This document summarizes Alice Drive Middle School's journey to becoming a STEM-certified school in Sumter, South Carolina. It describes how the school partnered with outside organizations to develop a strategic plan and curriculum focused on integrating STEM concepts across subjects. Through problem-based learning experiences, the school aims to prepare its 850 students for college and careers. Recent evaluations indicate the school is making progress in fully implementing STEM practices like problem-based learning schoolwide.
On Wednesday 19 August, ESRI researchers Selina McCoy, Eamonn Carroll, Georgiana Mihut and Gretta Mohan presented a study titled 'Lessons from the pandemic: Supporting student engagement'.
For more information, visit: https://www.esri.ie/events/webinar-lessons-from-remote-learning-to-create-better-teaching-in-the-new-school-year
Transformation of higher education is a vital part of the efforts to envision and enact a more sustainable future. