7 elementary schools
6800 students K–6
Average of three teachers at each grade level per building
Suburban community

The previous science program was hands-on and created by the district from a variety of courses over a 20-year period.

I. CURRICULUM SELECTION

Change Process

• Teacher discontent dictated change.
• Curriculum subcommittee studied available programs and recommended FOSS adoption.
• Major factors in the choice were that it was hands-on, was appropriate for developmental states of students, included a variety of assessments, incorporated cooperative groups, and offered a complete set of materials.

Implementation Details

• District has made a full commitment to the FOSS program.
• Implemented in grades 3–6 for the first year.
• Added units of combination grades and developed assessment focus in year 2.
• Phased in K–2 modules as they became available.
• Program phased in over a three-year period with full complement of materials, including teacher guides, equipment kits, teacher preparation videos, Science Essential Videos, and reading materials.

II. PROFESSIONAL DEVELOPMENT/STAFF DEVELOPMENT

Science Teacher Trainers

• Received strong support from district level administrators and clerical staff.
• One classroom teacher per grade level became science specialist as mentorship; each team continued full time in classroom during school year and did extra summer work.
• Received stipend and release days for responsibility.
• Sold and disposed of the old science materials.
• Ordered all necessary materials.
• Prepared kits and teacher guides for distribution.
• Organized the District Science Materials and Conference Center.
• Planned and presented district in-services.
• Attended national, state, and local meetings, including the FOSS Institute with LHS staff, the National Science Teachers Convention, the State Science Teachers Convention, and a conference on Teaching Science through Literature and Arts.
• Responded to numerous inquiries from other districts.
• Worked with district media coordinator to upgrade media collection to support the FOSS program.
• Oversaw the science materials budget.
• Began a collection of science curriculum resource materials.
• Meet periodically to troubleshoot overall program implementation.

Teacher In-service Program

• Each teacher attended session at beginning of each of the first three quarters, with the fourth-quarter session optional.
• Combination of district in-service days (2), release time with substitutes (1), and after-school session. First three were half-day sessions and the last one was 2 hours.
• Presentation of modules by grade-level science teacher trainers.
• Future in-service of teachers new to FOSS or changing grade level will be done by a combination of science teacher trainers, teacher preparation videos, and mentor teachers.

III. MATERIALS MANAGEMENT

FOSS Teacher Manuals

• Manuals signed out to each teacher to use and personalize while teaching at a particular grade level.
• Added Think Sheets for identified Science Essentials Videos.
• Added Science Essentials Video listing with district order number.
• Prepared district FOSS resource books for each module.

FOSS Modules/Kits

• Set of 16 kits, 4 per grade level, housed in each elementary building.
• Measurement kit shared by two teachers.
• Added most teacher-provided materials.
• Reduced cooperative group size from four to three and provided additional materials so all students have active role.
• Added some materials from the Measurement kit directly to a few other kits.
• Provided ten basins for each classroom for organizing materials for groups.
• Repackaged materials in freezer zip bags with labels (kit name, grade, item description, and number enclosed) to facilitate organization, inventory, and ordering.
• Designed inventory and order form for each kit.
• Added available trade books to provide interdisciplinary dimension.
• For in-service purposes, scheduled by science trainers the first year and by grade level within each school in following years.
• Materials for resupply ordered from district Science Materials Center upon completion of the module and sent directly to the teacher with the kit.

District Science Materials Center

• Inventory in database.
• Materials organized according to kit with multiple-use materials stored together.
• Staffed by part-time clerical position.
• Inventoried in December and April. Order in January to reach maximum, and in April to reach maximum on nonconsumables and get consumables for the following year.

IV. COMMUNICATION

• Science teacher trainers made special presentations to administrators, board members, principals, substitute teachers.
• Received strong support from district level administrators and clerical staff.