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• Introducing Power of Discovery: STEM2 Regional Innovation Support Providers• The OST Context• The Power of Discovery: STEM2• The work of Regional Innovation Support Providers?• Next Steps / Timelines
Greater Bay Area (Region 4/5) The Tech Museum of Innovation, Alameda County Office of Education (ACOE), and the Gateways East Bay STEM Network. Includes a Regional Lead partnerOrange County / San Diego (Region 9) OC STEM Initiative and the San Diego County Office of Education Includes a Regional Lead PartnerSacramento (Region 3) Sacramento County Office of Education Includes a Regional Lead partner
A Vision for Quality STEM in OST: Advancing STEM Learning through:
Quality in Expanded LearningFive Core Learning Principles:• Ac ve• Collabora ve• Meaningful• Supports Mastery• Expands Horizons www.learningina erschool.org
Setting the Stage Emphasis on STEM education in California Students show less than desirable proficiency in Science and Math as currently measured (NAEP, TIMSS, PISA) STEM jobs on the rise in time of high unemployment. STEM jobs are the jobs of the future. Call to action: 1 Million more students prepared to enter STEM field Interest and engagement key to student motivation in STEM I mportant and Timely Common Core State Standards Next Generation Science Standards After School Division focus on increasing quality
Opportunities in OSTOver 4,500 schools throughout California 98% of schools are in low-income communitiesCapacity to serve about 450,000 students daily 85% of students qualify for school meals programExpanded learning time in a flexible learning Environment Complementary Support to Core Instructional Day Supports implementation of the practices of the Common Core State Standards and Next Generation Science Standards
After School Context / QualityAfter School Context / Quality
After School Context / QualityAfter School Context / Quality
JumpStarting STEM Student OutcomesOverall student outcomes were relatively flat for scienceand math efficacy, as well as student interest in scienceor science careers.Regression analysis illustrated that those studentswho reported more positive experiences in the afterschool programs (a reflection of program quality)Demonstrated gains in the desired student outcomesDesired student outcomes were associated with qualityrelationships with staff and their peers in the program
Key Take AwaySTEM outcomes are linked to overallprogram quality, and the quality ofrelationships in the program.Achieving desired STEM outcomescannot be separated from youthdevelopment principles of positiverelationship building and generalelements of program quality, specificallyengaging and active learning experiences.
After School Program Division After School Program Division After School Division Vision Statement California’s Expanded Learning Programs are an integral part of young people’s education, engaging them in year-round learning opportunities that prepare them for college, career, and life.* *Adopted on August 23, 2012 by the Design Team.
After School Program DivisionAfter School Program Division Strategic Direction Strategic Direction
After School Program Division After School Program Division Purpose Purpose CDE After School Division: Statement of Strategic Direction System of Support Strategic Plan 2013– 2015 Team Strategic Initiative Goals Configuration 1. System of Support 1.1 Define elements of program quality. Co-led 1.2 Define and establish an effective and Co-led cohesive structure of statewide support for high-quality Expanded Learning programs. 1.3 Develop and implement a system to Co-led prioritize TA support for programs that are most-in-need. (i.e. at risk of losing funding) 1.4 Develop and implement system for Co-led informing decisions on all TA investments that support high-quality programs. 1.5 Assess TA performance to inform ASD-led + Field decisions. Input 2. Grant Administration Grant Policies and Procedures that Support High-Quality and Policy Programs
media. After School Program Division+ Field After School Program Division 3.2. Develop a system for fielding and ASD-led providing consistent responses to Input Purpose Purpose questions from the field. 3.3. Develop an inclusive system for Co-led collecting stakeholder feedback and input to inform decisions made by the Expanded Learning / K-12 Learning ASD.4. Expanded Learning/ 4.1. Define expanded learning. Co-led K-12 Learning 4.2. CDE/SBE adoption of expanded Co-led learning definition. 4.3. Expanded learning is supported by ASD-only Other CDE divisions - through collaboration with other divisions/CDE initiatives. 4.4. Expanded learning is supported by K- Co-led 12 stakeholders. 4.5. LEAs allocate other non-ASD funds Co-led toward expanded learning time 4.6. Champion (California definition of) Co-led Expanded Learning at the federal level.
To advance high-quality STEM learning opportunities of out ofschool time programs and environment in California. Advance high quality STEM learning opportunities through:
California students willincrease their interestand capacity in STEMknowledge and skillsthrough:•Careful integration ofengagement•Program support•Professional capacitybuilding activities
Engage and MotivateEngage and Motivate Communications regarding the importance of STEM, the initiative overall Facilitation of Cross- sector partnerships in support of quality STEM learning in OST Site Recruitment through engagement in a Needs and Readiness Assessment
Disseminate and EquipDisseminate and Equip Creating a year-long program plan based on the Needs and Readiness of OST program. Including plan to assess and improve quality over time and continuation of program plan in future years. Creating Communities of Practice to offer opportunities for peer learning. Providing targeted technical assistance to programs based on their implementation plan TA: Training, Coaching, Consultation, Mentoring, Brokering of Resources.
Teach and LearnTeach and Learn • Adapting program plan / professional development plan as needed based on ongoing assessment. • Documenting Promising Practices • Assessment and Evaluation • Communities of practice • Local and Statewide
Theory of Change Requires allelements to have desiredimpact
Growth in Regional Networks 2010: 5 Networks cover ~ 40% of CA students 2011: 7 Networks cover > 45% of students CAPITAL 2012: 10 Networks will reach > 80% of students AREA EAST BAY SANFRANCISCO CSLNET CENTRAL VALLEY SILICON VALLEY INLAND CENTRAL EMPIRE COAST LOS ANGELES ORANGE COUNTY SAN DIEGO 17
CSLNet Mission & Long-Term GoalsGoal #1: Goal #2: Goal #3:Increase STEM interest, Strengthen and expand Increase the number ofcapabilities and access to STEM teaching students who pursue STEM-relatedengagement of all PK-14 and learning in schools, credentials, degreesstudents colleges and and careers communities 8
STEM Defined Being STEM-capable strengthens one’sability to succeed in an innovation-based economy and society 11
CSLNet Goals & Key StrategiesGoal #1: Goal #2: Strengthen Goal #3: Increase theIncrease STEM interest, and expand access to number of studentscapabilities and STEM teaching and who pursue STEM-engagement of all PK-14 learning in schools, related credentials, degrees and careersstudents colleges and communities Strategy: Strategy: Strategy: STEM in Out of School Regional Networks Engineering Pathways Strategy: Strategy: Strategy: Common Core Math + Teacher Pathways STEM Digital LearningNext Gen Science Standards Strategy: Strategy: Early Math Digitally Enhanced Learning Phase I = Activated Phase II = In Development Phase III = Exploration 8