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Creating a STEM School District
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Creating a STEM School District






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  • Who is in the audience?Are there some big questions that you have? Reoccurring questions? Took overview of Everett
  • To get into the context of the model I am presenting you, you really need to think about the big problem. Imagine if you were tasked with this problem. What is it going to take?
  • No matter what model you choose, you are initially faced with this problem. We were also. We had a grant from Boeing through Washington Association of Better schools to pull a team together to research this question. We researched districts, schools, and states that have taken a STEM approach . We were all building understanding, put we all had different perspectives depending on where we came from. Mistake: We have to have a unified, solid definition of STEM before we can move forward. In other words, we have to come to agree of what STEM is.
  • Career and Technical Education may define it as career skills/training. Elementary school person may say that it is hands on/project base. A science person might say that it NGSS.Somebody is going to say that it should be STEAM. STEAMR. Usually if you are with a like group, you can come up with a common definition. This is unlikely in a school system.
  • I don’t try to make the case through STEM pedogological theoryI don’t talk about outocomes. If you are going to do it systemically, you have to focus on the outcoems first, and then ask how are you going to get there.
  • Nobody can argue with these. Thought experiment. Backwards by design This creates a sense of URGENCY.
  • We can embed STEM in our curriculum w/o adding to the work, but rather by changing the work. This move will help us coordinate Common Core, 21st Century skills, and science standards implementation. The work will help de-silo the curriculum
  • Since we were dedicated to making a STEM program for ALL students, we needed to be clear about what this would look like.
  • Conditions necessary for these to happen.
  • If you want those outcomes and thoselemets in place,
  • If we are going to have a district wide STEM program K-12 there had to be a comprehensive approach. It can’t be just an extension of CTE classes, a commitment to early science education, or the inclusion of industry. Next couple of slides will describe this
  • Carl (slides 18-26 avoid extensive elaboration)The program is highly aligned with the letter and spirit of Everett’s strategic plan
  • Current state science standards include Inquiry and application (engineering designIs included in this), our current elementary, middle school, and high school science Instructional materials include opportunitiesfor integrated STEM lessons.
  • Notes from 10/15 Meeting: (integrate this story) Science came to the table inquiry and application. CTE had leadership and industry connections. We merged because the state changes the rulesAs a result we get a better science, CTE, and Math class.
  • CarlSSCC– coordinated to offered classes in Everett for Everett STEM teachers, planning to work with SSCC to tailor required courses to meet needs of experienced math and science teachers becoming CTE STEM certified. Example of benefits: anatomy physiology class at CHS—Intentional career connections are added. Every student in the class has an interest in a medical field but most do not have clear idea of the pathway. Biology content will introduced through the perspective of medical professionals. The class is enhanced by the inclusion of the professionals in related careers: 2 year and 4 year college will visit early in the year, as well as medical professionals all during the year. In October an ultrasound technician will talk during the histology unit.
  • Here are the schools in the Everett SD participating in the fall session of the Boeing After School Program: 4-5 MathJefferson ElementaryForest View ElementaryWoodside ElementaryMill Creek Elementary 6-8 ScienceEvergreen MSEisenhower MS 4-5 ScienceCedar Wood ElementaryWoodside ElementaryMill Creek ElementaryWhittier ElementaryPenny Creek ElementaryGarfield Elementary
  • Many of the pathways include support for postsecondary transition Authentic Student internship opportunitiesCollege in the HSIndustry CertificationTech PrepAP
  • Bob focus on cohort model and foundation for moving from inquiry to STEM
  • That is what we did last year and will continue to do. I am beginning work on two new ideas.
  • A true PLC focused on advocacy and grassroots infusion of the STEM vision. Build an army Teacher Leaders
  • There is a huge push to integrate, but not a whole lot of knowledge on how to do this. For example, 21st Century skills are very important, but I have never gone to a workshop that addressed how how you teach creativity in science or math. Industry standards need to be intentionally addressed in CTE-Science courses. How do you do this?
  • In other words argue that we need rigours classrooms, and STEM is an excellent for forum for this.
  • "you know what happens when you assume something? the ones that have it, will have it. Those who don't, never will" - Ohkee those that have the background and ability will get it. 
  • There is TPEP, Common Core ELA, Common Core Math. It is difficult to compete. Science is definitely important. Especially if we think about the outcomes.
  • “-because of the emphasis of math common core and math science is being eroded. do not let the literacy standards mandate how science is taught. but, there are things in the literacy standards to help them learn science. science teachers do need to understand what it about since texts that make it hard to read.” 

