STEM-Parent Survey

Perkiomen Valley School District is in the process of evaluating curricula in the areas of science, technology, and engineering(STEM, minus the math). We invite you to provide us with your thoughts on the current K-12 STEM offerings as well as your suggestions for where we can focus upon developing stronger experiences. Thank you for your time in completing this survey.

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* 1. What grade level is your child? If you have more than one child in our schools, please select all that apply.

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* 2. What school does he/she attend? If you have more than one child in our schools, select all that apply.

Evergreen Elementary School

Schwenksville Elementary School

Skippack Elementary School

South Elementary School.

Perkiomen Valley Middle School East

Perkiomen Valley Middle School West

Perkiomen Valley High School

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* 3. STEM stands for science, technology, engineering and mathematics. How important do you believe these subjects are for students?

Very important

Important

Somewhat important

Other subjects are more important

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* 4. How well-prepared do you feel your student is for the study of science in the upcoming school year?

Not prepared

Barely prepared

Slightly prepared

Prepared

Very prepared

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* 5. Which of the below topics would help prepare students for STEM careers? Check all that you believe apply.

External speakers/groups providing professional development for teachers

Career awareness

Implementing interdisciplinary activities (integration of content learning in science, technology, engineering and math)

Inquiry-based activities

Facilitating students collecting and analyzing data

Biotechnology

Robotics

Engineering and design

Energy and the environment

Computer applications

Other (please specify)

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* 6. Please rate your school(s) on the extent to which these criteria are observed in practice:

	Not observed	Observed to some extent	Observed to great extent	Don't know	Not applicable
Focus on expanding numbers of students who pursue degrees in STEM	Focus on expanding numbers of students who pursue degrees in STEM Not observed	Focus on expanding numbers of students who pursue degrees in STEM Observed to some extent	Focus on expanding numbers of students who pursue degrees in STEM Observed to great extent	Focus on expanding numbers of students who pursue degrees in STEM Don't know	Focus on expanding numbers of students who pursue degrees in STEM Not applicable
Focus on broadening participation of women and minorities in STEM courses	Focus on broadening participation of women and minorities in STEM courses Not observed	Focus on broadening participation of women and minorities in STEM courses Observed to some extent	Focus on broadening participation of women and minorities in STEM courses Observed to great extent	Focus on broadening participation of women and minorities in STEM courses Don't know	Focus on broadening participation of women and minorities in STEM courses Not applicable
Focus on STEM content knowledge for college/career readiness in the 21st Century	Focus on STEM content knowledge for college/career readiness in the 21st Century Not observed	Focus on STEM content knowledge for college/career readiness in the 21st Century Observed to some extent	Focus on STEM content knowledge for college/career readiness in the 21st Century Observed to great extent	Focus on STEM content knowledge for college/career readiness in the 21st Century Don't know	Focus on STEM content knowledge for college/career readiness in the 21st Century Not applicable

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* 7. Please rate your school(s) on the extent to which these criteria are observed in practice.

	Not observed	Observed to some extent	Observed to a great extent	Don't know	Not applicable
Focus on discovering a culture of innovation (e.g. through regular competitions)	Focus on discovering a culture of innovation (e.g. through regular competitions) Not observed	Focus on discovering a culture of innovation (e.g. through regular competitions) Observed to some extent	Focus on discovering a culture of innovation (e.g. through regular competitions) Observed to a great extent	Focus on discovering a culture of innovation (e.g. through regular competitions) Don't know	Focus on discovering a culture of innovation (e.g. through regular competitions) Not applicable
Focus on ethical behavior and safe use of the Internet when accessing information or communicating	Focus on ethical behavior and safe use of the Internet when accessing information or communicating Not observed	Focus on ethical behavior and safe use of the Internet when accessing information or communicating Observed to some extent	Focus on ethical behavior and safe use of the Internet when accessing information or communicating Observed to a great extent	Focus on ethical behavior and safe use of the Internet when accessing information or communicating Don't know	Focus on ethical behavior and safe use of the Internet when accessing information or communicating Not applicable
Connections to the real world such as industry and university partners	Connections to the real world such as industry and university partners Not observed	Connections to the real world such as industry and university partners Observed to some extent	Connections to the real world such as industry and university partners Observed to a great extent	Connections to the real world such as industry and university partners Don't know	Connections to the real world such as industry and university partners Not applicable
Focus on other kinds of science programs such as after-school clubs, mentorships or internships	Focus on other kinds of science programs such as after-school clubs, mentorships or internships Not observed	Focus on other kinds of science programs such as after-school clubs, mentorships or internships Observed to some extent	Focus on other kinds of science programs such as after-school clubs, mentorships or internships Observed to a great extent	Focus on other kinds of science programs such as after-school clubs, mentorships or internships Don't know	Focus on other kinds of science programs such as after-school clubs, mentorships or internships Not applicable

