Achieving Double the State Science Scores with STEMscopes Science | Appoquinimink School District| Accelerate Learning

Schools

K-12

Grades

13,000

students

10.6%

Economically Disadvantaged

3.6%

Emergent bilingual/English learners

15.6%

Special Education

Asian

29%

Black

Hispanic

49%

White

Two or More Races

0.6%

OTHER

Executive Summary

Challenges

Lack of curricula to meet the Next Generation Science Standards (NGSS)

Implementation

STEMscopes Science

Results

Fifth-grade science proficiency rate is almost double the statewide average
Increased student engagement in science
Improved student behavior
Improved reading, writing, and math skills
Increased teacher enjoyment

Background

In 2019, 51% of Appoquinimink School District (ASD) fifth graders scored proficient or higher on Delaware’s state science test, compared to the statewide average of 27%. In 2022, ASD’s proficiency rate was 19 percentage points higher than the state average, and it was 22 points higher in 2023. What did ASD do differently than other districts? In 2018, it became the first and only Delaware district to implement STEMscopes Science NGSS 3D.

Finding an NGSS-aligned curriculum

Back in 2013, when Delaware adopted the NGSS, ASD was a long-time member of a statewide science coalition, which managed science curriculum and professional development for every district in the state. At the time, the district thought there might be another option for an innovative approach.

After researching and field testing a few different science curriculum programs, ASD decided to implement STEMscopes Science NGSS 3D in 2018. STEMscopes Science combines a comprehensive digital curriculum, supplemental print materials, and ready-made exploration kits with embedded professional development to support student and teacher success.

“We liked several things about STEMscopes,” said Todd Dunn, district science and Title 1 coordinator for ASD. “Alignment to the NGSS was key. Cost was a priority. We also liked that STEMscopes had both print and digital materials since we were becoming a 1:1 district, and having the materials available in Spanish was a huge plus.”

Providing hands-on learning

ASD, which is Delaware’s fastest-growing district and the third largest in the state, began using STEMscopes Science in grades K-5 in fall 2018. The curriculum provides teachers with everything they need to address the Disciplinary Core Ideas, Crosscutting Concepts, and Science and Engineering Practices that form each standard of the NGSS.

Each unit or “scope” is developed around the 5E (Engage, Explore, Explain, Elaborate, Evaluate) model of instruction, with additional phases for Intervention and Acceleration. This helps teachers create deeper learning experiences that engage students with all areas of the standards.

“The 5E model makes sure that students are learning science by doing science. That hands-on learning component is essential because those are the practices that are going to help students in the future, whether they pursue STEM careers or work on the family farm or go into the military or go to college,” said Dunn.

Making teaching more enjoyable

The STEMscopes curriculum also includes embedded support for teachers — such as lesson plans, professional development videos, on-demand webinars, and how-to guides — to help them continuously improve their teaching.

“Everything is right there at teachers’ fingertips. They can assign lessons and resources to students digitally so they can differentiate to meet all the needs in their class. The hands-on kits for each scope are easy to unpack and use. All of this saves teachers time planning and preparing, and they enjoy teaching science a lot more than they used to,” said Dunn.

ASD teachers also appreciate that they can engage in just-in-time professional learning. “When we adopted STEMscopes, we began shifting away from the old professional learning mindset that we had embraced for decades,” he said.

"We like that the professional learning in STEMscopes is in real-time and on teachers’ time. Teachers can watch a short video right before they teach a lesson instead of having to spend six hours going through an entire unit that they may not get to for a couple of months.”

Developing student expectations across grade levels

The vertical alignment in STEMscopes also makes it easier for ASD elementary teachers to develop student expectations from kindergarten through fifth grade. “At the elementary level, many of our teachers are new, and many get reassigned to a new grade level each year,” said Dunn.

"One of the things I really like about STEMscopes is that it’s consistent. Whether you’re a kindergarten teacher or a fifth-grade teacher, you’re implementing the 5E model. Regardless of the unit or grade level, teachers understand the flow.”

Outperforming other districts on the state science test

“When the new state test was first administered in 2019, that was the first full year we implemented STEMscopes, and our proficiency rate was almost twice the state average,” said Dunn. "Most of our elementary schools are in the top 10 or 15 in science in the state, and we even have a few in the top five. To my knowledge, we’re the only ones using STEMscopes, so that tells us something. I feel very fortunate that my district leadership supported me in making the change. It was a big jump, but it’s paid off, and we’ve seen the rewards with our students.”

Delaware System of Student Assessment (DeSSA)

SciencePercentage of 5th grade students scoring proficient or higher

Year*	State of Delaware	Appoquinimink School District	Difference
2023	24%	46%	ASD +22
2022	20%	39%	ASD +19
2019	27%	51%	ASD +24

* 2018 was a transition year to the new NGSS-aligned DeSSA, so no test was given.
* The 2020 test was canceled due to the COVID-19 pandemic.
* 2021 test participation was optional and did not count toward accountability.

Improving student learning and behavior

“State test scores, of course, are just one measure,” said Dunn.

“I still have a teacher’s mindset, so if kids are having fun while they’re learning, and making connections, and becoming problem solvers and critical thinkers, that’s what matters because that’s what’s going to help them in the future. If they do well on their state test too, even better.”

Student behavior has improved in science classes as well.

“When kids are engaged in what they’re doing, classroom management naturally follows. The better the classroom environment, the more learning you have.”

Making elementary science a priority

Looking toward the future, Dunn would like to continue to find ways to prioritize science at the elementary level.

“I’m happy with our results, but there’s always room for growth,” he said. “We all realize that there are more standards than we have time to teach. It’s unfortunate that at the elementary level, science usually takes a back seat to other subjects. It’s ‘science/social studies time,’ so there’s this back and forth between the two subjects. If you only have 20 minutes at the end of the day or only two days a week to do science, then you need to prioritize because you won’t be able to get through all of the curriculum.

“STEMscopes Science has everything we could possibly need and more, but there is only so much we can get to in the limited time we have each week. If we could get 45 minutes every day for science, then we could make an even bigger impact. We want to keep science at the forefront because we know that if we teach more science, then kids are going to do better in other subjects, too. Having STEMscopes in science is helping our students become better readers, writers, and mathematicians. It’s a win-win for everyone.”

Appoquinimink Blazes Its Own Trail and Achieves Science Scores Nearly Double the State Average

Appoquinimink School District - Middletown-Odessa-Townsend, Delaware