School Capacities for Improvement - Survey of Science (SCI-SoS)

Overview
The SCI-SoS is a survey developed by the North Cascades and Olympic Science Partnership (NCOSP) to help educators collect data they can use to inform their science reform efforts. A number of indicators (i.e. questions) are used to measure six capacity areas that research has shown to be important factors that support improved science teaching and learning in schools. The survey takes about 10 minutes to complete. All responses are rated on a 5-point scale, where 1 = "Not at all" and 5 = "To a great extent". A summary of a school's capacity for science reform can be obtained when teachers, administrators, and school staff take this online survey. Additionally, these school stakeholders can complete this survey at the beginning and end of a school year to measure changes in the six assessed capacity areas.

All responses to the survey questions are anonymous. No identifying information is presented in the reporting of the data. The data report can be accessed by the individual (e.g., science coach, teacher leader, administrator, etc.) who coordinated the survey for a school.



Summary Data: All Schools
Factor 1
Factor 2
Factor 3
Factor 4
Factor 5
Shared responsibility for all students' success Resources My knowledge and skills My colleagues' knowledge and skills Professional Development
Pre Data
Mid Year
Post Data




Detailed Analysis: Factor 1
Shared responsibility for all students' success
Pre Data
Mid Data
Post Data
Question N Std Mean N Std Mean N Std Mean
Teachers are knowledgeable about multiple ways to assess students' understanding. 101 0.79 3.45 73 0.79 3.42 334 0.81 3.46
Teachers are aware of what students are learning/doing in other classes within their grade level 101 1.03 3.28 73 1.01 3.33 335 1.00 3.45
Teachers collaboratively examine student data or student work to improve their instruction. 101 1.16 2.78 73 1.05 3.07 330 1.09 3.07
Teachers review WASL data to understand how the results are related to classroom instruction and assessment. 101 1.02 3.11 73 0.99 3.55 333 1.00 3.24
Teachers have high expectations for students' learning. 100 0.80 3.98 72 0.74 3.94 334 0.84 3.87
Teachers identify low achieving students in order to help them succeed. 101 0.82 3.48 72 0.87 3.51 336 0.88 3.73
Teachers seek new ideas, techniques, and professional development in order to help low achieving students succeed. 101 0.97 3.50 73 0.91 3.49 335 0.91 3.67
Teachers have a shared vision for school improvement. 100 0.92 3.48 73 0.85 3.63 337 0.97 3.64
Teachers and administrators have a shared vision for school improvement. 100 0.97 3.45 72 0.96 3.51 336 1.05 3.51
Teachers have a shared responsibility for the academic success of all students in the school, not just their own students. 100 0.91 3.25 73 0.97 3.38 336 0.99 3.32
When students are failing, we work hard as a staff to figure out why and make instructional changes to help all students learn. 100 0.96 3.19 73 0.89 3.26 337 1.00 3.34
School improvement projects are related and coordinated with one another. 98 0.94 3.16 73 1.01 3.11 335 1.06 3.17
Professional development activities focus on instruction in order to increase student learning. 99 0.89 3.58 73 0.98 3.40 337 0.97 3.60
Total 101 0.94 3.36 73 0.93 3.43 337 0.97 3.47


Detailed Analysis: Factor 2
Resources
Pre Data
Mid Data
Post Data
Question N Std Mean N Std Mean N Std Mean
Professional development is provided on new science curricula/kits. 99 1.07 2.94 73 1.14 2.75 332 1.14 2.95
Science curricula are high-quality (i.e. research-based). 102 0.90 3.66 72 0.94 3.46 335 0.87 3.72
Science curricula are standards-based. 102 0.97 3.84 72 1.01 3.60 335 0.93 3.68
Science curricula are coherent across the grades. 102 1.13 3.33 71 1.24 3.15 335 0.99 3.45
Science assessments are coherent across the grades. 102 1.04 2.75 72 1.07 2.76 334 1.01 2.85
The staff has a systematic process for monitoring, evaluating, and reviewing curricula. 101 1.04 2.66 72 0.97 2.49 334 1.08 2.76
Science supplies and laboratory equipment supports effective science teaching and learning. 102 1.10 3.46 71 1.13 3.00 332 0.97 3.41
Teachers have access to resources to help develop their understanding of effective science teaching and learning. 100 0.92 3.41 72 1.00 3.07 332 0.86 3.56
My classroom space supports effective science teaching and learning. 101 1.27 3.31 72 1.26 3.21 327 1.13 3.34
Total 102 1.05 3.26 73 1.09 3.05 335 1.00 3.30



