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A needs assessment of an after school science, technology, engineering, and mathematics program

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A needs assessment of an after school science, technology, engineering, and mathematics program

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Content Running head: A NEEDS ASSESSMENT 1
A NEEDS ASSESSMENT OF AN AFTER SCHOOL, SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS PROGRAM

by

Dylan Kyle Lira and Regina Marie Maldonado

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2015

Copyright 2015 Dylan Kyle Lira and Regina Marie Maldonado
A NEEDS ASSESSMENT 2
Co-Authorship
This document reports the results of a capstone project completed as part of the Ed.D.,
culminating program requirements. It was designed as a dissertation of practice that targets
authentic problems of practice and that provides an opportunity for students to demonstrate skills
and competencies that will be required in future career activities. The present project was a needs
assessment/evaluation of a specific program, and was designed to address concerns of this
specific site rather than being designed as a generalizable research project. In line with the goal
of reflecting real world practice, this project was carried out collaboratively between Dylan Lira
and Regina Maldonado. To accurately reflect the division of work on this project, where co-
authorship is indicated, the authors contributed in equal measures to this document. The chapters
are labeled to reflect the collaborative authorship where appropriate.
A NEEDS ASSESSMENT 3
Dedication
I, Regina Maldonado, dedicate this dissertation to my children, Marco, Allison, and
Brandon Maldonado to inspire them to always pursue their personal and career goals and to
always strive for excellence in everything they do. More importantly, to always put God first.
I, Dylan Lira, dedicate this dissertation to my parents, my fiancée, my sisters and brother
for all their support over the years on my education endeavors. I would not have made this far in
my education if it were not for their encouragement and love.

A NEEDS ASSESSMENT 4
Acknowledgements

I, Regina Maldonado, would like to acknowledge the many people that helped me reach
this level of education. First, I would like to acknowledge my mother for always encouraging me
to achieve more and to never settle for less. Everything that I have accomplished is because of
her. Second, I would like to acknowledge Tony Walker, for his patience, commitment, and
support as I completed this work. Third, I would like to express my gratitude and appreciation of
the co-author, Dylan Lira for his wiliness to put forth long hours in the library, as we worked
collaboratively and relentlessly on this project. I would like to thank my classmates, Xochitl
Martinez and Jose Garza for their friendship and support as we completed this rigorous academic
program together. Last, I would like to thank my dissertation committee members, Dr. Robert
Rueda, Dr. Gale Sinatra, and Dr. Melissa MacDonald, for their guidance and support in
completing this work.
I, Dylan Lira, would like to thank my dissertation committee members, Dr. Robert
Rueda, Dr. Gale Sinatra, and Dr. Melissa MacDonald, for their guidance and support in
completing this dissertation. Second, I would like to acknowledge Regina Maldonado as we
worked hand-in-hand to accomplish this work. Lastly, I would like to thank Olga Rios and Jose
Garza for their encouragement and for making the program enjoyable.

A NEEDS ASSESSMENT 5
Table of Contents
Co-Authorship 2!
Dedication 3!
Acknowledgements 4
List of Tables 7!
List of Figures 8!
Abstract 9!
Chapter One: Overview of the Project 10!
Background of the Problem 10!
Statement of the Problem 12!
Limitations 13!
Definitions of Terms 14!
Organization of Project 15!
Chapter Two: Literature Review 16!
Introduction 16!
The Importance of STEM 18!
Underachievement in Science and Mathematics 18!
Changing Accountability and Standards 19!
College and Career Readiness 21!
Evidence and Research-Based Instructional Practices 25!
Qualified Staff 28!
Curriculum 32!
Organizational Factors 34!
Summary 36!
Chapter Three: Methodology 38!
SCSD Academic Performance and Demographics 38!
After School Program Background 39!
AS and Student Participant Demographics 40!
Personnel 40!
Scope of Work Document 41!
Instrumentation 41!
Survey 41!
Interviews 42!
Procedures 43!
Phone Meetings 43!
On-Site Meetings 43!
District Permission 44!
Survey 44!
Interviews 46!
Chapter Four: Findings 48!
Introduction 48!
Results 49!
Description of Respondents 49!
Evidence and Research-based Instructional Practices 50!
Staff Knowledge 53!
A NEEDS ASSESSMENT 6
Staff Motivation 54!
Curriculum 57!
Organizational Structures and Facilities 59!
Summary 64!
Chapter Five: Conclusion 65!
Discussion of Findings 65!
Evidence and Research-based Instructional Practices 65!
Staff Knowledge 66!
Curriculum 67!
Organizational Structures and Facilities 67!
Recommendations 68!
Data-Driven Decisions 68!
Professional Development 71!
Curriculum 73!
Program Structure 75!
Implications for Practice 76!
Unexpected Findings 76!
Limitations 78!
References 79!
Appendix A: Site Coordinator Interview Questions 89!
Appendix B: Program Administrator Interview Questions 90!
Appendix C: STEM Survey 91!
Appendix D: SCSD/USC Rossier School of Education Scope of Work 97!
Appendix E: Number of Internet Connected Computers 102!

A NEEDS ASSESSMENT 7
List of Tables
Table 1: Science and Mathematics 2013 Achievement Results of SDLA Hispanic and
African American Students 38
Table 2: Triangulation of Data 45
Table 3: The Inclusion of Features in STEM Activities 52
Table 4: Impact of STEM 56
Table 5: Factors Impacting the Implementation of STEM Related Activities 62

A NEEDS ASSESSMENT 8
List of Figures
Figure 1: Percentage of Respondents by Position in the District 49!
Figure 2: Percentage of Respondents by School Level 50!
Figure 3: Frequency of Use of Data to Make Instructional and Curriculum Decisions 51!
Figure 4: Knowledge of after school personnel in STEM 54!
Figure 5: Total Time Offered for STEM Related Activities 57!
Figure 6: Frequency of STEM Curriculum/Activities Aligned to the CCSS or NGSS 58!
Figure 7: The Incorporation of STEM Disciplines 59!
Figure 8: Science Activity, Technology Activity, Engineering Activity, and
Mathematics Activity 60!
Figure 9: Number of Respondents Receiving STEM Related Support Services 61!

A NEEDS ASSESSMENT 9
Abstract
Authors: Dylan Lira, Regina Maldonado
This project was a dissertation of practice designed as a needs assessment of a specific program.
Specifically, the project identified the needs of an After School Science, Technology,
Engineering, and Mathematics (STEM) program in a Southern California School District
(SCSD). The purpose was to provide recommendations to address the needs of after school
programs to create a high quality after school STEM program, specifically for SCSD. This
project was collaborative and carried out by an inquiry team of two doctoral students. Posed by
the after school administrator, the areas of needs include evidence and research-based
instructional practices, staff knowledge, staff motivation, curriculum, and organizational
structures and facilities. The team examined the needs through a triangulation of data from
surveys, interviews, documents, and literature review. After analyzing the data, the perceived
needs were identified and recommendations were made. The recommendations listed in this
needs assessment provides useful guidance in the development of a high quality after school
STEM program.

A NEEDS ASSESSMENT 10
CHAPTER ONE: OVERVIEW OF THE PROJECT
Authors: Dylan Lira, Regina Maldonado
This project focuses on a needs assessment of a Southern California School District
(SCDA) After School Science Technology, Engineering, and Mathematics (STEM) program.
This was prompted by the district’s desire to improve STEM offerings to students in need after
school. Provoked by a number of factors in the larger educational world, STEM is more
important for individual economic growth and opportunity, global competitiveness, and to fulfill
highly skilled, in-demand jobs in STEM-related fields. Thus, SCSD is intent on creating high
quality after school STEM programs to support its schools in closing achievement gaps and to
increase student interests in STEM subjects.
Background of the Problem
The underachievement of disadvantaged Hispanic and African American students in
science and mathematics courses, when compared to their Asian and White counterparts, is a
reality in many urban school districts (Provasnik, Kastberg, Ferraro, Lemanski, Roey, & Jenkins,
2012). However, excelling in science and mathematics steers disadvantaged students to college
and career readiness. By participating in after school STEM programs, disadvantaged youth can
develop interest in STEM learning and related activities and develop their capacity to
productively engage in STEM activities. Furthermore, it increases their understanding and
awareness of STEM in society (Afterschool Alliance, 2014). For this reason, high quality after
school STEM programs can play a valuable role in improving STEM education. Especially with
changing accountability and standards, after school STEM program can integrate the Next
Generation Science Standards and the Common Core State Standards in evidence and research-
based practices and activities that focus on higher-level and critical thinking skills. More
A NEEDS ASSESSMENT 11
important, these programs can add activities that incorporate highly marketable skills for the 21
st

century, which are necessary for the college and career readiness and competitiveness in the
global economy (Afterschool Alliance, 2014).
SCSD looks to enhance the after school program by creating a high quality after school
STEM program. With the shift to the Common Core State Standards (Porter, McMaken, Hwang,
& Yang, 2011), Next Generation Science Standards (Lee, Quinn, & Valdes, 2013) and 21
st

Century Skills (Saavedra & Opfer, 2012), district leadership believes that this is the best route
for their afterschool program. To achieve this, district personnel are interested in learning more
about evidence and research-based instructional practices, staff knowledge, staff motivation,
curriculum, and organizational structures and facilities.
Evidence and research-based instructional practices entail data-driven decisions
(Afterschool Alliance, 2014), inquiry-based learning (Chang & Mao, 1998), and project-based
learning (Chang, Lou, & Chen, 2011), which will be utilized in the afterschool program to teach
STEM to SCSD’s after school program participants. In addition, teacher knowledge and
motivation are also important for teachers to effectively teach STEM in an after school program.
There are, however, three types of knowledge: content knowledge, pedagogical content
knowledge, and the knowledge dimensions. These types of knowledge are vital in teaching
students any of the STEM subjects. In addition, they were determined to be more effective than
the traditional way of teaching students (Barak, 2013; Ojose, 2012). A focus on these three types
of knowledge can be taught to teachers in after school program through professional
development.
Motivational factors play an important role in teaching STEM to students. Teachers, who
have low self-efficacy in teaching students, even though they have the pedagogical knowledge,
A NEEDS ASSESSMENT 12
may not be successful (Tschannen – Moran & Hoy, 2007). However, a teacher with a high level
of confidence contributes to student academic achievement (Pintrich & Schunk, 2002). Teachers
can increase their confidence in teaching STEM by participating in STEM professional
development opportunities (Pintrich & Schunk, 2002). An after school STEM teacher’s
confidence can be enhanced with professional development in STEM.
Besides having the motivation and knowledge to teach students STEM, teachers also
need time to collaborate. Professional Learning Communities (PLC), provide teachers the venue
to do this. In a PLC, members of the school create and are guided by a clear vision of what the
school must become to help all students learn (DuFour, DuFour, Eaker, & Many, 2010). In these
meetings, teachers and staff work together to improve student achievement. They also
collaborate together to share ideas, strategies, and methods that were effective in increasing
academic achievement (DuFour et al., 2010). On the other hand, engaging students in research-
based STEM curriculum and activities that are active, hands-on, and project-based for learning
supports student learning (Martin, Scribner-Maclean, Christy, Rudnicki, Londhe, Manning, &
Goodman, 2011; National Academy of Science, 2013). Last, having sufficient materials,
resources, and space to accommodate various STEM related activities (National Academy of
Science, 2010) is needed for a highly quality STEM program.
Statement of the Problem
Science and mathematics proficiency is a struggle for economically disadvantaged
Hispanic and African American students, particularly at the elementary level, in the SCSD, as
indicated by multiple measures, including the California Standards Test (California Department
of Education, 2013).
A NEEDS ASSESSMENT 13
Despite the district’s effort in providing direct, explicit, regular school day instruction to
increase academic achievement in science and mathematics, additional support is needed.
Because research shows that science and mathematics achievement steers the pathway to a
college degree and a promising future (National Action Council for Minorities in Engineering,
2014), it is essential that SCSD develop a high quality after school STEM program to support
achievement in these subject areas. High performing afterschool STEM programs proved to be
successful in increasing and sustaining science and mathematics achievement.
SCSD sought a needs assessment of its after school STEM program to (a) provide an
assessment of current evidence and research-based instructional practices, staff motivation and
knowledge, curriculum, and organizational structures and facilities; (b) obtain information
regarding the characteristics of a high quality, standards-aligned STEM program; and (c) validate
the value and effectiveness of the after school program to the Superintendent, the Tiger Woods
Foundation, parents, students, and the community. Identification of such practices provides a
foundation of knowledge for the SCSD After School Program to develop high quality STEM
programs focused on creating standards-aligned, evidence and research-based, hands-on, unique
learning experiences to support and enhance regular school day learning and to prepare students
with skills for the 21 century.
Limitations
This project is a dissertation of practice, and, thus, not designed as a generalizable study.
Thus, the primary constituent is the school district, and, while limitations related to applicability
of the findings to other settings are not a primary concern, they were present. One issue had to do
with the sampling. Specifically, the project was limited to the after school staff who were invited
to participate, and the limited number who were interviewed. In addition, purposeful sampling of
A NEEDS ASSESSMENT 14
after school staff may decrease the generalize ability of findings to the district. In addition, it was
not possible to collect data on important constituents such as students and parents. Other
limitations include the reliance on self-report data and lack of opportunity to speak with parents
and students.
Definitions of Terms
Science: “The study of the natural world, including the laws of nature associated with
physics, chemistry, and biology and the treatment or application of facts, principles, concepts, or
conventions associated with these disciplines” (California Department of Education, 2014, para.
3).
Technology: “Comprises the entire system of people and organizations, knowledge,
processes, and devices that go into creating and operating technological artifacts, as well as
artifacts themselves” (California Department of Education, 2014, para. 3).
Engineering: “A body of knowledge about the design and creation of products and a
process for solving problems; engineering utilizes concepts in science and mathematics and
technological tools” (California Department of Education, 2014, para. 3).
Mathematics: “The study of patterns and relationships among quantities, numbers, and
shapes. Mathematics includes theoretical mathematics and applied mathematics” (California
Department of Education, 2014, para. 3).
Economically Disadvantaged Students: Students who meet either one or two of the
requirements: (1) qualify for the free or reduced lunch program, or (2) neither parents have an
earned high school diploma (California Department of Education, 2006).

A NEEDS ASSESSMENT 15
Organization of Project
This report is organized into five distinct chapters. Chapter One provided an overview of
the project, including the background of the project, the statement of the problem, the project’s
limitations, and a definition of terms used throughout the project. Chapter Two is a review of
literature relevant to the issue of STEM education and after school programming. Chapter Three
describes the methodology that was used to implement the project. Chapter Four details the
results of the project and Chapter Five discusses the findings and recommendations for practice.