Creating a STEM School District Creating a STEM School District Presentation Transcript

  • Creating a STEM School District Brian Day Everett School District K-12 STEM Science Specialist
  • Today • Everett District STEM Model Overview • Highlight possible inroads to quality STEM education
  • Imagine…. The class of 2025 (this year’s kindergarteners) will be the first class to graduate with 13 years of coordinated STEM learning experiences.
  • STEM School District Imagine you were tasked to design a STEM School District. 1. What would it look like? 2. Why did you make the choices you made? 3. What do you need to learn?
  • Our Iceberg is Melting • Creating urgency • Guiding Team • Selling the vision • Empowering others • Creating a new culture • "Change is the law of life. And those who look only to the past or present are certain to miss the future. • " -Kennedy
  • What do we mean by STEM?
  • Many, many definitions of STEM? Is it…. • Science Technology Engineering and Math • Quality science education • Integration of the disciplines • Career Training in STEM fields • Problem solving • Something else…..
  • Make the case with STEM outcomes
  • Goals for STEM Education • Goal 3. Increase STEM literacy for all students, including those who do not pursue STEM-related careers or additional study in the STEM disciplines. • Goal 2. Expand the STEM-capable workforce and broaden the participation of women and minorities in that workforce. • Goal 1. Expand the number of students who ultimately pursue advanced degrees and careers in STEM fields and broaden the participation of women and minorities in those fields. National Research Council (NRC), (2011). Successful K- 12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics
  • STEM Mission Statement Not to just open the door, but to keep the door open to a STEM future for all students Ensure that each student experiences high quality, challenging, and integrated STEM learning opportunities in preparation for college, career and life.
  • A STEM program includes: • A set of special STEM classes • Classes for selected high- performing STEM students • A STEM magnet school or program • Special “STEM” lessons in some classes. STEM district A STEM district includes: • Embedded, systemic instruction which ensures each child is prepared for a STEM future • The application of 21st century skills across the curriculum, which provides multiple learning experiences • Each student being provided STEM literacy and skills important to learning in all content areas
  • Elements and Indicators of Successful STEM Programs STEM Learning for Life
  • STEM Program Monitoring • Quickly read over the elements and check off where your STEM efforts are at this time. • (4 minutes) • Share valuable insights with your elbow partners • ( ½ minute each)
  • Systemic Approach to STEM
  • Balanced STEM Extended day opportunities K-12 Inquiry-based science curriculum Integrated with ELA and Math and CTE Including district common assessments/materials support/ Transition to college and career AP/College in the HS/Tech Prep Professional Development support Initial use (new to district or grade level), ongoing implementation, Observing Evidence of Learning (OEL) CTE/STEM certification, regional STEM training: Externships, STEM Fellows program. Providing a STEM future for each student Administrative and community support
  • • Everett Public Schools strategic goals • 1.1 Each student graduates ready for college and career with 21st century skills • 1.2 Each student has equitable access to rigorous curriculum with common learning outcomes and assessments STEM District STEM Learning for Life
  • STEM systems approach Identify current K-12 math and science courses, units, or lessons that already include STEM elements, and increase integration with application of knowledge, business and industry experience, career connections, and student leadership. STEM Learning for Life
  • STEM systems approach Step 1 Identify STEM middle and high school classes that integrate CTE standards and strategies with science/math, then aligned and enhanced these courses to match CTE Frameworks and new Science/Math Standards • Coordinated Science / Technology Foundations (all 9th grade students take this course) • Physics by Design (replaced Physics) • Anatomy and Physiology (modified to include Heath careers focus) • 7th-grade science (Populations and Ecosystems, Human Body Systems) (modified to fit career pathway) • 8th-grade science (Energy, Machines and Motion) STEM Learning for Life
  • STEM systems approach • Newly developed CTE-STEM courses • Middle school Robotics • AP Environmental Science • Environmental Systems Design • Engineering/Science Research • Biotechnology • CTE-STEM Courses under development • Middle School Science of Flight (update) • High School Robotics • Engineering the Future • Applications in Mathematical Reasoning • AP Statistics (update) Step 2 Used CTE frameworks and Science Standards/Common Core Math standards in development of new courses