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* 8. Please rate your school on the extent to which these criteria are observed in practice.

	Not observed	Observed to some extent	Observed to a great extent	Don't know	Not applicable
STEM courses are offered that connect content across disciplines (e.g. biochemistry, engineering, math, science)	STEM courses are offered that connect content across disciplines (e.g. biochemistry, engineering, math, science) Not observed	STEM courses are offered that connect content across disciplines (e.g. biochemistry, engineering, math, science) Observed to some extent	STEM courses are offered that connect content across disciplines (e.g. biochemistry, engineering, math, science) Observed to a great extent	STEM courses are offered that connect content across disciplines (e.g. biochemistry, engineering, math, science) Don't know	STEM courses are offered that connect content across disciplines (e.g. biochemistry, engineering, math, science) Not applicable
STEM curricula help teachers and students realize a common vision for 21st Century learning	STEM curricula help teachers and students realize a common vision for 21st Century learning Not observed	STEM curricula help teachers and students realize a common vision for 21st Century learning Observed to some extent	STEM curricula help teachers and students realize a common vision for 21st Century learning Observed to a great extent	STEM curricula help teachers and students realize a common vision for 21st Century learning Don't know	STEM curricula help teachers and students realize a common vision for 21st Century learning Not applicable
STEM Instruction places an emphasis on deep understanding rather than comprehensive coverage (fewer topics rather than more)	STEM Instruction places an emphasis on deep understanding rather than comprehensive coverage (fewer topics rather than more) Not observed	STEM Instruction places an emphasis on deep understanding rather than comprehensive coverage (fewer topics rather than more) Observed to some extent	STEM Instruction places an emphasis on deep understanding rather than comprehensive coverage (fewer topics rather than more) Observed to a great extent	STEM Instruction places an emphasis on deep understanding rather than comprehensive coverage (fewer topics rather than more) Don't know	STEM Instruction places an emphasis on deep understanding rather than comprehensive coverage (fewer topics rather than more) Not applicable
STEM curricula draws on current research directions (e.g. genetic engineering, nanotechnology)	STEM curricula draws on current research directions (e.g. genetic engineering, nanotechnology) Not observed	STEM curricula draws on current research directions (e.g. genetic engineering, nanotechnology) Observed to some extent	STEM curricula draws on current research directions (e.g. genetic engineering, nanotechnology) Observed to a great extent	STEM curricula draws on current research directions (e.g. genetic engineering, nanotechnology) Don't know	STEM curricula draws on current research directions (e.g. genetic engineering, nanotechnology) Not applicable
STEM curricula provide opportunities to learn by addressing problems that have real-world applications	STEM curricula provide opportunities to learn by addressing problems that have real-world applications Not observed	STEM curricula provide opportunities to learn by addressing problems that have real-world applications Observed to some extent	STEM curricula provide opportunities to learn by addressing problems that have real-world applications Observed to a great extent	STEM curricula provide opportunities to learn by addressing problems that have real-world applications Don't know	STEM curricula provide opportunities to learn by addressing problems that have real-world applications Not applicable
STEM activities focus on making choices for future (STEM) careers including understanding college programs/applications (e.g. career fairs, meetings with counselors)	STEM activities focus on making choices for future (STEM) careers including understanding college programs/applications (e.g. career fairs, meetings with counselors) Not observed	STEM activities focus on making choices for future (STEM) careers including understanding college programs/applications (e.g. career fairs, meetings with counselors) Observed to some extent	STEM activities focus on making choices for future (STEM) careers including understanding college programs/applications (e.g. career fairs, meetings with counselors) Observed to a great extent	STEM activities focus on making choices for future (STEM) careers including understanding college programs/applications (e.g. career fairs, meetings with counselors) Don't know	STEM activities focus on making choices for future (STEM) careers including understanding college programs/applications (e.g. career fairs, meetings with counselors) Not applicable

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* 9. Please rate your school(s) on the extent to which these criteria are observed in practice.