A NEEDS ASSESSMENT 16
CHAPTER TWO: LITERATURE REVIEW
Authors: Dylan Lira, Regina Maldonado
Introduction
The United States is becoming more technologically advanced and ethnically diverse. As
more professionals are needed to fill the demand for careers in STEM, a need exist for the United
States to close the achievement gap for minorities in K-12 science and mathematics education to
enter the STEM career pathway and be competitive globally. Since the publication of A Nation at
Risk in 1983, U.S. policymakers work to reform the education system to address the gap. More
rigorous and measurable standards were evident in schools across the country. By 2001, the No
Child Left Behind Act (NCLB) increased accountability for schools and districts through
evidence-based measures such as the Adequate Yearly Progress report that evaluates year-to-
year student achievement on statewide assessments. Title 1 of the Elementary and Secondary
Education Act was reauthorized to improve the academic achievement of disadvantaged students
(California Department of Education, 2014). Moreover, voter approved initiatives, such as the
After School Education and Safety Program (Proposition 49), were passed to support
economically disadvantaged youths in K-8 education by providing after school programs and
other enrichment opportunities in low socioeconomic communities (California Department of
Education, 2014).
In spite of these and many more educational reform measures, inequities in K-12
education are ubiquitous among economically disadvantaged Hispanic and African American
students attending high-poverty urban schools. Disadvantaged youth are commonly known to
have many challenges, including unequal learning opportunities and limited access to organized
out-of-school time, academic enriching, science and mathematics activities, and supplemental
A NEEDS ASSESSMENT 17
support as experienced by their affluent peers (National Academy of Science, 2009). These
factors contribute to low academic achievement and negative learning outcomes, which result in
limited college access or diminutive success in higher education coursework for Hispanic and
African American students (National Action Council for Minorities in Engineering, 2014).
It is vital that the United States provides opportunities for underrepresented Hispanic and
African American youth to increase their representation and achievement in STEM fields
(National Action Council for Minorities in Engineering, 2014). For instance, minorities make up
roughly one-third of the United States population, but only 7% have careers in STEM (Clark,
2014). Unfortunately, only 4% of the scientists and engineers in the United States are Hispanics
and African Americans, even though minorities will represent 68% of the workforce by 2015
(Clark, 2014; U.S. Census Bureau, 2014). Needless to say, Hispanics and African Americans
make up a disproportionately small part of the nation’s STEM workforce. However, high quality
after school STEM programs can steer underrepresented youths towards STEM and to college
and career readiness and a promising future.
The proposed project was a needs assessment of SCSD to assist in developing a high
quality after school STEM program. This chapter provides background on the topic and a review
of relevant research and literature on STEM education in general and also in the context of
SCSD. Discussed in the literature is the importance of STEM, the underachievement in science
and mathematics, changing accountability and standards, college and career readiness, and issues
of concerns at SCSD. Moreover, the literature discusses evidence and research-based
instructional practices, staff knowledge, staff motivation, curriculum and activities, and
organizational factors. A review of the literature on these topics provides the framework needed
to identify best practices to support their efforts in creating high quality STEM programs.
A NEEDS ASSESSMENT 18
The Importance of STEM
Underachievement in Science and Mathematics
A high quality education entails grade-level-aligned standards, including critical thinking,
real-life applications, and unique learning experiences in STEM which supports mastery in
science and mathematics coursework (Next Generation Science Standards, 2014). Growing in
societal importance, proficiency in science and mathematics coursework prepares students with
the 21
st
century skills needed to be competitive nationwide and in the international workforce
arena (National Research Council, 2012). Although excelling in science and mathematics is
universally associated with having access to higher education opportunities, a rewarding career
in a STEM field, and the potential for higher earnings, the United States ranks below several
technologically advanced European and Asian nations (Provasnik et al., 2012; National Center
for Education Statistics, 2012). Unfortunately, the disparity in the achievement gap in science
and mathematics widens in the U.S. for disadvantaged Hispanic and African American students
from low socioeconomic urban communities when compared to their affluent Caucasian and
Asian counterparts (Clark, 2014; National Research Council, 2012; National Assessment of
Educational Progress, 2013). Only a small percentage of economically disadvantaged Hispanics
and African Americans enter into STEM-related careers as adults, diminishing their opportunity
to rise out of poverty (Clark, 2014).
Low academic achievement in science and mathematics coursework in K-12 education is
a contributing factor to the under representative number of Hispanics and African Americans in
STEM careers (Clark, 2014; National Action Council on Minorities in Engineering, 2014).
Economically disadvantaged minority students attending urban schools are less likely to make
academic gains in these two core areas. While many variables contribute to the achievement gap,
A NEEDS ASSESSMENT 19
a large body of evidence suggests that urban schools lack the resources and instructional support
to provide equitable opportunities for academic success (Moss, Pullin, Haertel, Gee, & Young,
2008, National Academy of Science, 2009). Providing high-poverty Hispanic and African
American students the resources and learning opportunities to excel in science and mathematics
is critical for individual and nationwide competitiveness and higher economic growth prospects
(Moss, Pullin, Haertel, Gee, & Young, 2008). For instance, early awareness and opportunities
beginning in elementary and middle school build the foundation of STEM competencies, which
lead students to college and career readiness. An after school STEM program is a platform that
may engage K-12 students in meaningful STEM activities and influence student attitudes in
future career pursuit.
Changing Accountability and Standards
The Next Generation of Science Standards (NGSS) were developed to increase the
United States “competitive economic edge,” address the underachievement of U.S. students,
prepare students for careers in the contemporary labor force, and to increase societal scientific
and technological literacy rates (Next Generation Science Standards, 2014, para. 2). Integrated
with the Common Core State Standards (CCSS) in mathematics and developed by the National
Research Council, the framework for the standards relies upon a sound evidence-based
foundation that centers upon current scientific research, effective practices about how students
learn, as well as pinpointing the body of scientific knowledge all elementary and secondary
school students should grasp (Framework for K-12 Science Foundation, 2014). The design of the
NGSS framework entails three dimensions: (1) practice, (2) cross-cutting concepts, and (3)
disciplinary core ideas (Next Generation Science Standards, 2014). Understanding the
complexity of these dimensions is needed to value their connectedness to 21
st
Century skills.
A NEEDS ASSESSMENT 20
In the first dimension, practice involves scientific inquiry and knowledge such as the
formulation of questions that are answered through exploration. Also, it is comprised of
practices, which entails cognitive, social, and physical elements. In addition, the first dimension
includes the model of engineering design so students can formulate and solve problems through
this practice to make STEM fields applicable to their environment and life.
The second dimension, cross-cutting concepts, encompasses “all the domains of science:
patterns, similarity, and diversity; cause and effect; scale, proportion and quantity; systems and
system models; energy and matter; structure and function, and stability and change” (Next
Generation Science Standards, 2014, para. 4). The concepts of this frame connect various science
fields to impart knowledge, together with an organizational schema to provide students with a
logical, scientific outlook of the world.
The third dimension embodies disciplinary core ideas clustered by four domains: 1)
physical science; 2) life science; 3) earth and space sciences, and 4) engineering, technology, and
applications of science. The focus on this domain converges on curriculum, instruction and
assessment, all which must meet at least two of the four principles outlined by NGSS. The
principles are as followed:
1) have broad importance across multiple sciences or engineering disciplines or be a key
organizing concept of a single discipline; 2) provide a key tool for understanding or
investigating more complex ideas and solving problems; 3) relate to the interests and life
experiences of students or be connected to societal or personal concerns that require
scientific or technological knowledge; 4) be teachable and learnable over multiple grades
at increasing levels of depth and sophistication. (Next Generation Science Standards,
2014, para. 5).
A NEEDS ASSESSMENT 21
Although NGSS were developed to provide students with an “international benchmark
education,” integration with the CCSS in mathematics exemplifies NGSS with rigorous, research
and evidence-based practices focused on higher-level and critical thinking skills to prepare
students for college and career readiness (Common Core State Standards Initiative, 2014, para.
1). Therefore, integrating NGSS and the CCSS in STEM activities after school imparts learning
that supports grade-level mastery in scientific knowledge and critical thinking skills needed for
the 21
st
Century.
College and Career Readiness
The Next Generation Science Standards teach youth the skills needed for college and
career readiness; however, youth in the U.S. must also acquire additional skills to close the
global achievement gap. Wagner (2008) suggests youth attain competency in the following 21
st

