Seattle Public Schools 9-12 Science Needs Assessment Survey For Families, Students, & Community 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. 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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* 2. What is the name of your neighborhood high school?

Ballard High School

Cleveland High School

Franklin High School

Garfield High School

Nathan Hale High School

Ingraham High School

Rainier Beach High School

Roosevelt High School

Chief Sealth High School

West Seattle High School

Unsure

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* 3. How frequently should students receive science instruction?

Daily

4 times a week

3 times a week

2 times a week

Once a week

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* 4. 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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* 5. How important is each of the following to the goal of science learning in Seattle Public Schools?

	Essential	Very Important	Somewhat Important	Not Important
Students are being prepared to take future college science classes.	Students are being prepared to take future college science classes. Essential	Students are being prepared to take future college science classes. Very Important	Students are being prepared to take future college science classes. Somewhat Important	Students are being prepared to take future college science classes. Not Important
Students are being prepared for a career in science and engineering fields.	Students are being prepared for a career in science and engineering fields. Essential	Students are being prepared for a career in science and engineering fields. Very Important	Students are being prepared for a career in science and engineering fields. Somewhat Important	Students are being prepared for a career in science and engineering fields. Not Important
Students are exposed to potential future careers in STEM fields.	Students are exposed to potential future careers in STEM fields. Essential	Students are exposed to potential future careers in STEM fields. Very Important	Students are exposed to potential future careers in STEM fields. Somewhat Important	Students are exposed to potential future careers in STEM fields. Not Important
Students are being challenged academically to support their intellectual growth.	Students are being challenged academically to support their intellectual growth. Essential	Students are being challenged academically to support their intellectual growth. Very Important	Students are being challenged academically to support their intellectual growth. Somewhat Important	Students are being challenged academically to support their intellectual growth. 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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* 6. 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 that connect science learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate.	Instructional materials and resources that connect science learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate. Essential	Instructional materials and resources that connect science learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate. Very Important	Instructional materials and resources that connect science learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate. Somewhat Important	Instructional materials and resources that connect science learning to students’ family, neighborhood, community, and/or culture, with a social justice lens as appropriate. Not Important
Embedded time for students to make sense of their learning in their daily routine.	Embedded time for students to make sense of their learning in their daily routine. Essential	Embedded time for students to make sense of their learning in their daily routine. Very Important	Embedded time for students to make sense of their learning in their daily routine. Somewhat Important	Embedded time for students to make sense of their learning in their daily routine. Not Important
Multiple methods for students to show what they know or can do in science.	Multiple methods for students to show what they know or can do in science. Essential	Multiple methods for students to show what they know or can do in science. Very Important	Multiple methods for students to show what they know or can do in science. Somewhat Important	Multiple methods for students 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 in science and engineering by different demographic groups.	Instructional materials that include important contributions to society in science and engineering by different demographic groups. Essential	Instructional materials that include important contributions to society in science and engineering by different demographic groups. Very Important	Instructional materials that include important contributions to society in science and engineering by different demographic groups. Somewhat Important	Instructional materials that include important contributions to society in science and engineering by different demographic groups. Not Important
Opportunities for students to share their revised thinking as their learning progresses throughout a unit.	Opportunities for students to share their revised thinking as their learning progresses throughout a unit. Essential	Opportunities for students to share their revised thinking as their learning progresses throughout a unit. Very Important	Opportunities for students to share their revised thinking as their learning progresses throughout a unit. Somewhat Important	Opportunities for students to share their revised thinking as their learning progresses throughout a unit. Not Important
Instructional resources for teachers to support the learning needs of all students (ELL, Highly Capable, struggling readers, etc.).	Instructional resources for teachers to support the learning needs of all students (ELL, Highly Capable, struggling readers, etc.). Essential	Instructional resources for teachers to support the learning needs of all students (ELL, Highly Capable, struggling readers, etc.). Very Important	Instructional resources for teachers to support the learning needs of all students (ELL, Highly Capable, struggling readers, etc.). Somewhat Important	Instructional resources for teachers to support the learning needs of all students (ELL, Highly Capable, struggling readers, etc.). Not Important

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* 7. 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 their claim with evidence.	Students engage in reading and writing to gather evidence or to support their claim with evidence. Essential	Students engage in reading and writing to gather evidence or to support their claim with evidence. Very Important	Students engage in reading and writing to gather evidence or to support their claim with evidence. Somewhat Important	Students engage in reading and writing to gather evidence or to support their claim with evidence. Not Important
Students have opportunities to use mathematical thinking skills.	Students have opportunities to use mathematical thinking skills. Essential	Students have opportunities to use mathematical thinking skills. Very Important	Students have opportunities to use mathematical thinking skills. Somewhat Important	Students have opportunities to use mathematical thinking skills. Not Important
Students engage in hands-on investigations to collect data to construct scientific explanations.	Students engage in hands-on investigations to collect data to construct scientific explanations. Essential	Students engage in hands-on investigations to collect data to construct scientific explanations. Very Important	Students engage in hands-on investigations to collect data to construct scientific explanations. Somewhat Important	Students engage in hands-on investigations to collect data to construct scientific explanations. Not Important
Students explain their thinking throughout a unit using drawings with explanations.	Students explain their thinking throughout a unit using drawings with explanations. Essential	Students explain their thinking throughout a unit using drawings with explanations. Very Important	Students explain their thinking throughout a unit using drawings with explanations. Somewhat Important	Students explain their thinking throughout a unit using drawings with explanations. Not Important

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

	Essential	Very Important	Somewhat Important	Not Important
Instructional units that are framed in authentic and current science questions.	Instructional units that are framed in authentic and current science questions. Essential	Instructional units that are framed in authentic and current science questions. Very Important	Instructional units that are framed in authentic and current science questions. Somewhat Important	Instructional units that are framed in authentic and current science questions. 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
There are options for science homework provided.	There are options for science homework provided. Essential	There are options for science homework provided. Very Important	There are options for science homework provided. Somewhat Important	There are options for science homework provided. Not Important

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* 9. Access to technology in science learning is called for by the new State Science Standards. 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

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* 10. Optional: Gender status:

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* 11. 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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* 12. 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.