	Not observed	Observed to some extent	Observed to a great extent	Don't know	Not applicable
District commitment to developing a STEM teaching workforce that has a high degree of content knowledge and expertise in teaching that content	District commitment to developing a STEM teaching workforce that has a high degree of content knowledge and expertise in teaching that content Not observed	District commitment to developing a STEM teaching workforce that has a high degree of content knowledge and expertise in teaching that content Observed to some extent	District commitment to developing a STEM teaching workforce that has a high degree of content knowledge and expertise in teaching that content Observed to a great extent	District commitment to developing a STEM teaching workforce that has a high degree of content knowledge and expertise in teaching that content Don't know	District commitment to developing a STEM teaching workforce that has a high degree of content knowledge and expertise in teaching that content Not applicable
System of accountability focuses not just on student outcome but also on teacher practices	System of accountability focuses not just on student outcome but also on teacher practices Not observed	System of accountability focuses not just on student outcome but also on teacher practices Observed to some extent	System of accountability focuses not just on student outcome but also on teacher practices Observed to a great extent	System of accountability focuses not just on student outcome but also on teacher practices Don't know	System of accountability focuses not just on student outcome but also on teacher practices Not applicable
Adequate instructional time is devoted to STEM teaching and learning, especially at the K-5 level	Adequate instructional time is devoted to STEM teaching and learning, especially at the K-5 level Not observed	Adequate instructional time is devoted to STEM teaching and learning, especially at the K-5 level Observed to some extent	Adequate instructional time is devoted to STEM teaching and learning, especially at the K-5 level Observed to a great extent	Adequate instructional time is devoted to STEM teaching and learning, especially at the K-5 level Don't know	Adequate instructional time is devoted to STEM teaching and learning, especially at the K-5 level Not applicable
Science is elevated to the same level of importance as reading and math	Science is elevated to the same level of importance as reading and math Not observed	Science is elevated to the same level of importance as reading and math Observed to some extent	Science is elevated to the same level of importance as reading and math Observed to a great extent	Science is elevated to the same level of importance as reading and math Don't know	Science is elevated to the same level of importance as reading and math Not applicable
Students are exposed to science through a variety of mechanisms (e.g. instruction, assemblies, field trips, extra-curricular, clubs)	Students are exposed to science through a variety of mechanisms (e.g. instruction, assemblies, field trips, extra-curricular, clubs) Not observed	Students are exposed to science through a variety of mechanisms (e.g. instruction, assemblies, field trips, extra-curricular, clubs) Observed to some extent	Students are exposed to science through a variety of mechanisms (e.g. instruction, assemblies, field trips, extra-curricular, clubs) Observed to a great extent	Students are exposed to science through a variety of mechanisms (e.g. instruction, assemblies, field trips, extra-curricular, clubs) Don't know	Students are exposed to science through a variety of mechanisms (e.g. instruction, assemblies, field trips, extra-curricular, clubs) Not applicable

Question Title

* 1. What grade level is your child? If you have more than one child in our schools, please select all that apply.

Question Title

* 2. What school does he/she attend? If you have more than one child in our schools, select all that apply.

Question Title

* 3. STEM stands for science, technology, engineering and mathematics. How important do you believe these subjects are for students?

Question Title

* 4. How well-prepared do you feel your student is for the study of science in the upcoming school year?

Question Title

* 5. Which of the below topics would help prepare students for STEM careers? Check all that you believe apply.

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* 6. Please rate your school(s) on the extent to which these criteria are observed in practice:

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* 7. Please rate your school(s) on the extent to which these criteria are observed in practice.

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* 8. Please rate your school on the extent to which these criteria are observed in practice.

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* 9. Please rate your school(s) on the extent to which these criteria are observed in practice.

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* 10. Do you have any other feedback regarding STEM that you would like to share with us?