century skills to be successful in college and to compete competitively in the international
workforce arena: (1) critical thinking and problem solving; (2) collaborating across networks and
lead by influence; (3) agility and adaptability; (4) initiative and entrepreneurialism; (5) effective
oral and written communication; (6) accessing and analyzing information, and (7) curiosity and
imagination.
Focused on learning that is active, collaborative, meaningful, and learning that supports
mastery and expands horizons, high quality after school STEM programs can expose students to
21
st
century skills through effective curriculum and instructional activities (Learning in
Afterschool & Summer, 2010). However, understanding the key components of these skills is
critical for implementation. Therefore, a deeper understanding of these skills is needed to
understand their value because districts are interested in integrating these college and career
readiness skills in their after school program activities.
A NEEDS ASSESSMENT 22
21
st
century skills. The ability to ask good questions is the premise of critical-thinking
and problem-solving skills (Wagner, 2008). Equally, critical-thinking and problem-solving skills
are “the intellectually disciplined process of actively and skillfully conceptualizing, applying,
analyzing, synthesizing, and/or evaluating information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication, as a guide to belief and action”
(Snyder & Snyder, 2008, as cited in Scriven & Paul, 2007, p. 1). Therefore, actively engaging
students in collaborative and project-based learning processes while challenging them
intellectually through effective inquiry methods supports the attainment of critical thinking and
problem-solving skills (Snyder & Snyder, 2008). The attainment of these skills allows students
to apply their knowledge to specific tasks.
The philosophy of collaborating across networks and leading by influence is the ability of
work globally. Students must be able to collaborate virtually and globally by interacting with
people from diverse cultures and religions. It also means, “trying to influence diverse groups and
creating alliances of groups who work together towards a common goal” (Wagner, 2008, p. 28).
Becoming technologically savvy, understanding individual differences, and collaborating
effectively with individuals from different backgrounds allows students to acquire the second
survival skill to meet the demands of the global workforce and to be a productive citizen in the
community.
Agility and adaptability is a 21
st
century skill students’ need as well. The ability to be
flexible, adapt to change, and be a lifelong learner is a skills most employers look for because of
the ever-changing global marketplace. Because of the ever-changing skills needed in the
workforce, students must be taught how to deal with ambiguity to adapt to changes to compete
with the skills needed in the workplace. These skills imply key competencies most employers
A NEEDS ASSESSMENT 23
look for to handle internal disruption, innovation, change, and creativity (Robinson, 2011).
Acquiring these skills are essential for success in the rapidly changing global society.
Initiative and entrepreneurialism are skills students need to be resourceful, great problem
solvers, and to work collaboratively in a team. Attainment of these skills allows students to be
effective team leaders who can find innovate ways to seek out new ideas and opportunities for
improvement (Wagner, 2008). Employers embrace these 21
st
century skills because “successful
employees must be highly adaptable and entrepreneurial” to keep up with the times and for
company growth (p. 33). As a result, students should be taught these skills to be competitive in
the global workforce.
Effective oral and written communication is critical for societal and global
competitiveness to communicate across cultures as well as in the context of an organization. For
example, students with poor oral and written communication skills have difficulty
communicating with internal and external communities. In addition, having the ability to access
and analyze information is important because of the excessive amount of information flowing
through every aspect of their lives and work. Students need to understand how to think critically
to process and use this information to be knowledgeable workers (Wagner, 2008).
Curiosity and imagination are the last set of 21
st
century skills students need for college
and career readiness. These skills are important because, in order to flourish, individuals need to
think differently about their abilities and make the best use of them. Creativity allows students to
stay focused, come up with unique ideas and projects, and make critically thinking judgments
(Robinson, 2011). Furthermore, it relies upon their skills, talents, knowledge and power
(Robinson, 2011). Therefore, after school programs that amalgamate 21
st
century skills in STEM
A NEEDS ASSESSMENT 24
activities provide students with the additional support students need for college and career
readiness.
Educational Laws for Disadvantaged Students
Supporting the educational goals of SCSD to increase student achievement is the goal of
the after school STEM program. Specific areas of concerns are in evidence- and research-based
instructional practices, staff knowledge, staff motivation, curriculum, and organizational
structures and facilities. To address these areas, it is important to look at research and evidence-
based instructional practices. Such practices are established in educational laws designed with
the intent to improve the academic achievement of disadvantaged students attending high-
poverty schools. The purpose of such laws is to assist disadvantaged students in obtaining a high
quality education to meet proficiency in rigorous state standards and assessments.
Since SCSD is identified as Title I district, it is important that the after school STEM
program implement the following research-based, best practices outlined in Title I – Improving
the Academic Achievement of the Disadvantaged of the amended Elementary and Secondary
Education Act: (1) align high quality accountability systems and assessments, curriculum and
instructional materials, including teacher preparation and training to state standards; (2) meet the
educational needs of low-achieving students in high-poverty schools in reading; (3) close the
achievement gap between high- and low- performing students, especially minority and
disadvantaged students; (4) hold all stakeholders accountable for improving student academic
achievement, including elevating the quality of instructional practices with substantial
opportunity for professional development; (5) distribute and target resources adequately to
ensure student needs are meet; (6) coordinate services with other educational services and
A NEEDS ASSESSMENT 25
agencies providing services to students and families, and (7) provide opportunities for parents to
participate in the education of their children (U.S. Department of Education, 2004).
Lastly, NCLB requires that all students have highly qualified teachers, particularly minorities or
disadvantaged students (U.S. Department of Education, 2005). Implementing these practices in
after school STEM programs supports districts in giving students a “fair, equal, and significant
opportunity to obtain a high quality education” to support academic achievement (U.S.
Department of Education, 2004, para. 2). Although there are hundreds of teaching practices,
understanding science content “cannot be achieved by any single teaching strategy or learning
experience” (National Research Council, 1996, pp. 34-35). As a result, multiple instructional
practices and strategies are necessary to support STEM achievement through after school
activities.
Evidence and Research-Based Instructional Practices
Data-driven decisions. Accountability is a major factor when making educational
decisions about instructional practices for the delivery of a high quality education. To deliver
high quality learning experiences in after school STEM programs that support student
achievement, it is important to use research and evidence-based instructional practices.
Supported by Afterschool Alliance (2014), the U.S. Department of Education identified
promising practices to increase student achievement. These practices entail using student
achievement data to support instructional decision-making.
The framework of the practices outlined in the Using Student Achievement Data to
Support Instructional Decision Making include the following elements: (1) make data part of an
ongoing cycle of instructional improvement; (2) teach students to examine their own data and set
learning goals; (3) establish a clear vision for data use; (4) provide supports that foster a data-
A NEEDS ASSESSMENT 26
driven culture, and (5) develop and maintain a district-wide data system (U.S. Department of
Education, 2009) that supports STEM learning after school. As a result, data can find the gaps in
student achievement to identify performance gaps to address and guide instruction (Afterschool
Alliance, 2014). By collaborating with the regular school day to analyze student data after school
programs can provide students with additional support to address academic performance gaps. In
addition, identifying gaps in student performance, as it relates to content standards can assist
after school programs in making sound instructional practices decisions. Therefore, it is
important to use data to guide instruction for high student achievement. Because data are
important in making decisions about instructional practices to increase student achievement, it is
just as important to identify strong research-based instructional practices in after school STEM
programs to support STEM learning.
Inquiry-based learning. The ability to think critically, ask questions, and problem-solve
are skills that supports mastery in STEM lessons and activities in the form of inquiry-based
learning (Perrin, 2004). Supported by the National Research Council (2009) and implemented in
many after school STEM programs, inquiry-based learning is a student-centered concept that
engages students in trial and error investigations. It also allows students to analyze and reason
carefully to answer questions applicable to real-life situations. More importantly, students taught
using the inquiry-based instructional method had higher academic gains than students taught
using the traditional lecturing approach (Chang & Mao, 1998) and increased student processing
skills (Padilla, Okey & Garrand, 1984).
Although high academic achievement and processing skills are important, student
interests in STEM is equally as important, as it moves students towards the STEM pathway. As
such, Gibson and Chase (2002) examined the long-term impact a two-week inquiry-based
A NEEDS ASSESSMENT 27
science program had on middle school students’ interest in science subjects and careers. The
approach to the research included 22 semi-structured interviews using stratified random
sampling procedures to investigate students’ academic life, science education, and experiences in
the program. In addition, the researchers administered two quantitative surveys, the Science
Opinion Survey and the Career Decision-Making Revised Surveys, to 79 student participants.
These surveys assessed students’ interest and attitudes in science activities at school and
career interest. Using 500 non-participants as a comparison group and the data from 79 out of
158 student participants from a mix of three different groups over a span of five years, the
researchers found students to have a positive attitude about science and higher interests towards
science careers. This means there is a positive correlation between inquiry-based instruction in
after school STEM programs and increased student interest in science. While inquiry-based
learning supports student interest in science, project-based learning promotes inquiry-based
learning and problem-solving skills for the 21
st
century.
Project-based learning. Project-based learning (PBL) teaches students a multitude of
strategies for academic achievement. Driven through inquiry, students create projects to work
collaboratively and to become intricate real world problem solvers with the support of their
facilitator (Bell, 2010). The framework for PBL generally entails a student developed question
“Guided through research under the teacher’s supervision” (Bell, 2010, p. 39). The process
involves the creation of a student-driven project that is to be shared with a select group of
individuals. Students learn to be self-reliant by planning and organizing their project. In addition,
students are taught how to be use technology to conduct research, be accountable, set daily goals,
collaborate, communicate, and self-reflect on constructive criticism from their peers (Bell, 2010).
A NEEDS ASSESSMENT 28
In the meantime, students build background knowledge in a learning by doing approach
that also helps to increase their positive attitude towards technology (Mioduser & Betzer, 2007).
For instance, Tseng, Chang, Lou, and Chen (2011) examined a STEM integrated PBL project
that measured students attitudes about science, technology, engineering, and mathematics
disciplines to understand their interests and self-concept in learning science through PBL. In a
five-week study, 30 freshman participants engaged in a cross-school competition to build
electrical vehicles with the assistance of an established web-based platform. The approach to the
study included a STEM questionnaire and semi-structured interviews which were examined by
three experts. The STEM questionnaire examined students’ attitudes towards the four subjects of
STEM before and after the PBL project. The semi-structured interviews were conducted to “gain
a deeper understanding of students’ attitudes” after the project (p. 92). Results of the study were
that students had a positive attitude towards STEM and an increase in interest towards
engineering subjects. Therefore, research suggests incorporating PBL practices in after school
activities to support the attainment of the 21
st
century skills while building background
knowledge for learning.
Qualified Staff
The factors that support the integration of effective STEM instruction with student
learning in out-of-school time entail teachers’ content knowledge and pedagogical skills, self-
efficacy, and opportunities for collaboration (National Academy of Science, 2014). An
undergraduate degree or certification in the subject taught is an important indicator of content
knowledge as well as specific coursework (National Academy of Science, 2014). According to
the National Academy of Science (2014), the National Science Teachers Association (NSTA)
recommended teachers obtain science coursework in the areas of life, Earth, and physical
A NEEDS ASSESSMENT 29
sciences. Additionally, the National Council of Teachers of Mathematics recommended
mathematics coursework be in the area of numbers and operations, algebra, geometry,
probability, and statistics for teachers to teach integrated STEM (National Academy of Science,
2014). Because content knowledge is important, STEM-integrated teachers must also be skilled
in pedagogical strategies to support student learning in integrated experiences and to make
connections between disciplines (National Academy of Science, 2014). However, understanding
the dimensions of knowledge is important as it pertains to subject matter competency.
Staff knowledge. To aid in student learning of STEM subject matter, a teacher must be
proficient in facilitating activities in the dimensions of knowledge to teach effectively (Barak,
2013). According to Clark and Estes (2002), people’s knowledge and skills are critical factors to
meeting students’ academic needs. The four major types of knowledge are factual, conceptual,
procedural, and meta-cognitive (Anderson & Krathwohl, 2001). Research by Barak (2013) found
that teachers must develop a certain degree of factual, procedural, conceptual, and meta-
cognitive knowledge in STEM education. STEM literacy, in particularly engineering and
technology, entails the conceptual indulgent and procedural proficiency and abilities for design
and problems solving to engage learners with limited background knowledge in STEM, in
activities of increasing cognitive levels (Barak, 2013). Moreover, Barak (2013) found that
“STEM cannot be implemented in a specific curriculum, but in a range of programmes (sic) and
instructional methods that students … experience during learning” (p. 319). Competency in the
four knowledge types, as it pertains to the ability to facilitate STEM activities is needed to
support student learning. Furthermore, teachers must have the ability to facilitate STEM
activities and lessons in multiple instructional methods and programs (Barak, 2013).
A NEEDS ASSESSMENT 30
Likewise, content knowledge represents teachers’ understanding of the subject matter
taught (Kleikmann et al., 2013). On the other hand, pedagogical content knowledge according to
Shulman (1987) is that special amalgam of content and pedagogy that is uniquely the province of
teachers, their own special form of professional understanding. Both of these types knowledge
are also required to effectively instruct students. Research by Ojose (2012) conducted a study
that investigated the content knowledge and pedagogical knowledge of 25 practicing algebra
teachers. A questionnaire was administered to participants to measure their level of content
knowledge and interviews were conducted as a follow up to give teachers the opportunity to
support their answers. Results of the study revealed that teachers teaching mathematics with both
content knowledge and pedagogical content knowledge were able to make the instruction fun
and meaningful while the teachers without them taught students in the traditional way of
procedures and rituals.
Therefore, teachers in the after school STEM programs must demonstrate proficiency in
the four types of knowledge, including content and pedagogical knowledge, and have the ability
to teach STEM in various types of schemes to facilitate STEM activities successfully.
Staff motivation. An adequate background in STEM and the ability to effectively
transfer pedagogical content knowledge and understanding to students correlates with a teacher’s
self-efficacy (National Academy of Science, 2014). Teaching practices affects student learning
and motivation is an integral part of a teacher’s ability to meet educational goals that support
student achievement (Mayer, 2011). Three factors associated with motivation are active choice,
persistence, and mental efforts (Clark & Estes, 2002). Active choice is “when people choose (or
fail to choose) to actively pursue a work goal” (p. 80). If a teacher is actively motivated to teach,
students will learn because he or she will put forth effort to facilitate an engaging learning
A NEEDS ASSESSMENT 31
experience for his or her student. Persistence is “when people have many goals and distractions
and so are tempted not to persist at a specific goal” (p. 80). Teachers determined to teach a great
lesson find the resources necessary to make the lessons meaningful to students. Last, mental
effort is “when people have chosen a goal and are persisting at it in the face of distraction, but
have to decide how much mental effort to invest in achieving the goal” (p. 80). Although a
teacher might have the resources to provide students with an engaging learning experience, he or
she must make a mental effort to accomplish the task. These same factors apply to after school
staff since they are facilitators of activities that support regular day instruction.
The basis for how academic motivation works entail interest, beliefs, attributions, goals,
and partnerships (Mayer, 2011). Teachers must have an interest in the subject to demonstrate the
value of the subject and a belief that teaching the subject will support student learning and
academic achievement. Meaningful learning cannot exist if a teacher does not attribute his or her
success or failure and teaching effort while working hard to achieve academic goals through a
collaborative process with students. Nonetheless, teachers must also have a high sense of self-
efficacy and goal oriented outcome expectations to help students learn (Pintrich & Schunk,
2002). Self-efficacy occurs when one tests one’s own capabilities to attain a certain level of
performance in a task (Bandura, 1977). Having self-efficacy allows one to be motivated to act on
an endeavor even when facing obstacles (Tschannen – Moran & Hoy, 2007). A teacher who
believes she has the capability to teach one or more STEM subjects is more likely to succeed
than is a teacher who does not believe he has the capability to teach STEM to students.
Therefore, after school staff must be highly motivated and have high self-efficacy when
facilitating STEM activities to make learning meaningful.
A NEEDS ASSESSMENT 32
A few studies have devoted considerable attention to teacher self-efficacy (Dressner &
Worley, 2006; Morrison Estes, 2007). Powell-Moman, and Brown-Schild (2011) looked at the
impact self-efficacy had on 23 of 32 active, science classroom teachers participating in a 2-year
professional development program to strengthen content knowledge, inquiry-based instruction,
and leadership skills in a partnership between scientists and teachers. Participants were given
four questions to determine their level of self-efficacy for their effectiveness in facilitating
inquiry-based instruction in the classroom. An additional ten questions inquired about teaching
behaviors often used in inquiry-based instruction. Other measures include demographics and
faculty and curricular support questions too. Conclusion of the study found teachers who
participated in inquiry-based professional development with a focus on content knowledge
development and leadership had an increase in self-efficacy, especially for less experienced
teachers. The results from this research are important because after school facilitators with
minimum content knowledge in STEM subject areas may increase their self-efficacy by
participating in inquiry-based professional development opportunities that focus on STEM
content and leadership skills.
Curriculum
Low proficiency levels beginning in elementary school affect the likelihood of students’
steering towards the STEM pathway that leads to success in science and mathematics college
coursework and ultimately, careers. Conversely, research by the National Action Council on
Minorities in Engineering (2014) find that integrating engaging, STEM activities to elementary
students through active, hands-on, and PBL, including introducing students to STEM careers
increases academic achievement and provides opportunities for socioeconomically
disadvantaged youth to enter into the STEM pathway. High quality after school programs with
A NEEDS ASSESSMENT 33
an emphasis in STEM can help SCSD close the achievement gaps by offering economically
disadvantaged students engaging learning experiences from research-based, hands-on STEM
activities and other related academic practices (Banks, Au, Ball, Bell, Gordon, Gutierrez, Heath,
Lee, Lee, Mahiri, Nasir, Valdes, & Zhou, 2007; National Research Council, 2009). Likewise,
providing SCSD students with inclusive STEM learning experiences through out-of-school time
activities could motivate students to pursue a career in a STEM field. Moreover, these
experiences build on students’ interests and cultural background so as to engage them more
meaningful and support them in prolonged learning (National Academy of Science, 2013).
Some high quality after school and summer enrichment programs utilize hands-on-
learning materials and web resources to effectively engage students in STEM (Miller, Shearer, &
Moskal, 2005, Nugent, Baker, Grandgenett, & Adamchuk, 2010). In fact, districts try to improve
students’ attitude and build their interests in STEM subjects. In reality, budgetary restrictions,
funding, time, and resources are limited at the school sites and ultimately in the classroom. As a
result, some districts rely on their after school program to provide students with hands-on and
web-based enrichment STEM activities build students interests in these subjects.
Martin et al. (2011) assessed student learning outcomes, interests, and attitudinal changes
towards STEM subjects of students from underserved communities in after school and summer
enrichment programs over a 3-year period. Working with the support of staff and online
instruction, students used hands-on learning materials and web resources (web-based
programming tool) to complete hands-on microcontroller-based projects from electronic and
robotic kits. Of the 200 middle school and few high school participants in the study, 79% were
male and 21% were females with the highest concentration of participants (37%) in the seventh
grade, by the end of the 3-year study. Results from the study concluded that the programs
A NEEDS ASSESSMENT 34
improved students’ attitude and interests towards STEM subjects and the STEM career pathway,
while giving students real engineering, and programming skills. In other words, engaging
students in web-based programs, electronics, robotics, and other engineering practices supports
increase student attitude and interests in STEM.
Organizational Factors
Professional learning communities. To increase student achievement in the quest to
achieve common learning goals, professional learning communities (PLCs) focus on high levels
of student learning (DuFour et al., 2010). To implement PLCs effectively, it is important for
individuals within an organization to work collaboratively and engage in practices that support
learning. Research by Teague and Anfara, (2012) suggest these practices: (1) shared values and
visions; 2) shared and supportive leadership; (3) collective learning and application to practice;
(4) shared personal practice, and (5) supportive conditions that encompass both relationships and
structures. Sustaining these practices can be an effective form of professional development for
teachers to support their engagement in principles essential for PLCs (Jones, Stall, & Yarbrough
(2013). Although PLCs are commonly organized for regular school day professional
development, implementing PLCs in the after school will provide staff with collaborative
learning practices that supports student learning. Commitment to these principles is important to
support student achievement and learning. Although implementing best practices is essential for
sustaining highly effective PLCs to support student learning, providing after school staff with
ongoing professional development opportunities is important too.
Professional development. Offering high quality professional development opportunities
for highly effective and quality instruction is essential in increasing student achievement (U.S.
Department of Education, 2004). To improve instruction, Togneri and Anderson (2003) studied
A NEEDS ASSESSMENT 35
highly effective and high-poverty districts that exhibit gains in academic achievement in core
content subjects across all races and ethnicities for at least three consecutive years. Out of 50
recommended districts, 14 districts were selected as potential study sites. After interviewing
stakeholders and applying secondary criteria that recognized how districts promoted good
instruction crucial in improving academic achievement, five districts were selected for the study.
The study found key characteristics of highly effective professional development practices.
These characteristics are as followed: (1) implement a framework to support instructional
improvement; (2) use research-based principles to guide professional development
implementation; (3) significant connections exist between district visions and school strategies to
improve instruction (4) networks of instructional leaders that provide significant support to
teachers; (5) professional development decisions based on needs that emerge from data; (6)
district modeled research-based professional development, and (7) strategically using internal
and external resources to improve instruction (Togneri & Anderson, 2003). A suggestion by
Togneri and Anderson (2003) was that professional development should be designed over the
course of a year instead of the “traditional one-time workshop” (p. 6). Hence, a professional
development scheduling structure implemented after school should be organized so staff could
work collaboratively to address instructional challenges, share best practices, and share
promising results.
Resources. To manage after school STEM programs efficiently, it is important that
programs have the resources conducive for student learning. Resources needed include
equipment such as computers for research, and materials and supplies to implement curriculum
and engage in STEM-related activities. Also, the use of facilities or space is needed to house the
program, its participants, including materials, equipment and other resources. According to the
A NEEDS ASSESSMENT 36
National Academy of Science (2010), settings and space conducive for learning science should
(1) develop student interest, (2) provide and understanding of scientific knowledge, (3) engage
students in scientific reasoning, (4) allow for self-reflection, (5) engage students in scientific
practices, and (6) allow students to identify with the scientific enterprise. Even though most after
school STEM programs use school facilities, informal settings are just as important. Some
informal settings include field trips to museums, zoos, science centers, aquariums, and nature
centers (National Academy of Science, 2010). Last, adequate funding is necessary to facilitate
appropriate learning experiences, as capital is needed to purchase resources and materials.
Therefore, providing after school STEM programs with sufficient resources, materials, space and
setting, and currency will provide students with an environment conducive for learning.
Summary
High quality after school STEM programs can play a major role in closing achievement
gaps and guiding disadvantaged Hispanic and African American students towards the STEM
pathway for college and career readiness. Since proficiency in science and mathematics leads to
better opportunities educationally and economically (National Research Council, 2012), after
school STEM programs can support the regular day educational program in schools by aligning
activities with NGSS and the CCSS as well as integrate 21
st
century skills to support academic
achievement (Next Generation Science Standards, 2014; Wagner, 2008). Moreover, after school
STEM programs can engage in evidence- and research-based practices that support the academic
achievement of disadvantaged students (U.S. Department of Education, 2004). Some of these
practices include making data-driven decisions (After School Alliance, 2014) and incorporating
inquiry-based (Perrin, 2004), and PBL (Bell, 2010) in curriculum and activities. To facilitate
high levels of learning after school, staff must actively make a mental effort to provide students
A NEEDS ASSESSMENT 37
with an engaging learning experience (Clark and Estes, 2002). In addition, staff must be highly
motivated and have high, self-efficacy to make learning meaningful (Pintrich & Schunk, 2002).
Moreover, after school staff should be demonstrate competency in factual, conceptual,
procedural, and meta-cognitive knowledge when facilitating STEM activities (Anderson &
Krathwohl, 2001). Also, after school staff should provide students with research-based, hands-on
learning activities (National Action Council on Minorities in Engineering, 2012) that build on
students interests and builds background knowledge (National Academy of Science, 2014).
However, high quality after school STEM programs must engage in organizational practices,
such as PLCs to support student achievement (Teague & Anfara, 2012), and provide high quality
professional development opportunities for staff (Togneri & Anderson, 2003), as well as
adequate resources (e.g., time and materials) and space (National Academy of Science, 2010) to
provide an environment conducive for student learning. An understanding of these practices is
essential in creating high quality after school STEM programs.
Given this background, this project sought to conduct a needs assessment of SCSD After
School Program to develop a high quality STEM program to support academic achievement.
Furthermore, this project aimed to provide suggestions and recommendations of best practices to
support the development of a high-performing STEM after school program. Given this overall
objective, this project concentrated on the needs in the following areas: evidence and research-
based instructional practices, staff knowledge, staff motivation, curriculum, and organizational
structures and facilities. An analysis of SCSD academic performance and student demographics
will provide information that supports the need to engage disadvantage students in STEM. The
following chapter provides an overview of methodology that will be utilized in this needs
assessment project.
A NEEDS ASSESSMENT 38
CHAPTER THREE: METHODOLOGY
Authors: Dylan Lira, Regina Maldonado
This chapter provides information regarding the methodology of the project. The chapter
begins with information on the Academic Performance Index (API), SCSD academic
performance and demographics, and the after school program and student participant
demographics. Furthermore, the chapter provides a description of the needs assessment,
instrumentation, procedures, and data analysis. In general, the design of this mixed-methods
project was intended to identify the needs of the after school STEM program.
SCSD Academic Performance and Demographics
Located in the urban, inner city area of Los Angeles County, SCSD is a third year
program improvement, Title 1 district. The district has an API of 698. Moreover, 66% of SCSD
students are not proficient in science and 61% are not proficient in math (Ed-Data, 2013). Table
1 below illustrates science and mathematics achievement results for SCSD students in 5
th
grade
science and 4
th
grade mathematics.
Table 1
Science and Mathematics 2013 Achievement Results of SCSD Hispanic and African American
Students
Ethnicity Valid Scores in
5
th
Grade
Science
Percentage of 5
th