  • Content CTE/STEM Course Title (grade level) Notes AP/College in the HS (CIHS) Pathway Comments Science (req.) K-5 Science modules Update program w/ Engineering is Elementary Math (req) K-5 Math program New adoption 13/14 Science (req.) (7 and 8) CTE/STEM MS 6-8 Science modules Biotech/Eng- Manufact/Env.Tech Strong inquiry and design components Science CTE/STEM MS Robotics Elective Eng-Manufact Tech 4 of 5 MS 12/13 All MS 13/14 Science CTE/STEM MS New STEM elective Eng-Manufact Tech Possible Aerospace field test 13/14 Math 6-8 Required Compacting adv. classes to enable to take Alg in HS Math Algebra Required Offered MS and in HS Math Geometry Required Math Alg II Required Science (req.) Biology Required algebra-based/Lab Sci Incorporating biotech in course Science Chemistry (11/12) algebra-based/Lab sci Science (req.) CTE/STEM Coordinated Science (9) 1. Required algebra-based/Lab Sci Eng-Manufact/Env Tech Introduced engineering design 13/14 Science CTE/STEM AP Environmental Science algebra-based/Lab Sci CIHS/ AP Env Tech Science CTE/STEM Environmental Systems Design 2. algebra-based/Lab Sci AP Env Tech Science AP Biology 3. algebra-based/Lab Sci AP (CIHS?) CIHS if chemistry required as prerequisite Science AP Chemistry 4. algebra-based/Lab Sci AP Science AP Physics 5. algebra-based/Lab Sci AP Science CTE/STEM Anatomy /Physiology 6. algebra-based/Lab Sci CIHS Health career pathway Science CTE/STEM Physics By Design 7. algebra-based/Lab sci Quantitative math Eng-Manufact Tech Science CTE/STEM Intro Science and Engineering Research 8. algebra-based/Lab sci Quantitative math STEM pathway Science CTE/STEM Biotechnology (13/14) 9. algebra-based/Lab sci CIHS Bio Tech Field test 13/14 Technology Engineering CTE/STEM (13/14) Engineering the Future 10. algebra-based/Lab Quantitative Math Eng-Manufact Tech Field test 13/14 Technology Engineering CTE/STEM (13/14) Robotics algebra-based/Lab Quantitative Math Eng-Manufact Tech Technology Engineering CTE UW IT Engineering 11. Quantitative Math CHIS (UW) Computer Sci Technology Engineering CTE AP Computer Programing 12. Quantitative Math (?) AP Computer Sci Health Sciences CTE Sports Medicine 13. Tech Prep (Lk Wa Tech) Health pathway Health Sciences CTE Certified Nursing Assistant (14/15) 14. Possible CHIS or Tech Prep Health pathway Math CTE/STEM (13/14 ?) AP Statistics Quantitative Math CIHS/AP STEM pathway Currently devel frameworks Math CTE/STEM (14/15 ?) Applications in Mathematical Reasoning Quantitative Math CIHS STEM pathway (13/14) Math Pre Calculus Quantitative Math CIHS STEM pathway Math Calculus/AP Calculus Quantitative Math CIHS STEM pathway
  • Rich District Professional Development Program including: • CTE/STEM certification CTE certification classes held locally, fully supported with tuition and release time • Observing Evidence of Learning cross district collaborative PLC that focuses on content instruction and assessment Regional STEM collaboration • Externships Industry externships provide professional development, hands-on experience in the industry area and follow-up training during the year • STEM Fellows multi disciplinary teams, including industry and higher education representatives work collaborative to transform existing lessons to include STEM elements STEM building professional capacity STEM Learning for Life
  • New opportunities for excitement, enthusiasm, passion and skill-building necessary to develop STEM literacy and interest in STEM careers • Engineering is Elementary • Robotics elective at middle schools • Engineering/Science research class • Environmental Systems Design • Physics by Design • Biotechnology STEM expanding student opportunities STEM Learning for Life
  • STEM extended day opportunities High school Imagine the Future Science and Engineering Research Competition Technical Student Association (TSA) Environmental Student Groups Skills USA Boeing afterschool math and science Engineers provide up 36 hours science and math over the course of the year. Robotics Elementary Middle school – North, Heatherwood, Gateway High school FIRST Robotics – Jackson, Cascade STEM Learning for Life
  • K-16 STEM career connections STEM Learning for Life
  • Empower others to act
  • STEM Observing Evidence of Learning (OEL) 2009 – 2011 Science OEL 2012 – 2015 Math OEL 2013 – Future Math + Science + CTE = STEM OEL
  • Focus on strong instructional pedagogy through a STEM lens
  • A STEM Classroom
  • STEM Quality Framework
  • (Try to) stop being a prisoner of a prisoner of time…
  • Engage in argument from evidence Construct viable arguments and critique the reasoning of others Write arguments to support claims with clear reasons and relevant evidence Overlaps in CC State Standards & NGSS
  • Focused vs. Intentional
  • Build on what you already have
  • STEM Tips…. Systemic approach to STEM Focus on outcomes Appeal to strong pedagogy Connect with Common Core Identify what has already been done Empower others to act Don’t make STEM something separate – connect to what is already there
  • A goal without a plan is just a wish….