Detailed Analysis: Factor 3
My knowledge and skills
Pre Data
Mid Data
Post Data
Question N Std Mean N Std Mean N Std Mean
How students learn science 102 0.82 3.75 73 0.78 3.64 335 0.73 3.82
Your own learning process 102 0.74 4.26 73 0.67 4.29 336 0.69 4.22
How to help students construct their understanding of science content 102 0.80 3.56 73 0.74 3.44 331 0.72 3.65
How to elicit students’ thinking 102 0.87 3.63 73 0.79 3.38 334 0.71 3.63
Questioning strategies that help students develop their understanding 102 0.92 3.64 71 0.76 3.56 334 0.79 3.68
Multiple ways to assess students' understanding in science 102 0.93 3.51 73 0.70 3.49 333 0.86 3.57
Knowledge of the science content you teach 101 0.99 4.08 71 0.99 3.92 328 0.87 3.96
Total 102 0.87 3.78 73 0.78 3.68 336 0.77 3.79


Detailed Analysis: Factor 4
My colleagues' knowledge and skills
Pre Data
Mid Data
Post Data
Question N Std Mean N Std Mean N Std Mean
Teachers are knowledgeable about the research on how people learn. 101 0.78 3.32 73 0.80 3.38 334 0.82 3.42
Teachers are knowledgeable about the characteristics of effective science instruction based on research. 100 0.82 3.15 73 0.81 3.10 334 0.81 3.30
Teachers have strong content knowledge in science 102 0.93 3.86 73 1.06 3.64 336 1.01 3.40
Teachers are aware of what students are learning in science at other grades within our school. 98 0.96 3.22 73 1.01 3.10 335 1.00 3.02
Teachers visit one another's classrooms to observe teaching or collaboratively examine lessons or curricula to improve student learning in any content area. 100 0.94 2.18 72 0.94 2.24 336 1.08 2.42
Hiring policies/criteria are in place to ensure that my school hires teachers knowledgeable in science content and science instruction. 98 1.10 3.28 73 1.02 3.12 330 1.16 3.14
Students' access to technology supports effective science teaching and learning. 101 0.99 2.98 72 1.07 2.90 333 1.02 2.97
Total 102 0.93 3.14 73 0.96 3.07 336 0.99 3.10



Detailed Analysis: Factor 5
Professional Development
Pre Data
Mid Data
Post Data
Question N Std Mean N Std Mean N Std Mean
Professional development programs are comprised of activities that require collaboration between teachers. 99 0.94 3.59 73 1.00 3.38 336 0.98 3.60
Teachers have opportunities to influence the topics of our school's professional development activities. 97 1.05 3.45 73 1.00 3.30 332 1.07 3.21
Professional development using outside experts and materials are integrated into existing systems of peer collaboration within my school. 97 0.98 3.23 73 0.97 2.99 333 0.99 3.17
Teachers have time to collaboratively develop their content knowledge in science. 101 1.12 3.00 73 0.92 2.51 335 1.13 2.80
Teachers have time to collaboratively develop their understanding of effective science teaching and learning. 101 1.09 3.05 73 0.95 2.59 333 1.10 2.94
My principal recognizes professional development and learning by staff as a key strategy for supporting improved student learning. 100 0.96 3.86 73 1.07 3.79 333 1.02 3.92
My principal supports individuals and groups taking initiative for improving their teaching and learning. 101 0.86 4.09 73 0.93 4.04 332 0.97 4.08
My principal provides multiple opportunities for staff members to share authority and decision-making within the school. 99 0.97 3.66 73 1.06 3.44 329 1.09 3.50
Total 101 1.00 3.49 73 0.99 3.26 336 1.04 3.40