Grade Students
no Proficient in
Science
Valid Scores in
4
th
Grade
Mathematics
Percentage of 4
th

Grade Students
not Proficient in
Mathematics
Hispanics 1420 62% 1420 26%
African American 256 68% 270 32%
Source: California Department of Education, 2013
SCSD has a total student population of 24,710, in which 78.7% are Hispanics, and 19.7%
are African Americans (California Department of Education, 2013). One-third or approximately
8,428 students are English learners. Furthermore, 77% of the total student population is
A NEEDS ASSESSMENT 39
identified as economically disadvantaged students (California Department of Education, 2013;
Ed-Data, 2013). In total, SCSD has 24 public elementary schools, eight middle schools, and five
high schools.
After School Program Background
Founded in 2002, the after school program was established under voter initiative
Proposition 49. Funding for the district’s after school program derives from state and federal
grants, including generous monetary donations from community partnerships. Centrally managed
by the Los Angeles County Superintendent of Schools and supported by SCSD Office of
Secondary Education and After School Program, each program is individually developed to
address the needs of the students’ and families at each school site by providing economically
disadvantaged, urban minority students physical and academic enrichment opportunities,
including literacy, and homework assistance to students in a safe environment through a
collaborative partnership between schools and local community resources (SCSD, 2014).
The mission of the SCSD Office of Secondary Education and After School Program is a
commitment to “Ensure that students develop their potential as lifelong learners by providing
meaningful, student-centered learning experiences through innovative enrichment activities, and
high quality standards-based academic support” (SCSD, 2014). As a result, the after school
program has worked hard to establish meaningful and collaborative partnerships with the
community to support the academic and developmental needs of student participants’.
The after school program. Although participation in the after school program is free to
all students in K-8 grade, enrollment is limited and registration is on a first come, first served
basis or students are placed on a waiting list. The programs operate on regular school days
beginning when school ends until 6:00 pm. Only authorized individuals over 18 years of age may
A NEEDS ASSESSMENT 40
pick up students. Per the grant, a snack that follows California State Nutritional Standards
(CSNS) is offered to all participants. Also, students are offered a full-meal that meets CSNS
dietary guidelines for dinner. Regular attendance is required, except for excused absences and
appointments. While students are encouraged to attend the program regularly, students may be
dismissed from the program for the following reasons: three unexcused absences in a month;
three late-pick-ups; students picked up early on a regular basis, and failure to follow SCSD
disciplinary policy (Southern California School District, 2014).
AS Program elements are centered on disguised learning that support the regular school
day content. This entails a focus on positive behavior intervention, and support (PBIS), as well as
academic enrichment in core content academic subjects such as reading, mathematics, science,
and social studies. Other program elements include, PBL, homework assistance, physical
activities, and a multitude of enrichment activities
AS and Student Participant Demographics
The after school manages one full-day summer program and 34 after school programs on
22 elementary and eight middle schools, and four high school campuses. The after school serves
an estimated 4,000 students a year. Of the total number of students participating, approximately
74% are Hispanics and 25% are African Americans. In addition, one-third are English learners
and roughly 85% are identified as economically disadvantaged students (SCSD, 2014).
Personnel
The after school program is centrally managed by Jane Doe an SCSD after school
program certificated program administrator and former school counselor. Ms. Doe supervises
five program leaders who provide technical assistance and support to 34 site coordinators and
more than 150 program leaders working directly with students in various academic settings after
A NEEDS ASSESSMENT 41
school. Some staff have a bachelor’s degree or higher, including a teaching credential, but all
staff have at least 48 college units and are NCLB-qualified to provide instructional assistance to
students during out-of-school time. Working with certificated school administrators, Ms. Doe
oversees the quality and requirements of the after school grant, as well as provide all staff
trainings and meetings.
Scope of Work Document
In order to facilitate the project, a Scope of Work document was created to help structure
the needs assessment and curriculum review over the course of one year to create a high quality
after school STEM program (Appendix D).
Instrumentation
As it pertains to the needs of the after school program, the five areas examined were
evidence and research-based instructional practices, staff knowledge, staff motivation,
curriculum, and organizational structures and facilities. Instruments to examine these areas
helped document the perceived needs of SCSD after school STEM program Therefore, the
following paragraphs will provide a description of how each was approached.
Survey
Survey questions were modified from the STEM
2
Power of Discovery Readiness and
Needs Assessment (California Afterschool Network, 2013) and selected to correspond to the
areas identified earlier. The premise behind the Readiness and Needs Assessment was to collect
data on existing STEM learning opportunities and assets, identify the needs of out-of-school time
programs and key stakeholders, and identify potential elements of, and supports needed in the
creation and implementation of a STEM program plan (California Afterschool Network, 2013).
The Readiness and Needs Assessment structure included 25 multiple-choice answers and open
A NEEDS ASSESSMENT 42
and closed-ended questions in each of the following areas: program assessment, and core
instructional day: support and collaboration. Additionally, the survey included five multiple-
choice answers and open and closed-ended questions in the area of partnership assessment.
The survey (Appendix C) included a total of 16 yes or no questions, multiple response
and multiple-choice questions and asked a question about participants’ position in the district and
a question about the school level their program serves. Furthermore, the survey had the following
numbers of items in each category: (1) two items in evidence and research-based instructional
practices; (2) one item in staff knowledge; (3) two items in staff motivation; (4) four items in
curriculum, and (5) five items in organizational factors and resources. Last, Qualtrics, an-online
survey tool, was the electronic platform that delivered the questions for distribution. Participant
responses on the survey provided a general understanding of the after school program needs, as it
relates to themes discussed in the literature review.
Interviews
The interview protocols (Appendices A and B) were developed in alignment with the
needs of SCSD and with the five general themes reviewed in the literature: evidence and
research-based instructional practices, staff motivation, staff knowledge, curriculum, and
organizational structures and facilities. The intent was to explore the complex set of factors
surrounding the central phenomenon and present the varied perspectives or meaning that the
interview holds (Creswell, 2009). Participant responses from the interviews allowed for
explanation of themes as well as unexpected themes. Developed by Dylan Lira and Regina
Maldonado, co-researchers and fellow USC Doctoral Students, eight open-ended questions were
used for the site coordinators interviews and six open-ended questions were used for the after
school administrator interview.
A NEEDS ASSESSMENT 43
Procedures
Phone Meetings
A teleconference was held in the spring of 2014 to determine which schools and districts
were interested in an evaluation or needs assessment of their after school STEM program. In
attendance was Fred Jones, a project coordinator from the Los Angeles County of Education, the
researchers, and our two dissertation chairs, Dr. Robert Rueda and Dr. Gale Sinatra. At the end
of the teleconference, Mr. Jones agreed to organize a second meeting with the district selected,
SCSD. At the end of the meeting, it was decided that we would conduct the research together.
The second meeting held was a telephone conference with key stakeholders. In
attendance were Ms. Jane Doe, SCSD’s after school administrator, Mr. Jones, Dr. Rueda, Dr.
Sinatra, Mr. Lira, and Ms. Maldonado. The purpose of the meeting was to investigate the STEM
program at SCSD’s after school program to see if we could conduct a needs assessment project
to meet the needs of the SCSD’s AS. Last, the third conference meeting was held in the summer
of 2014 to review and approve the Scope of Work between the researchers and SCSD. In
attendance at the meeting with us was Mr. Jones, who acted as a substitute for Ms. Doe, Dr.
Sinatra, All attendees agreed upon the Scope of Work that was authored by Mr. Jones.
On-Site Meetings
In the spring of 2014, we attended a site meeting with the after school administrator, both
dissertation chairs, and the project coordinator of the Los Angeles County Office of Education.
The purpose of the meeting was to meet with key stakeholders to discuss the needs of SCSD
After School Program and to agree upon a partnership to conduct the project. Two more
meetings were scheduled between the after school administrator and us for the spring of 2015.
The after school administrator was contacted by phone, to agree upon a date, time, and place of
A NEEDS ASSESSMENT 44
each meeting. Discussed at the first meetings was an update of progress made towards the needs
assessment. The last meeting was the delivery and discussion of the executive summary.
District Permission
To secure permission to conduct the project, we submitted a SCSD Statement of
Research document to SCSD to explain the number of participants needed for the project, the
approximate amount of time required from each participant, procedures, and the instruments that
will be used for the needs assessment. In addition, the document provided details about how the
executive summary will be reported and to whom. After submitting the document, final approval
was given by the associate superintendent of SCSD to conduct the project.
Survey
To determine the needs of SCSD After School Program as it concerns high quality STEM
programs, 30 site coordinators and 30 program leaders were surveyed. An electronic survey with
21 closed questions was administered to 60 participants with the permission of the after school
administrator. Closed questions were utilized due to ease in scoring, analysis, and interpretation
(Fink, 2009).
Survey distribution. Permission was obtained from the associate superintendent of
SCSD prior to the distribution of the surveys to the after school administrator. The after school
program administrators distributed a letter of introduction, that described the purpose and context
of the survey to after school site coordinators. Once participants responded that they wanted to
complete the survey, a link was sent to them electronically. Participants who did not respond
were sent a reminder five days later. The percentage and frequency was derived from survey
responses to find common themes and patterns as revealed in the literature review.
Confidentiality and privacy of the participants was assured.
A NEEDS ASSESSMENT 45
McEwan and McEwan (2003) found that the use of multiple data collection methods is
known as triangulation, which lessens the likelihood of bias results. Therefore, threats of validity
were tested through the triangulation and alignment of the areas of needs surveyed. An
illustration of how this worked in this project is illustrated in Table 2.
Table 2
Triangulation of Data
Areas of Needs Surveys Interviews
What are the needs of the
after school program as it
pertains to evidence and
researched-based
instructional practices?
Questions about: research-
based instructional practices,
knowledge and use of
instructional practices, if data
drives instruction, and inquiry
and project-based
instructional practices.
Questions about: instructional
practices, challenges, input
about supporting a high
quality program, how the
school can support efforts to
create a high quality after
school STEM program
What are the needs of the
after school program as it
pertains to staff knowledge?

