which school in the district they attend. Not Important

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* 13. How important is each of the following to the goal of providing instructional activities in science?

	Essential	Very Important	Somewhat Important	Not Important
Students explain real-world science events and solve authentic engineering design problems.	Students explain real-world science events and solve authentic engineering design problems. Essential	Students explain real-world science events and solve authentic engineering design problems. Very Important	Students explain real-world science events and solve authentic engineering design problems. Somewhat Important	Students explain real-world science events and solve authentic engineering design problems. Not Important
Students make sense of complex science ideas by discussing their ideas with their peers.	Students make sense of complex science ideas by discussing their ideas with their peers. Essential	Students make sense of complex science ideas by discussing their ideas with their peers. Very Important	Students make sense of complex science ideas by discussing their ideas with their peers. Somewhat Important	Students make sense of complex science ideas by discussing their ideas with their peers. Not Important
Students engage in reading and writing to gather evidence or to support a claim with evidence.	Students engage in reading and writing to gather evidence or to support a claim with evidence. Essential	Students engage in reading and writing to gather evidence or to support a claim with evidence. Very Important	Students engage in reading and writing to gather evidence or to support a claim with evidence. Somewhat Important	Students engage in reading and writing to gather evidence or to support a claim with evidence. Not Important
Students have opportunities to use computational thinking skills.	Students have opportunities to use computational thinking skills. Essential	Students have opportunities to use computational thinking skills. Very Important	Students have opportunities to use computational thinking skills. Somewhat Important	Students have opportunities to use computational thinking skills. Not Important

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* 14. How important is each of the following to the goal of providing science instructional materials in the classroom?

	Essential	Very Important	Somewhat Important	Not Important
Instructional units that are framed in authentic and current science questions and engineering problems.	Instructional units that are framed in authentic and current science questions and engineering problems. Essential	Instructional units that are framed in authentic and current science questions and engineering problems. Very Important	Instructional units that are framed in authentic and current science questions and engineering problems. Somewhat Important	Instructional units that are framed in authentic and current science questions and engineering problems. Not Important
Science concepts are presented in multiple ways (e.g., video clips, readings, computer simulations, labs, etc.).	Science concepts are presented in multiple ways (e.g., video clips, readings, computer simulations, labs, etc.). Essential	Science concepts are presented in multiple ways (e.g., video clips, readings, computer simulations, labs, etc.). Very Important	Science concepts are presented in multiple ways (e.g., video clips, readings, computer simulations, labs, etc.). Somewhat Important	Science concepts are presented in multiple ways (e.g., video clips, readings, computer simulations, labs, etc.). Not Important
Instructional materials provide access to online resources from home.	Instructional materials provide access to online resources from home. Essential	Instructional materials provide access to online resources from home. Very Important	Instructional materials provide access to online resources from home. Somewhat Important	Instructional materials provide access to online resources from home. Not Important
Instructional materials that offer options for science homework.	Instructional materials that offer options for science homework. Essential	Instructional materials that offer options for science homework. Very Important	Instructional materials that offer options for science homework. Somewhat Important	Instructional materials that offer options for science homework. Not Important

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* 15. How important is each of the following to the goal of providing assessments in science?

	Essential	Very Important	Somewhat Important	Not Important
Assessments built into the lessons that are easily scored to provide timely student feedback.	Assessments built into the lessons that are easily scored to provide timely student feedback. Essential	Assessments built into the lessons that are easily scored to provide timely student feedback. Very Important	Assessments built into the lessons that are easily scored to provide timely student feedback. Somewhat Important	Assessments built into the lessons that are easily scored to provide timely student feedback. Not Important
Multiple types of assessments are available to monitor student growth (e.g., formative, summative, self, peer-to-peer, performance, etc.).	Multiple types of assessments are available to monitor student growth (e.g., formative, summative, self, peer-to-peer, performance, etc.). Essential	Multiple types of assessments are available to monitor student growth (e.g., formative, summative, self, peer-to-peer, performance, etc.). Very Important	Multiple types of assessments are available to monitor student growth (e.g., formative, summative, self, peer-to-peer, performance, etc.). Somewhat Important	Multiple types of assessments are available to monitor student growth (e.g., formative, summative, self, peer-to-peer, performance, etc.). Not Important
Assessments that measure student performance that are aligned with the WA State Science and Learning Standards.	Assessments that measure student performance that are aligned with the WA State Science and Learning Standards. Essential	Assessments that measure student performance that are aligned with the WA State Science and Learning Standards. Very Important	Assessments that measure student performance that are aligned with the WA State Science and Learning Standards. Somewhat Important	Assessments that measure student performance that are aligned with the WA State Science and Learning Standards. Not Important

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* 16. How important is each of the following to the goal of providing teacher supports in implementing science instruction?

