TEAMS Evaluation 1993-1994 Conclusions & Recommendations Summary [This article has been divided into a number of separate web pages for browser-loading ease. You may view (and select) the contents by section title from the Contents, or click on the "Next" button at the bottom of each page.] Summary TEAMS was chosen by districts, principals, and teachers for a variety of reasons including the fact that it was based on the mathematics and science standards/recommendations, hands on procedures, and distance delivery, which would enhance teaching and learning. Schools and teachers continued to use TEAMS in the second, third, and fourth years because it fulfilled its original promise. Students are learning from TEAMS. There are increases in skills in mathematics and science content that TEAMS teachers can directly attribute to students participating in TEAMS programming and using TEAMS materials. Teachers reported that students who had difficulty learning about mathematics and science through other methods, were now learning from the TEAMS hands-on methods and manipulatives. Students revealed in student focus groups that it was fun to learn with TEAMS as opposed to the "other" way which seemed to be the "hard" way. Teachers reported a positive change in student behavior even with normally disruptive students. Teachers reported increased self-esteem, increased attendance, and an increased interest by girls in mathematics/science. Teachers reported that students evidenced their comfort level with new content by using scientific inquiry, increased their participation in science fairs, and selecting TEAMS topics for their science fair projects. Teachers reported that students are more interested and motivated to do mathematics, including students who were lower achievers in math. TEAMS has effectively provided teachers with new instructional methods by viewing the TEAMS television teacher during the student programming. The TEAMS model has changed the teaching styles and the instructional methods of TEAMS teachers by the time teachers have used TEAMS three years. Fourth year TEAMS teachers continue to use TEAMS because students continue to benefit from the programs. The most significant changes in TEAMS teachers were achieved by those who used TEAMS on a regular basis. Teachers' ability increased in a variety of ways. Because of the TEAMS teaching model they reported increased skills in teaching heterogeneous groups, teaching mathematics/science in an active learning environment, managing the student use of manipulatives, using cooperative learning in mathematics/science instruction, involving parents in their child's mathematics/science education, using the textbook as a resource rather than as the primary instructional tool, using a variety of alternative assessment strategies, and following national mathematics standards/science recommendations. Teachers, students, principals, and TEAMS site coordinators reported that they liked TEAMS programming and that it was increasing the time allocated to mathematics and science in the classroom. Teachers increased their class time in mathematics and science by an average of four hours per week. TEAMS motivates students to learn math and science because they enjoy it and because it maintains their enthusiasm through interaction with the TEAMS television teachers and the use of hands-on manipulatives for learning. TEAMS is also used as a taped program and the student learning in these classes is equivalent to that of the students who view the program live. The TEAMS evaluation showed that special groups of students benefit from participating in TEAMS programs. These include Chapter 1, LEP, special education and gifted students. The Pacific Mountain Network (PMN) pilot program where TEAMS was delivered by public television stations had a limited success. Approximately fifty television stations requested information about TEAMS. Up to five public television stations will use the programming during the 1994-95 year according to the respondents. The public television station personnel may have had little success with helping schools to adopt TEAMS because of limited time to work with schools or because they are unaccustomed to working with schools to adopt an educational project as large as TEAMS. As a result of this, more promotion, awareness, and utilization will be undertaken by PMN during the new grant years of 1994-95. Based upon the TEAMS evaluation, the TEAMS Distance Learning Implementation Model was validated. There are a variety of elements to the model which include components for the site implementation and components for the instructional program series to be fulfilled by the TEAMS staff. The evaluation identified how the TEAMS program can be most successfully adopted and implemented by a district and its schools. As new users are continually being added, the TEAMS staff is unable to visit each new school and classroom where the program will be used. The TEAMS Implementation Model provides a guideline for the TEAMS LACOE staff to review current implementation recommendations and emphasize those which are the most useful. This will lead to a cost efficient and smooth startup for new users.