Questions about: is the staff
motivated to teach STEM
subjects and how confident
are the staff in teaching
STEM subjects.

Question about: school site
professional development and
open-ended questions.

What are the needs of the
after school program as it
pertains to staff motivation?
Questions about: whether the
after school staff is
adequately prepared to teach
STEM subjects and if the
staff is prepared to teach the
Next Generation Science
Standards.
Open-ended questions.
What are the needs of the
after school program as it
pertains to curriculum?
Questions about: curriculum
alignment with NGSS and the
CCSS.

Questions about: the selection
of curriculum and materials.

What are the needs of the
after school program as it
pertains to organizational
structures and facilities?
Questions about:
collaboration time funding,
adequate facilities, supplies
and equipment.
Questions about space and
facilities, resources, budget.

A NEEDS ASSESSMENT 46
Interviews
Interviewees. To address the needs of SCSD after school STEM program, two
elementary and one middle school after school site coordinators out of a pool of 22 were selected
to interview for this project as well as the after school administrator. The after school
administrator selected the interviewees based on their availability. As such, site coordinators
were selected because they have an extensive knowledge of information as it pertains to the daily
operation of the after school STEM program, including information regarding instructional
practices, curriculum, and organizational structures and facilities. Moreover, site coordinators
have access to documents and artifacts that assisted the researchers in the collection of data.
Interview process. The protocol for conducting the interviews was a strategic process.
After gaining permission to interview from the associate superintendent of SCSD and the after
school program administrator, the after school administrator contacted the interviewees via
phone to agree upon a date, time, and a place to conduct the interview. Next, the after school
administrator notified the researchers regarding when the interviews were to take place, as well
as the time and place to conduct the interviews. Interviews were 30 to 45 minutes in length and
were tape-recorded with participants’ consent. We took notes and assured the interviewees of
confidentiality and privacy so his or her name and the location of their site could not be
identified.
After the interview, we listened to the recorded responses on the audiotape and
transcribed the participant’s words verbatim on a simple laptop computer with MS word.
Afterwards, all of the data were coded in segments and then organized by themes; participant
responses from the interviews provided a broad understanding of the needs of SCSD as it
A NEEDS ASSESSMENT 47
concerns evidence and research-based instructional practices, staff motivation, staff knowledge,
curriculum, and organizational structures and facilities.
Data Analysis
The approach to data analysis was a sequential process. Maxwell (2013) suggests that
data analysis occur immediately after finishing an interview, survey or an observation and during
the whole process of working on a project. For example, surveys were transcribed before the
interviews. This allowed me to draw upon insights that might be informally gathered to explore
questions in the interviews. Accordingly, the data collected in the project were analyzed,
organized, coded, and examined without delay as it relates to the areas of needs identified prior
to data collection.
A theme, pattern or a finding related to the areas of needs in this project was viewed as a
category (Merriam, 2009). Thus, after all the data and documents were read, patterns emerged,
and the approach to data analysis was conducted using Merriam’s (2009) step-by-step process of
analysis. This entailed: the categories of construction, sorting categories of data, and naming the
categories of data (Merriam, 2009). By using this approach, we conceptualized elements from
many data sources. First, we used open coding because it entails jotting down notes and
discovering themes presented in the data. Second, open codes were used to construct categories
by grouping similar words and phrases. Corbin and Strauss (2008) define this process as “Axial
coding” because related concepts are categorized together (p. 195). Last and subsequently,
subcategories were named as they related to main categories.

A NEEDS ASSESSMENT 48
CHAPTER FOUR: FINDINGS
Authors: Dylan Lira, Regina Maldonado
Introduction
The after school program’s goal to promote more youth interest and engagement in
STEM is driven by changes in accountability and standards, an increase in technological
demands, and the need to broaden the STEM pipeline to be globally competitive in the 21
st

century (Common Core State Standards Initiative, 2014; California Department of Education,
2014). This needs assessment project was designed to help meet that objective.
This chapter presents findings obtained from the needs assessment of the SCSD after
school STEM program. Specifically, this project sought to examine the perceived needs of the
after school program as it pertains to evidence and research-based instructional practices, staff
motivation, staff knowledge, curriculum, and organizational structures and facilities to address
gaps in these areas. The chapter is divided into several sections including a description of both
the survey respondents and interview participants’ grade level and position, the response rate of
the quantitative surveys, and data results from quantitative and qualitative measures. The
findings of this needs assessment are focused around the five areas of needs which we used to
guide this project.
Quantitative and qualitative data were collected to address the following five areas of
needs: evidence and research-based instructional practices, staff knowledge, staff motivation,
curriculum, organizational structures and facilities.

A NEEDS ASSESSMENT 49
Results
Description of Respondents
The participants for this needs assessment were SCSD after school program coordinators
and program leaders employed at an elementary school (grades K-5 and grades K-7), or at a
middle school (grades 6-8). As shown in Figure 1, of the 47 respondents to the survey 53% were
site coordinators, 40% were program leaders, 4% were site administrators, 2% were certificated
teachers and 0% were district administrator.

Figure 1. Percentage of Respondents by Position in the District
Because the survey focused solely on the needs of site coordinators and program leaders,
the responses from site administrator and teachers were not included in further analyses.
Of the 25 site coordinators who participated in the survey, 66% currently work in a K-5
elementary school, while 17% work at a K-7 elementary school, and 17% work at a middle
school. Moreover, of the 19 program leaders who responded 68% work at a K-5 elementary
school, while 21% work at a K-7 elementary school, and 11% work at a middle school. Figure 2
illustrates the percentage of respondents by school level.
4%!
2%!
53%!
0%!
40%!
Position'in'the'District'
Site!Administrator!
Teacher!
ASP!Site!Coordinator!
District!Adminstrator!
ASP!Program!Leader!
A NEEDS ASSESSMENT 50

Figure 2. Percentage of Respondents by School Level
In all, a total of 31 after school surveyed participants’ work at the K-5 elementary level,
whereas eight work at the K-7 elementary school level, and eight works at the middle school
level.
Evidence and Research-based Instructional Practices
The first question posed by the after school administrator was, “What are the needs of the
after school as it pertains to evidence and researched-based instructional practices?” Figure 3
illustrates responses to a survey question regarding rate of implementation of one of several after
school practices. In particular, the data show how often the after school personnel use data to
make instructional and curriculum decisions. According to survey results, the most common
response is “often,” with 38% of site coordinators and program leaders reporting the existence of
this type of practice within the after school program.
66%!
17%!
17%!
School'Level'
Elementary!(KD5)!
Middle!School!(6D8)!
Elementary!(KD7)!
A NEEDS ASSESSMENT 51

Figure 3. Frequency of Use of Data to Make Instructional and Curriculum Decisions
Although the existence of data are used often to inform important educational decisions
and actions regarding instruction and curriculum in many of the after school programs, the
inclusion of other research-based instructional practices varies across after school programs as
indicated by the data in Table 1.
A practice less commonly implemented in the after school programs within the survey
sample is the use of hands-on activities in engineering lessons. In all, 40% of surveyed
participants engaged in hands-on activities in engineering related activities. Interviewed site
coordinators expressed the need for more hands-on activities program-wide in all STEM
activities as well as the alignment of those activities with the instructional practices of the regular
school day. Site Coordinator 1 stated that the after school programs “need hands-on activities”
aligned with the instructional practices of the regular school day.
Based on further survey results, it was evident that engineering related activities had the
least inclusion of evidence and research-based instructional practices when compared to other
2%!
38%!
28%!
19%!
13%!
0%!
5%!
10%!
15%!
20%!
25%!
30%!
35%!
40%!
Never Often Frequently Always Do Not Know
Percent'of'Respondents'
Frequency'of'Use'of'Data'
A NEEDS ASSESSMENT 52
STEM-related activities. As illustrated in Table 1, only 32% of surveyed participants engaged in
inquiry-based projects related to engineering activities. However, there was a perceived need for
more visits by professional experts as less than one-fifth of surveyed participants engaged in this
practice as it concerns all STEM-related activities. Moreover, except in math, fewer than half of
those surveyed incorporated 21
st
century skills in all STEM-related activities. In addition,
interviewed site coordinators expressed the need for professional development in STEM. Site
Coordinator 3 explains that “We are not given any teaching or instructional strategies, but it
would be nice to have them to work with our students.”
Table 3
The Inclusion of Features in STEM Activities
Features A science-
related activity

A technology-
related activity
An engineering
related activity
A math-
related
activity
f %

f % f % f %
Hands-on activities

43 91 26 55 19 40 33 70
Small group work

35 74 23 49 21 51 31 66
PBL

35 74 24 51 20 43 30 64
Inquiry-based projects
(investigating a question or
problem)

32 68 18 38 15 32 28 60
Visits by a professional
expert (e.g.,NASA,
BOEING)

9 19 6 13 5 11 6 13
Make connection to student
learning

33 70 25 53 18 38 32 68
Establishing real-life
application of the topic

30 64 25 53 20 43 32 68
21
st
Century skills

23 49 23 49 14 30 26 55
Note: f = frequency of response
A NEEDS ASSESSMENT 53
Overall, survey results demonstrate the need to use data more frequently to make
instructional or curriculum decisions. In addition, the interviews revealed a perceived need for
more hands-on activities in all, STEM-related activities. However, results from the survey
exposed a perceived need in technology and engineering related activities greater than other
STEM areas. Also, participants felt a need exists for more visits by professional experts and the
inclusion of 21
st
century skills in STEM activities.
Staff Knowledge
Staff members’ knowledge was surveyed in the context of the impact their participation
had in STEM activities. In particular, the areas surveyed were staff knowledge of STEM-related
content and their perception of students’ content knowledge. As seen in Table 3, 60% of
participants surveyed reported that their knowledge of STEM had a big impact on their
participation in STEM activities. A majority of surveyed participants, 64%, reported students’
knowledge of STEM-related content had a large impact on their participation in STEM-related
activities. Site coordinators indicated the need for professional development in STEM for all
program leaders to build content knowledge to facilitate STEM activities. Site Coordinator 1
stated, “We need professional development for our school staff definitely” (personal
communication, November 6, 2014). Site coordinators and the after school administrator
expressed the need for program leaders to build STEM content knowledge. Site Coordinator 2
explained that, because most program leaders are college students with minimal STEM content
knowledge, training in STEM content is needed because “whatever is going on during the school
day we just try to extend on it [learning]” (personal communication, November 6, 2014)
A NEEDS ASSESSMENT 54

Figure 4. Knowledge of after school Personnel in STEM
In general, surveyed participants revealed that staff and students’ knowledge has a big
impact on STEM activities. Specifically, a majority of the interviewed participants agree that
knowledge plays a significant role in STEM-related activities and training and professional
development is needed in STEM subject areas. Furthermore, site coordinators believe that
training in STEM content knowledge will allow program leaders to extend on regular school day
STEM instructional practices through lessons and learning activities.
Staff Motivation
Staff motivation was investigated in the following areas: staff aspirations and plans for
higher education; professional goals; student interest in and positive attitude towards STEM
content, and student awareness and interest in STEM careers. As noted in Table 2, a majority of
participants surveyed reported their own aspirations for higher education, including their own
professional goals had a large impact on their facilitation of STEM activities. Likewise, a
majority of participants (68%) found that engaging in STEM activities positively affected
0%!
2%!
36%!
30%!
60%!
64%!
0%!
10%!
20%!
30%!
40%!
50%!
60%!
70%!
Your!knowledge!of!STEM!related!
content!
Students'!knowledge!of!STEM!
related!content!
No!impact!at!all!
A!small!impact!
A!big!impact!
A NEEDS ASSESSMENT 55
students’ interest and attitude towards STEM activities. Sixty percent of those surveyed report
STEM activities had “a big impact” on students’ awareness of and interests in pursing STEM-
related careers, as illustrated in Table 4.
In contrast, site coordinators reported that program leaders’ own aspirations for higher
education and professional goals had very little impact on the facilitation of STEM activities.
Most interviewed site coordinators reported that training staff in teaching strategies would
motivate program leaders to facilitate more STEM activities. Site Coordinator 3 stated, “We are
not given any teaching strategies, but it would be nice to have them to work without students.
This would motivate our program leaders more in doing STEM” (personal communication,
November 6, 2014). Interviewed site coordinators indicated the importance of professional
development for program leaders in STEM activities to motivate staff to facilitate STEM
activities. In addition, some interviewed site coordinators reported that keeping students engaged
and interested in STEM is a struggle in the after school program. Another coordinator explained,
“Some of the challenges that we face is engaging our students, all of our students” in STEM
activities “and [keeping] them interested in the lessons” (personal communication, November 6,
2014). A different coordinator believes that, because program leaders might not be interested in
becoming teachers, they may not be motivated to facilitate STEM activities. This same
coordinator stated, “I think that [since program leaders are not] “studying to be teacher[s], …
training will be important because [as] college students, they may not have a background in
science.”

