Project Plan and Evaluation Criteria
for the C.L.A.S.S.I.C. Project

•  Introduction
•  Academic Plan
•  Phase I
•  Phase II
•  Instructional Overview
•  Increased Access by Underserved and/or Underrepresented Populations
•  Collaborative Planning and Development
•  Assessment
•  References

Part IV.  Project Plan & Evaluation Criteria for the C.L.A.S.S.I.C. Project

    Seven classroom practices designed to help teachers engage students in science/mathematics as an important, stimulating topic that affects them every day have been recognized as imperative to quality science education. These practices synthesize the National Science Education Standards (National Research Council, 1996), the Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000), and the results of several national evaluations of science and mathematics programs and curriculum materials (Ridgway, Titterington, & McCann, 1999).  Best practices include hands-on/minds-on learning, authentic problem-based learning; inquiry approaches; emphasis on communication skills; ongoing, embedded, authentic assessment; cooperative learning; and the use of technology.  In addition, peer-mentoring is recognized for its ability to support effective teaching practices of the teachers who use it and growth in student achievement (Joyce and Showers, 1995). 

    A needs assessment was conducted by Taggart with the assistance of the Fort Hays Educational Development Center (FHEDC), to determine the need for the C.L.A.S.S.I.C. project.  The assessment was distributed to K-12 principals in western Kansas who were asked to gain input from their teachers.  Forty-six teachers returned the form indicating an interest in and need for staff development in the areas of natural science content and research-based instructional strategies.  Results of the needs assessment are provided in Appendix B.

    Survey results indicted a need to increase content knowledge in natural science and to receive instruction of and support for research-based instructional methods.  It was also found that educators, especially elementary educators, often did not have the materials and resources necessary to conduct meaningful science investigations.