	Essential	Very Important	Somewhat Important	Not Important
Ongoing professional learning that supports teachers in shifting their practice to align with the WA State Science and Learning Standards.	Ongoing professional learning that supports teachers in shifting their practice to align with the WA State Science and Learning Standards. Essential	Ongoing professional learning that supports teachers in shifting their practice to align with the WA State Science and Learning Standards. Very Important	Ongoing professional learning that supports teachers in shifting their practice to align with the WA State Science and Learning Standards. Somewhat Important	Ongoing professional learning that supports teachers in shifting their practice to align with the WA State Science and Learning Standards. Not Important
Ongoing professional development that focuses on deepens teachers’ science content knowledge.	Ongoing professional development that focuses on deepens teachers’ science content knowledge. Essential	Ongoing professional development that focuses on deepens teachers’ science content knowledge. Very Important	Ongoing professional development that focuses on deepens teachers’ science content knowledge. Somewhat Important	Ongoing professional development that focuses on deepens teachers’ science content knowledge. Not Important
Assessment scoring guides that include samples of student responses.	Assessment scoring guides that include samples of student responses. Essential	Assessment scoring guides that include samples of student responses. Very Important	Assessment scoring guides that include samples of student responses. Somewhat Important	Assessment scoring guides that include samples of student responses. Not Important
Guidance for how to use assessment data to improve and/or deepen students understanding.	Guidance for how to use assessment data to improve and/or deepen students understanding. Essential	Guidance for how to use assessment data to improve and/or deepen students understanding. Very Important	Guidance for how to use assessment data to improve and/or deepen students understanding. Somewhat Important	Guidance for how to use assessment data to improve and/or deepen students understanding. Not Important
Instructional materials that include web-based resources that can be used in the classroom and are also accessible from home.	Instructional materials that include web-based resources that can be used in the classroom and are also accessible from home. Essential	Instructional materials that include web-based resources that can be used in the classroom and are also accessible from home. Very Important	Instructional materials that include web-based resources that can be used in the classroom and are also accessible from home. Somewhat Important	Instructional materials that include web-based resources that can be used in the classroom and are also accessible from home. Not Important
Teacher supports within the Instructional materials that include unit background and content knowledge, lesson overviews, and state science standards alignment documents.	Teacher supports within the Instructional materials that include unit background and content knowledge, lesson overviews, and state science standards alignment documents. Essential	Teacher supports within the Instructional materials that include unit background and content knowledge, lesson overviews, and state science standards alignment documents. Very Important	Teacher supports within the Instructional materials that include unit background and content knowledge, lesson overviews, and state science standards alignment documents. Somewhat Important	Teacher supports within the Instructional materials that include unit background and content knowledge, lesson overviews, and state science standards alignment documents. Not Important

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* 17. The new Science Standards call for student access to technology resources. How important is each of the following to the goal of providing student use of technology in science learning?

	Essential	Very Important	Somewhat Important	Not Important
Computer simulations for students to investigate science concepts that cannot be directly observed.	Computer simulations for students to investigate science concepts that cannot be directly observed. Essential	Computer simulations for students to investigate science concepts that cannot be directly observed. Very Important	Computer simulations for students to investigate science concepts that cannot be directly observed. Somewhat Important	Computer simulations for students to investigate science concepts that cannot be directly observed. Not Important
Relevant science video clips that depict real-world science events.	Relevant science video clips that depict real-world science events. Essential	Relevant science video clips that depict real-world science events. Very Important	Relevant science video clips that depict real-world science events. Somewhat Important	Relevant science video clips that depict real-world science events. Not Important
Digital tools for students to record, display, and analyze science data.	Digital tools for students to record, display, and analyze science data. Essential	Digital tools for students to record, display, and analyze science data. Very Important	Digital tools for students to record, display, and analyze science data. Somewhat Important	Digital tools for students to record, display, and analyze science data. Not Important
Digital tools for students to solve engineering design problems.	Digital tools for students to solve engineering design problems. Essential	Digital tools for students to solve engineering design problems. Very Important	Digital tools for students to solve engineering design problems. Somewhat Important	Digital tools for students to solve engineering design problems. Not Important
Students can submit work online and receive teacher feedback.	Students can submit work online and receive teacher feedback. Essential	Students can submit work online and receive teacher feedback. Very Important	Students can submit work online and receive teacher feedback. Somewhat Important	Students can submit work online and receive teacher feedback. Not Important

The following two data points will provide our Adoption Committee insight of the represented voices in our community.

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* 18. Optional: Gender status:

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* 19. Optional: Please check as many categories that may apply to you:

American Indian or Alaska Native

Asian

Black or African-American

Hispanic

Native Hawaiian or other Pacific Islander

White

Other (please specify)

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* 20. What else would you like us to know?

Thank you for completing this survey! Your thoughtful responses will help to ensure Seattle Public Schools selects equitable science materials for all our students.