A NEEDS ASSESSMENT 56
Table 4
Impact of STEM
No Impact at
All

A Small
Impact
A Big Impact
f % f % f %
Your own aspirations/plans for higher
education

5 11 9 19 30 64
Your own professional goals 2 4 16 34 26 55
Students’ interest in and positive
attitude towards STEM-related content

0 0 14 30 32 68
Students’ awareness of and interest in
pursuing STEM-related careers

0 0 19 40 28 60
Note: f = frequency of response
The results from the survey revealed that staff aspirations and plans for higher education,
as well as professional goals are perceived to have a large impact on the facilitation of STEM
activities in the after school program. In addition, the survey shows that STEM activities are
perceived to have a large impact on students’ interest in, positive attitudes regarding, and
awareness towards STEM-related content and careers. However, interviews with site
coordinators indicated the opposite. These individuals identified a need for professional
development and teaching strategies to motivate program leaders to facilitate more STEM
activities, which they presumed to positively affect student interest, attitude, and awareness in
STEM content and STEM careers. Moreover, one coordinator suggests the need for trainings
because it would build self-efficacy and provide staff with the background knowledge needed to
facilitate more STEM activities.

A NEEDS ASSESSMENT 57
Curriculum
Curriculum was explored in the following areas: activities offered, alignment to the
Common Core, alignment to the Next Generation Science Standards, and the integration of
STEM activities. Overall, the survey results showed that science and engineering activities were
reportedly offered to the students less frequently than was other STEM content, as seen in Figure
5. Thirty percent of respondents reported that engineering activities were not offered to the
students of the after school program. This percentage was much higher than for other STEM
activities for this category.

Figure 5. Total Time Offered for STEM Related Activities
Of the activities offered, respondents reported that they are not always aligned to the
Common Core State Standards. Only 34% reported that they were aligned with CCSS and 11%
did not know. As it relates to the alignment of the activities offered with the Next Generation
Science Standards, just 22% reported they are always aligned. Almost half of respondents
2%!
17%!
30%!
0%!
19%!
9%!
36%!
6%!
60%!
17%!
19%!
6%!
19%!
4%!
2%!
32%!
36%!
2%!
55%!
0%!
10%!
20%!
30%!
40%!
50%!
60%!
70%!
A!science!
related!activity!
A!technology!
related!activity!
An!engineering!
related!activity!
A!mathematics!
related!activity!
Not!offered!
1D3!Times/month!
Once/week!
2D3!Timers/week!
Everyday!
A NEEDS ASSESSMENT 58
reported, however, that the activities are only often aligned to the Next Generation Science
Standards, as seen in Figure 6.

Figure 6. Frequency of STEM Curriculum/Activities Aligned to the CCSS or NGSS
In addition, the curriculum, according to the survey, is less likely to be focused on a
specific STEM discipline but, rather, integrated into something they are already doing, as seen in
Figure 7. Interviews from the site coordinators, an examination of lesson plans, and thematic
units documents further revealed the need for a user-friendly STEM curriculum, the creation of
original lessons and activities, resources and materials, and the use of academic language in the
program. Site Coordinator 2 stated the need for “a curriculum. Yes, a curriculum…a user
friendly curriculum because everyone is not a science teacher” (personal communication,
November 6, 2014). The after school administrator additionally expressed the need for a
comprehensive program that is easy to follow, saying, “I need a comprehensive program that has
step-by-step lesson plans” (personal communication, December 4, 2014).
0%!
21%!
34%! 34%!
11%!
4%!
46%!
28%!
22%!
0%!
0%!
5%!
10%!
15%!
20%!
25%!
30%!
35%!
40%!
45%!
50%!
Never! Often! Frequently! Always! Do!not!know!
Aligned!to!CCSS!
Aligned!to!NGSS!
A NEEDS ASSESSMENT 59

Figure 7. The Incorporation of STEM Disciplines
Organizational Structures and Facilities
Organizational structures and facilities were explored in the following areas: availability
of Internet-connected computers, individuals responsible for the delivery of STEM instruction,
training, coaching, and resources. Overall, it was found that a lack of Internet-connected
computers is not an issue throughout the district, as more than 72% of survey participants
reported having 20 or more computers with Internet access at their school site (Appendix E).
Data from the survey also revealed program leaders’ being mainly responsible for providing
instruction to students in STEM, as seen in Figure 8.
33%!
67%!
0%!
10%!
20%!
30%!
40%!
50%!
60%!
70%!
80%!
We!use!separate!curriculum!that!is!
focused!on!the!discipline.!
We!integrate!an!element!of!the!discipline!
into!something!we!are!already!doing.!
Percentage'of'Respondents'
Integration'of'STEM'Activities'
A NEEDS ASSESSMENT 60

Figure 8. Science Activity, Technology Activity, Engineering Activity, and Mathematics
Activity
There was, however, a reported higher need for coaching on how to implement STEM
training content into program activities by both the site coordinators and the program leaders as
can be seen in Figure 9. In an interview, an after school administrator agreed that a STEM coach
was needed and a professional develop program designed specifically for STEM. After School
Administrator 1 said that the after school program needs “a trained individual that understands
science” and “a comprehensive… professional development [program]” (personal
communication, December 4, 2014).
9%! 9%!
6%! 6%!
100%!
94%!
74%!
98%!
4%!
6%! 6%! 6%!
0%!
20%!
40%!
60%!
80%!
100%!
120%!
A!science!
activity!
A!technology!
activity!
An!Engineering!
activity!
A!mathematics!
activity!
Site!Coordinator!
Program!Leader!
Credential!Teacher!
A NEEDS ASSESSMENT 61

Figure 9. Number of Respondents Receiving STEM Related Support Services
Another need demonstrated by the data from the respondents’ survey was the time
needed to implement STEM activities during the duration of the program. Interviews with the
site coordinators supported this premise. One coordinator stated: “[There] may not [be] time
available for various STEM activities for all students to participate.” Another coordinator also
responded as it relates to time: “…a couple of challenges might be finding … the time to
implement a really high quality STEM program with all of the requirements of the after school
program… we need time” (personal communication, November 6, 2014).
Access to resources, curricula, and materials was also a need noted in both the survey and
the interviews. The lack of access to resources, curricula, and materials posed a major challenge
to the respondents in implementing STEM-related activities within the program according to our
respondents and as can be seen in Table 3. Site coordinators interviewed however, prefer access
to a curriculum that was aligned to the regular day. Site Coordinator 2 stated, “Trying to bridge
what happens in the day to what happens in after school...” Site coordinator 3 further supports
72%!
41%!
51%!
0%!
10%!
20%!
30%!
40%!
50%!
60%!
70%!
80%!
Training!on!how!to!
integrate!elements!of!STEM!
info!into!my!program!
activities.!
Coaching!on!how!to!
implement!STEM!training!
content!into!my!program!
activities.!
Training!on!how!to!
integrate!State!Standards!
into!my!program!activities.!
Percent'of'Respondents'
Selection'
A NEEDS ASSESSMENT 62
this premise “I would ask them [teachers] to teach science lessons and then have the after school
staff do the hands-on experiments afterschool” (personal communication, November 6, 2014).
Table 5
Factors Impacting the Implementation of STEM-Related Activities
Not all
Challenging

A little
Challenging
Somewhat
Challenging
Very
Challenging
Factors f % f % f % f %
Adequacy of
Spaces/Facilities

9 19 11 23 14 30 13 28
Availability of trained
staff

10 21 14 30 15 32 8 17
Access to resources,
curricula, and/or materials

5 11 7 15 15 32 20 43
Time (e.g., competition
from other activities)

8 17 11 23 14 30 14 30
Access to the Internet
connected computers

20 43 8 17 10 21 9 19
Student interests 17 36 19 40 11 23 0 0
Other 10 21 1 2 2 4 4 9
Note: f = frequency of response
In addition, during the interview with the after school administrators, further
organizational structures needs were noted. As it relates to how the after school personnel
collaborate with the after school administrator in developing a high quality STEM program,
After School Administrator 1 stated:
I have not [collaborated with site administrators about the development of a high quality
STEM program]. I touched on it [with the after school staff] a little bit. We talked about
A NEEDS ASSESSMENT 63
it [the development of high quality STEM programs] intensively during the summer …
[also, we discuss] lessons ideas in science, on Fridays. (personal communication,
November 6, 2014)
An interview from a site coordinator regarding the collaboration of school administrators
and the after school staff revealed a perceived need for training in STEM for the staff in how to
use STEM materials. Site Coordinator 1 stated, “Part of the discussion will have to do with
training in STEM for staff…[and] how to use the materials” (personal communication,
November 6, 2014).
When asked about the input school administrators have on creating a high quality after
school STEM program, the after school administrator replied that they do not provide input.
After School Administrator 1 stated, “None. Everything comes from me. Reasoning Minds,
Music Notes, partnerships through music, UCI assessments…and a streamline” (personal
communication, December 4, 2014). The after school administrator stated that site administrators
could provide, “support, [additional] staff, room, and [more] access to the campus” (personal
communication, December 4, 2014).
Besides the lack of input from administrators, After School Administrator 1 revealed that
there is currently no support from schools for a high quality STEM program. When asked how
can school provide support. After School Administrator 1 stated, “They should and they do not
support me [in developing a high quality STEM program]” (personal communication, December
4, 2014).

A NEEDS ASSESSMENT 64
Summary
This chapter presented the findings of the assessment of the needs of SCSD’s after school
STEM program. We reported our findings in five areas of need identified by the after school
administrator.
Results from surveys, interviews, and documents suggest that staff perceived a need for
greater access to resources, information, and materials in STEM. The findings suggest a
perception among site coordinators and program leaders that there is a need for a greater use of
data in making instructional and curricula decisions. One staff member noted a need for a step-
by-step separate curriculum in STEM disciplines to support the regular school day program and
NGSS.
In addition, survey respondents indicated a need for a curriculum with hands-on activities
in all STEM content areas, which incorporate 21
st
century skills, specifically in technology and
engineering. The respondents also indicated that they perceive there to be a need for coaching,
training, and professional development on how to implement STEM into program activities and
to build background knowledge. Site coordinators indicated a need for teaching strategies to
motivate program leaders to facilitate STEM activities. Besides a well-developed curriculum in
STEM with ample resources and materials to implement, respondents also indicated that more
time was needed to prepare for and facilitate STEM-related activities.
The following chapter provides an overview of the conclusion of this needs assessment
project.

A NEEDS ASSESSMENT 65
CHAPTER FIVE: CONCLUSION
Authors: Dylan Lira, Regina Maldonado
Discussion of Findings
This chapter discusses findings, the limitations of this needs assessment, implications for
practice, recommendations, and unexpected findings. The discussions of findings in this needs
assessment is focused around the five areas of needs which were used to guide this project.
Evidence and Research-based Instructional Practices
The first area of need pertained to the needs of the after school program as it pertains to
evidence and researched-based instructional practices. The findings revealed that the after school
staff needs to use data frequently when making instructional and curriculum decisions. The
literature finds that evidence-based instructional practices, such as using student data to support
instructional decisions supports STEM learning and increase student achievement (Afterschool
Alliance, 2014; U.S. Department of Education, 2004). Moreover, the development of an
ongoing, data-driven culture can identify performance gaps in student achievement (Afterschool
Alliance, 2014), which the after school program can address in their after school STEM program.
Another finding indicated a need for more hands-on and inquiry-based engineering
related projects and activities. As noted in the literature review, inquiry-based learning supports
mastery in STEM content areas by allowing students to think critically, ask questions, and
develop problem-solving skills (Perrin, 2004). Likewise, engaging in inquiry-based learning
positively increase student attitude and interest in STEM (Gibson and Chase, 2002). Moreover,
allowing students to engage in hands-on STEM activities increase student attitude and builds
their interests in STEM subjects (Martin et al., 2011). Furthermore, engaging students in hands-
on STEM activities moves students towards the STEM career pathway (Martin et al., 2011).
A NEEDS ASSESSMENT 66
The last finding in the area of evidence and research-based instructional indicated the
perceived need for visits from STEM professional experts are needed as well as the integration
of 21
st
century skills in all activities related to STEM learning. An expert knowledgeable in a
specific STEM content area will have the knowledge and ability to engage learners in activities
of increasing cognitive levels (Barak, 2013). Furthermore, incorporating 21
st
century skills in all
STEM activities will allow students to apply their knowledge to specific tasks and prepare them
for college and career readiness (Snyder & Snyder, 2008; Wagner, 2008).
Staff Knowledge
The third identified need pertained to the knowledge of school staff within the after
school program. There is a perceived need to provide more professional development in STEM
for after school staff to enhance staff knowledge. As previously noted, the literature finds that
professional development in STEM increase proficiency in knowledge types and curriculum
implementation for educators to facilitate effectively instruction of STEM (Barak, 2013).
Therefore, ongoing professional development will provide the after school staff with the
knowledge and skills needed to competently facilitate STEM activities.
Staff Motivation
The second identified need pertained to motivation of staff within the after school
program. There is a perceived need for training in teaching strategies to motivate program
leaders to facilitate STEM instruction and activities in the after school program. According to the
literature, offering inquiry-based professional development opportunities in STEM increases
self-efficacy (Powell-Moman & Brown-Schild, 2011), and motivates educators to make learning
STEM more meaningful (Pintrich & Schunk, 2002). Hence, providing staff with professional
A NEEDS ASSESSMENT 67
development will give them the confidence needed to fully engage and facilitate STEM activities
that make learning relevant to real-life application.
Curriculum
The fourth need pertained to curriculum within the after school program. There is a
perceived need for a separate curriculum in each STEM discipline, particularly in engineering
and technology, so STEM could be offered more frequently. In addition, the STEM curricula
should be aligned to the CCSS and the NGSS. The literature finds that STEM curriculum that
integrates hands-on and PBL to actively engage students in STEM activities supports student
achievement (National Action Council on Minorities in Engineering, 2014). Likewise,
implementing a curriculum that integrates NGSS and the CCSS supports content mastery,
including the essential skills needed for the 21
st
century (Common Core State Standards
Initiative, 2014, para. 1). Consequently, providing the after school staff with a hands-on, PBL,
and NGSS and CCSS aligned curriculum in each STEM content area will support academic
achievement.
Organizational Structures and Facilities
The fifth need explored was in the area of organizational structures and facilities. There is
a perceived need for coaching on how to implement STEM content into program activities.
Access to STEM resources and materials, including more time to facilitate STEM activities in
the after school program is also a perceived need. In addition, there is a perceived need to align
STEM curriculum with the regular day curriculum. Last, there is a perceived need for
collaboration and input from site administrators on the development of a high quality after school
STEM program. As noted in the literature review, allocating sufficient currency and resources
(e.g., materials, space, informal and formal settings) for STEM activities creates an environment
A NEEDS ASSESSMENT 68
conducive for learning STEM (National Academy of Science, 2010). Moreover, collaborating
with school administrators will provide technical support and other resources (Togneri &
Anderson, 2003) for the implementation of a PLC (DuFour et al., 2010) to support and engage in
practices that supports a high quality STEM program. Therefore, providing the after school staff
with a STEM coach, ample resources and materials, including more time to prepare and facilitate
STEM activities will assist in the development of a high quality after school STEM program.
Furthermore, collaborating with school administrators can create a network of instructional
leaders to provide input and design of a program and assist in finding internal and external
resources for the STEM after school program.
Recommendations
The findings from this needs assessment can provide useful guidance in establishing a
high quality after school STEM program at SCSD. To create a high quality after school STEM
program for after school, the following is recommended based on the findings and the literature
review.
Data-Driven Decisions
Recommendations. Make data an ongoing cycle of instructional improvement and
establish a clear vision for data use after school (Afterschool Alliance, 2014; U.S. Department of
Education, 2009). Use student data to find the gaps in student achievement to address and guide
instruction and to make curriculum decisions (Afterschool Alliance, 2014). Moreover, foster a
data-driven culture in the after school program (Afterschool Alliance, 2014; U.S. Department of
Education, 2009). We recommend that the after school STEM program integrate the Quality
Standards for Expanded Learning Programs (QSELP). The QSELP that aligns to our
recommendation for data-driven decisions is in the area of Continuous Quality Improvement. It is
A NEEDS ASSESSMENT 69
recommended that, “the program uses data from multiple sources to assess its strengths and
weaknesses in order to continuously improve program design, outcomes and impact” (California
Afterschool Network, 2015, p. 1). Sources that provide more detailed information about how to
implement data-driven best practices can be found in the California Afterschool Network and the
U.S. Department of Education website.
Resources. The following is a list of websites with information pertinent to the
implementation of data-driven decisions:
• California Afterschool Network. (2015). Looking at the data: Afterschool programs
using data to better serve students. Retrieved from
http://www.afterschoolalliance.org/issue_66_using_data.cfm
This site will provide information about how to use data to better serve students in after
school programs. Specifically, it discusses data collection and evaluation steps needed to
improve programming.
• California Afterschool Network. (2015). Quality standards for expanded learning
programs. Retrieved from http://www.afterschoolnetwork.org/post/quality-standards-
expanded-learninggprograms
This site provides information about the standard practice or indicators for the California
Department of Education After School Division’s expanded learning quality standards.
The site also includes a matrix of existing quality assessment tools to measure progress
towards quality standards.
• U.S. Department of Education. (2009). Using student achievement data to support
instructional decision making. Retrieved from
http://www.ies.ed.gov/ncee/wwc/PracticeGuide.ASx?sid=12
A NEEDS ASSESSMENT 70
The site provides recommendations about how to effectively use data to monitor
students’ academic progress and how to evaluate instructional practices.
Professional Learning Communities
Create PLCs to work collaboratively with after school staff and school site administrators
to engage in collective inquiry of student data (DuFour et al., 2010). Also, increase collaboration
with school site administrators to obtain input in the development of the STEM after school
program at their site (DuFour et al., 2010; Teague & Anfara, 2012). The QSELP that aligns to
our recommendations for professional learning community is in the area of Collaborative
Partnerships. The QSELP recommends, “the program intentionally builds and supports
collaborative relationships among internal and external stakeholders, including families, schools
and community, to achieve goals” (California, Afterschool Network, 2015, p. 1). Another
QSELP that aligns with our recommendation is in the area of Active and Engaged Learning,
which recommends, “the program design … reflect active, meaningful and engaging learning
that promote collaboration and expand student horizons” (p. 1).
Action steps. It is recommended that the after school STEM program implement the
following practices to create professional learning community culture: focus on learning so the
after school staff can learn from one another and attend other outside professional development
opportunities; create a collaborative culture to allow staff to share data and best practices to
achieve common goals for the development of a high quality after school program, and develop a
results-oriented way of thinking to create an atmosphere where the successes of each individual
school site program can be shared with others and replicated (DuFour et al., 2010). It is also
recommended that the after school staff and administrators collaborate with after school
A NEEDS ASSESSMENT 71
programs in other districts as well as after school agencies to share ideas and best practices to
develop a high quality STEM program.
Professional Development
Hire a STEM coach to provide ongoing professional development and trainings (National
Academy of Science, 2010). Allocate monetary resources towards STEM professional
development opportunities, trainings, coaching, and materials (National Academy of Science,
2010). Moreover, provide professional development in all STEM content areas to build
background knowledge (Barak, 2013). Furthermore, develop program leaders’ self-efficacy in
STEM content areas by providing trainings in applying teaching strategies to lessons and
activities (Powell-Moman, Brown-Schild, 2011). Also, focus professional development on the
CCSS and NGSS (Common Core State Standards Initiative, 2014; Next Generation Science
Standards, 2014). The QSELP recommends, “ the program recruits and retains high quality staff
and volunteers who are focused on creating a positive learning environment, and provides
ongoing professional development based on assessed staff needs” (California, Afterschool
Network, 2015, p. 1). Additionally, the QSELP recommends that programs engage in practices
of diversity, access, and equity. The QSELP also recommends that, “the program creates an
environment in which students experience values that embrace diversity and equity… (p. 1).
Action steps. It is recommended that the after school program hires a STEM coach to
provide professional development trainings to staff. In addition, the program can coordinate with
SCSD Educational Services to provide staff with professional development in STEM content
areas, including the CCSS and the NGSS. Furthermore, the after school program can collaborate
with SCSD Educational Services to provide professional development in teaching strategies to
implement lessons and activities and to support the diverse and economically disadvantaged
A NEEDS ASSESSMENT 72
student population it serves. Other agencies that can provide access to professional development
opportunities in STEM for the after school staff include the following: (1) California Afterschool
Network; (2) California School-Age Consortium; (3) OC STEM Initiative; (4) National
Aeronautics and Space Administration (NASA) Afterschool Universe; (5) California Foundation
for Agriculture in the Classroom, and (6) Discovery Science Foundation.
Resources. The following is a list of websites with information relevant to the
implementation of professional development:
• California Afterschool Network. (2015). Training and event calendar. Retrieved from
http://www.afterschoolnetwork.org/calendar
This site provides information about trainings offered in STEM, leadership, and other
professional development topics pertaining to after school programs.
• California Foundation for Agriculture in the Classroom. (2015). Cream of the Crop: A
harvest of ideas for educators. Retrieved from
http://campaign.r20.constantcontact.com/render?ca=7f70de20-327a-
495b9b6113da8a652cc7&c=20ce5fc0-ed96-11e3-87cfd4ae5292c426&ch=214d7ad0-
ed9611e3-87fc-d4ae5292c426
This site provides information and resources about science professional development
opportunities, including resources for after school programs.
• California School-Age Consortium. (2015). Training. Retrieved from
https://calsac.org/training
This site provides information to access trainings on over 60 different topics including,
STEM and leadership professional development opportunities.
A NEEDS ASSESSMENT 73
• Discovery Science Foundation. (2015). Discovery Cube Los Angeles. Retrieved from
http://www.discoverycube.org/la/education/for-teachers/professional development-
programs/
This site provides information on how to access STEM training. This site also provides
access to STEM lessons and other resources for after school programs.
• National Aeronautics and Space Administration. (2015). Afterschool universe: Bringing
the universe down to Earth retrieved from http://www.universe.nasa.gov/au/training.html
This site provides information about STEM professional development opportunities for
after school staff, including access to free STEM curriculum, manuals, and videos.
• OC STEM Initiative. (2015). Advancing technology, engineering, math. Retrieved from
http://ocstem.org/
This site provides information to STEM workshop and trainings.
Curriculum
Provide more inquiry-based learning activities and lessons (Gibson & Chase, 2002) in
engineering to support student mastery in STEM subjects. For example, engage students in
activities that entail trial and error investigations applicable to real-life situations (National
Research Council, 2009). Integrating STEM across all disciplines allows students to make
connections among different representations for disciplinary knowledge growth (National
Research Council, 2009). The National Research Council (2009) identified the following
features of instruction that may support the transfer of knowledge in an integrated STEM
program approach: (1) use multiple and varied representations of concepts and tasks; (2)
encourage elaboration, questioning, and explanation; (3) engage student learners in challenging
A NEEDS ASSESSMENT 74
tasks; (4) instruct lessons with models and cases; (5) express interest to motivate students, and
(6) use formative assessments.
Another recommendation is to align all integrated STEM curriculum and activities to the
CCSS and NGSS (Common Core State Standards Initiative, 2014; Next Generation Science
Standards, 2014) and align the after school STEM curricula with the regular day school
curriculum. Moreover, invite professional experts in STEM fields to make learning applicable to
real-life applications (National Academy of Science, 2010). This will allow students to identify
with the scientific enterprise (National Academy of Science, 2010). Last, integrate 21
st
century
skills (critical thinking; collaboration; effective oral and written communication; analyzing
information, and curiosity and imagination) in STEM curriculum and activities (Wagner, 2008)
and gather data from students as to their interests in particular STEM curricular activities.
The QSELP that aligns with our curriculum recommendations is Skill Building. In this
area, the QSELP recommends that “the program maintains high expectations for all students and
intentionally links program goals and curricula with 21
st
century skills and provides activities to
help students achieve mastery” (California, Afterschool Network, 2015, p. 1).
A recommended research-based NGSS curriculum that incorporates active and
technology-enhanced, project-based integrated STEM learning for after school is It’s About
Time. A second possible standards aligned STEM curriculum that incorporates hands-on
exploration and experimentation, engineering design and problem-solving activities is the
Fischertechnik STEM Lab Program. Furthermore, the National Science Teacher Association
recommends the Start Engineering books with activities as it introduces students to hands-on
engineering activities. Last, the California Foundation for Agriculture in the Classroom offers
A NEEDS ASSESSMENT 75
free, standards aligned, science resources and materials, including hands-on activities and lessons
for all grades.
Resources. The following is a list of websites with information relevant to curriculum:
• It’s About Time. (2015). Courses and curricula. Retrieved from www.IAT.com or
contact number: (888) 698-8463
This site provides access to standards aligned STEM curriculum and other resources for
after school programs.
• Start Engineering. (2015). Dream, invent, create: engineer the world. Retrieved from
www.start-engineering.com
This site provides access to engineering books that engage students in hands-on active
learning.
• Fischertechnick STEM lab. (2015). Fischertechnik STEM Lab: energy, power, and
robotics. Retrieved from stemlab@studica.com
This site provides information about a full standards aligned STEM curriculum.
• California Foundation for Agriculture in the Classroom. (2015). Agriculture in the
classroom. Retrieved from http://www.learnaboutag.org/
This site provides access to science resources and lessons for after school programs.
Program Structure
It is recommended that more time be allocated in the after school program schedule to
facilitate STEM activities (National Academy of Science, 2010). This includes time to prepare
for STEM lessons and time to extend and integrate STEM learning throughout the year in all
program activities. The QSELP that aligns to our recommendation for program structure is in the
area of Program Management. It is recommended, “the program has sound … administrative
A NEEDS ASSESSMENT 76
practices” (California, Afterschool Network, 2015, p. 1). Incorporating preparation time into
staff work schedules can provide staff with the opportunity to plan and synthesize STEM
curriculum and materials to be effective facilitators of STEM activities. A possible strategy is to
allocate time (e.g., 30 minutes) in the schedule before program or after program ends every day.
In addition, integrating STEM in all program activities will allow a truly comprehensive STEM
program.
Implications for Practice
The interviews and surveys collected for this needs assessment indicated that the after
school personnel encounter several challenges in implementing a high quality after school STEM
program. For these site coordinators and program leaders, needs include evidence and research-
based practices, staff motivation, staff knowledge, curriculum, and organizational structures.
Moreover, these needs have an effect on the creation of a high quality after school program and
their effect on student achievement in STEM content areas. The interviews and surveys
confirmed and provided examples of the needs of the site coordinators and program leaders in
their district. The findings are summarized in this section in relation to the five areas of needs
posed by the after school administrator.
The QSELP that aligns to our recommendation for data-driven decisions is in the area of
Continuous Quality Improvement. It is recommended that, “The program uses data from multiple
sources to assess its strengths and weaknesses in order to continuously improve program design,
outcomes and impact” (California, Afterschool Network, 2015, p. 1).
Unexpected Findings
There were several unexpected findings from this needs assessment. One such
unexpected finding was the infrequent use of data to make curriculum and instructional
A NEEDS ASSESSMENT 77
decisions. Current accountability measures require districts to use data to identify and reduce
performance gaps among students of all sub groups (U.S. Department of Education, 2009). The
implications of not creating a data-driven culture could result in missed opportunities to address
performance gaps in the after school program and a decrease in academic gains in the district.
Another unexpected finding was that the current curriculum and activities were not
always aligned to the CCSS. As a Title I district, it is expected that all curriculum and
instructional materials be aligned to state standards (U.S. Department of Education, 2004). The
goals established by the state and federal government might not be met at the end of the
academic year if curriculum and activities are not aligned to CCSS.
Third, it was unexpected to find that STEM activities were mostly facilitated by program
leaders and not certificated teachers. NCLB requires that all students have highly qualified
teachers, particularly minority or disadvantaged students (U.S. Department of Education, 2005).
Although the after school program is an enrichment program, it should engage in practices that
supports the regular school day instruction. This includes hiring highly qualified teachers to
facilitate STEM activities. Implications of not providing highly qualified teachers to teach STEM
includes not ensuring that all students have a “fair, equal, and significant opportunity to obtain a
high quality education” (U.S. Department of Education, 2004).
Lastly, it was unexpected to find that ample time was not allocated for staff to facilitate
STEM lessons and activities. Resources, such as the time needed to prepare lessons, must be
distributed adequately to ensure students’ needs are meet (National Academy of Science, 2010;
U.S. Department of Education, 2004). Not including preparation time in the weekly schedule
prevents staff from having the time needed to adequately prepare for the facilitation of STEM
activities.
A NEEDS ASSESSMENT 78
Limitations
This study obtained data only from the after school personnel from SCSD and reflects
information from that district only. Interviews and surveys reflected the opinions, beliefs, and
experiences of the after school personnel from within SCSD and are not necessarily reflective of
other after school programs within the rest of the county, state, or country. Implications drawn
from these data should be considered in the context of other data and information from other
reports and observations before any decisions are made to address issues noted here. Other
limitations include the reliance on self-report data and lack of opportunity to speak with parents
and students.

A NEEDS ASSESSMENT 79
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A NEEDS ASSESSMENT 87
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A NEEDS ASSESSMENT 89
Appendix A
Site Coordinator Interview Questions

1. What are some challenges in your school’s after school program in implementing a
highquality STEM program?
2. How often do you collaborate with the after school Administrator in developing a high quality
after school STEM program in your school?
3. How often does the after school staff attend school site-specific professional development?
4. What additional resources does you school site offer to implement a high quality after school
STEM program?
5. How can the regular day school best support a high quality STEM after school program in
your school?
6. What input do school site administrators have on creating a high quality STEM program in
your school?
7. How does instructional practices during the regular school day support an afterschool STEM
program?
8. How does school administrators and after school staff collaborate to provide input in the
selection of curriculum and materials used in the after school program?

A NEEDS ASSESSMENT 90
Appendix B
Program Administrator Interview Questions

1. What challenges do you encounter in implementing a high quality STEM program?
2. How often do you collaborate with site coordinators and program leaders in developing a
high quality after school STEM program?
3. How often do you attend district level professional development in STEM related
subjects?
4. What additional resources does your program need to implement a high quality after
school STEM program?
5. How can schools best support the development of a high quality after school STEM
program?
6. What input do school administrators have on creating a high quality after school STEM
program?

A NEEDS ASSESSMENT 91
Appendix C
STEM Survey

For the purpose of this survey, Science, Technology, Engineering, and Math-related activities are
defined in the following ways:

Science-related activity: a program activity where an element of science (e.g., chemistry,
biology) is intentionally incorporated as a learning objective.

Technology-related activity: a program activity (e.g., PowerPoint presentation, film-making)
where media (e.g., digital cameras, smart phones) are intentionally incorporated as means of
promoting the acquisition of technical skills.

Engineering-related activity: a program activity where an element of engineering (e.g., design,
building, or use of a structure, device, or machine) is intentionally incorporated as a learning
objective. Examples include robotics or using materials to build and study objects.

Math-related activity: a program activity where a math concept (e.g., addition, subtraction) is
intentionally incorporated as a learning objective. An example might include having students
identify a question they would like to ask their friends, develop a survey to collect responses, add
up all the responses from different categories, and create a bar graph to display data.

1. What is your position in the district?
a. Site Administrator
b. Teacher
c. after school Site Coordinator
d. District Administrator
e. after school Program Leader

2. Please check the school level that your program serves:
a. Elementary
b. Middle School
c. K-8

3. How many Internet connected computers do students in the after school program have
access to?
a. None
b. Less than 5
c. 5-10
d. 11-20
e. More than 20

A NEEDS ASSESSMENT 92
4. Please identify how often each of the following is offered at your site:
Not offered 1-3
times/month
Once/week 2-3
Times/week
Every day
A SCIENCE-
related activity

A
TECHNOLOGY
relate activity

An
ENGINEERING
related activity

A Math relate
activity

5. Who is primarily responsible for leading the following types of activities in your after
school program? Definitions of activity types are provided at the top of the page.

Site Coordinator Program Leader Credentialed
Teacher working in
program
A SCIENCE-related
activity

A TECHNOLOGY
relate activity

An ENGINEERING
related activity

A Math relate
activity

6. In the activities where Science, Technology, Engineering, and/or Mathematics appear,
which of the following best describes how these disciplines are incorporated? Circle all that
apply.

a. We use a separate curriculum that is focused on the discipline (i.e., science, technology,
engineering, and mathematics).

b. We integrate an element of the discipline into something we are already doing.

7. How often does the after school program in your school use data to make instructional
and/or curriculum decisions?
a. Never
b. Often
c. Frequently
d. Always
e. Do not know
A NEEDS ASSESSMENT 93
8. Do STEM curriculum/activities align with the Common Core Sate Standards?
a. Never
b. Often
c. Frequently
d. Always
e. Do not know

9. Do STEM curriculum/activities aligned with the Next Generation Science Standards?
a. Never
b. Often
c. Frequently
d. Always
e. Do not know

A NEEDS ASSESSMENT 94
10. Please identify whether or not the following features are included in the different science,
technology, engineering, and mathematics activities happening at your site. Definitions are
provided at the top of the page.

A SCIENCE-
related activity
A
TECHNOLOGY
relate activity
An
ENGINEERING
related activity
A Math relate
activity
Hands-on
activities

Small group
work

Project-based
learning

Inquiry-based
projects
(investigating a
question or
problem)

Visits by a
professional
expert (e.g.,
NASA,
BOEING)

Make
connections to
student interests

Establishing
real-life
application of
the topic

21
st
century
skills

11. In the past year, how many of the following STEM related support services have you
received?
_____ Training on how to integrate elements of STEM info into my program activities.

_____ Coaching on how to implement STEM training content into my program activities.

_____ Training on how to integrate State Standards into my program activities.

12. Please describe your perspective on STEM related activities in after school
_____ I don’t think it is important to integrate STEM into program activities.
_____ I think it is somewhat important to integrate STEM into program activities
_____ I think it is very important to integrate STEM into program activities
A NEEDS ASSESSMENT 95
13. Please indicate the impact that participating in STEM activities at your site has had on the
following:

No impact at all A small impact A big impact
Your own
knowledge of
STEM related
content

Your own interest in
STEM related
content

Your own
ASirations/plans for
higher education

You own
professional goals

Students’
knowledge of
STEM related
content

Students’ interest in
and positive attitude
towards STEM
related content

Students’ awareness
of and interest in
pursuing STEM
related careers

A NEEDS ASSESSMENT 96
14. Please rate how the following factors impact the implementation of STEM related
activities within your program:
Not at all
challenging
A little
challenging
Somewhat
challenging
Very
challenging
Adequacy of
space/facilities

Availability of
trained staff

Access to
resources,
curricula,
and/or materials

Time (e.g.,
competition
from other
activities)

Access to the
Internet
connected
computers

Student
interests

Other

15. Moving forward, what are your most pressing needs related to implementing STEM
activities in your program?

_____ Training (e.g, integrating STEM into program activities, evaluating STEM activity
outcomes).
______ Information and resources (e.g., existing STEM curricula, developing partnerships with
outside agencies, funding opportunities, evaluation tools), that I might be able to use in my
program.

______ Coaching (e.g., how to integrate and/or improve STEM components in program
activities.
_______ Consultation (e.g., how to integrate and or improve STEM components in program
activities

_______ Site visits to sites already implementing effective STEM activities

A NEEDS ASSESSMENT 97
Appendix D
SCSD/USC Rossier School of Education Scope of Work

This agreement ("Agreement") establishes a partnership ("Partnership") between the following
parties:
SCSD '
50221!S.!Los!Angeles!Blvd.,!!
Los!Angeles,!CA!90221

And

University of Southern California, Rossier School of Education
3470!Trousdale!Parkway!
Los!Angeles,!CA!90089
!
The purpose of this agreement is to outline the details of the partnership between SCSD and the
USC Rossier School of Education. Through the partnership, USC Doctoral students will provide
consultative support to SCSD Afterschool programs around the topic of Science Technology
Engineering and Math (STEM) as part of their dissertation program.
SCSD afterschool STEM needs

SCSD identified several areas of need that they would like assistance with:
• Needs assessment
• Designing a signature STEM program
• Professional Development tailored to staff members educational background and
experience
• Assistance in developing a multi-year STEM strategic plan (particularly curriculum
selection, and program models)

The Grant Manager also stated that it is important that there is an intentional alignment between
instructional day and afterschool. So any plans that are created need to be built around that goal.

USC Capacity
Professors Gale Sinatra and Robert Rueda then explained the work the students will be doing
towards their dissertation. We then spent some time discussing the capacity of the students and
the scope of work they can deliver to support SCSD’s needs.

2 options for support
• Develop a needs assessment for afterschool programs
• Develop an evaluation strategy for afterschool programs

After more discussion, SCSD opted for the needs assessment to be delivered at the end of spring
2014.
A NEEDS ASSESSMENT 98
While those are the two major supports that the students can provide, we also discovered that due
to Dylan and Regina’s professional backgrounds, additional supports can be delivered as well to
support SCSD’s other needs.
• Analyze pre-existing curriculum and provide recommendations on selection of best
curriculum to support SCSD’s Afterschool STEM agenda.
• Assist with identification of partnerships and provide recommendations on alignment of
the resources such partnerships bring and stakeholder needs.

We feel the recommendations provided from the additional supports will play a big role in
helping SCSD shape their muti-year STEM strategy which they will plan and develop over the
summer.

Timeline for rollout and implementation

In order to create an intentional and comprehensive multi-year STEM plan, SCSD would like the
doctoral student’s assistance with developing the model for the 1
st
year. SCSD understands that
the students will not be able to provide the needs assessment or create curriculum or a model for
the program by the fall of 2014, but the doctoral students have agreed to provide
recommendations based upon pre-existing data that SCSD will provide, and an inventory of their
current resources and materials. This time line is based on those needs.

Spring 2014

USC doctoral students will provide SCSD afterschool programs:
• A list of any pieces of data they will need to create their recommendations. (please keep
in mind that this will be data that SCSD has readily available)
• A list of any other items not listed below that they need to create their recommendations.

SCSD will provide USC students:
• Copies of surveys distributed to students, teachers and parents
• Copies of STEM related lesson plans
• Copy of program plans
• Copy of calendars
• Copy of site schedule
• Thematic units descriptions
• SCSD STEM inventory (products, curricula, kits, etc.)
• High level goals for the multi-year strategy. (The students cannot make recommendations
for the SCSD afterschool program without an understanding of what you hope to
accomplish with those resources and curriculum. During the SCSD planning meeting in
the summer you can flesh out the rest of your plan, but in order for the students to
provide assistance, the students will need to start with your broader objectives.)

Criteria for selecting curriculum for SCSD Afterschool programs
· Common core aligned
· NGSS aligned
A NEEDS ASSESSMENT 99
· Ease of use/simple delivery
· Hands-on/interactive
If there are other criteria that SCSD needs the curriculum to demonstrate then they need to get
that information to the students as well.

Summer 2014

USC Team

Doctoral students review data and materials provided by SCSD and work on developing
recommendations for the following questions:

1) Which curriculum do the doctoral students advise SCSD to utilize based upon their needs,
staffing, and objectives?
2) How does the SCSD afterschool program develop a model that allows them to keep their
thematic units, but also establishes a year round intentional STEM program?
3) Which partnerships should SCSD continue to invest in, and do you know of other potential
partners that they should target to help them meet their goals?

Students at this time will also start to develop their dissertation proposals and surveys, and
prepare to defend them.

SCSD team
Identify any administrative barriers to USC students collecting data and developing a needs
assessment. Please secure a letter of approval from the appropriate source (Superintendent,
Board, etc.) to continue with the project that addresses and removes those barriers.

The SCSD planning team will meet during the week of June 23
rd
to:
• Review the recommendations from the USC team and apply them to their planning
• Develop a multi-year STEM strategic plan which includes a needs assessment in the
first year, and possibly an evaluation piece in year 3.
• Develop their afterschool schedule.

July –August 2014

USC Team
• Applying for IRB approval
• Defending dissertation proposals
• Developing assessment plan and tools (interviews, surveys, focus groups, etc.)
SCSD Team
• Planning for programs opening
• Securing curriculum
• Development of professional development plan
• Solidifying partnerships/aligning resources based on recommendations
• Preparing stakeholders for implementation of STEM initiative

A NEEDS ASSESSMENT 100
September- October 2014

USC/SCSD Team
• Implementation of 1
st
year of SCSD STEM strategic initiative
• Survey distribution
• Focus groups
• Interviews

November –December 2014

USC/SCSD Team
• Collection of surveys
• Analyzing data

January-April 2014

USC team
• Creation of needs assessment report
• Defense of work
May 2014

USC Team
• Delivers final report to SCSD

SCSD Team
• Hosts meeting to review results and recommendations, prep for year 2 of the initiative.
Please keep in mind that the due dates are based upon the broader discussion held by SCSD and
the USC team, I plugged in actual dates to start the conversation but you need to adjust them
according to your own agendas.

ASTAU recommendations for next steps:

1. We recommend that the USC team clearly define the needs assessment. The "needs
assessment" tool (or suite of tools) and process should be operationalized explicitly so that all
parties are clear about what will occur when and with whom. For example, some questions that
should be addressed include: (1) Is this assessment process going to involve surveys, focus
groups, and interviews? (2) Who will be the target audience (e.g., Program Director, Site
Coordinator, Instructional day staff) for each of the data collection instruments?, (3) which
school sites will participate in the study as a whole (e.g., elementary, middle, high), and (4) how
will the results be aggregated and reported?
2. We recommend you pre-schedule conference calls for the entire year to occur at least once a
month to maintain momentum and alignment.
3. We also recommend you plan and schedule at least 2 in person meetings that include all
parties sometime between now and the end of the 2015 school year. I would like to be invited to
those meetings.
A NEEDS ASSESSMENT 101
4. Each team should begin to gather the documents as stated in the timeline and prepare
deliverables.

This partnership will end after the final meeting to review the results of the evaluation and to
discuss recommendations. That meeting should occur in May of 2015.

A NEEDS ASSESSMENT 102
Appendix E
Number of Internet Connected Computers

0%!
10%!
20%!
30%!
40%!
50%!
60%!
70%!
80%!
None! Less!than!5! 5D10! 11D20! More!than!20!
Percentage'of'in'Each'Category'
Number'of'Internet'Connected'Computers'

Abstract (if available)

Abstract This project was a dissertation of practice designed as a needs assessment of a specific program. Specifically, the project identified the needs of an After School Science, Technology, Engineering, and Mathematics (STEM) program in a Southern California School District (SCSD). The purpose was to provide recommendations to address the needs of after school programs to create a high quality after school STEM program, specifically for SCSD. This project was collaborative and carried out by an inquiry team of two doctoral students. Posed by the after school administrator, the areas of needs include evidence and research-based instructional practices, staff knowledge, staff motivation, curriculum, and organizational structures and facilities. The team examined the needs through a triangulation of data from surveys, interviews, documents, and literature review. After analyzing the data, the perceived needs were identified and recommendations were made. The recommendations listed in this needs assessment provides useful guidance in the development of a high quality after school STEM program.

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Asset Metadata

Creator Lira, Dylan Kyle (author)

Core Title A needs assessment of an after school science, technology, engineering, and mathematics program

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/17/2015

Defense Date 03/11/2015

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 21st century skills,after school,Engineering,instructional practices,mathematics,needs assessment,OAI-PMH Harvest,Science,staff knowledge,staff motivation,STEM,Technology

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Rueda, Robert (committee chair), Sinatra, Gale M. (committee chair), MacDonald, Melissa (committee member)

Creator Email dylanlir@usc.edu,dylanlira@hotmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-550928

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Document Type Dissertation

Format application/pdf (imt)

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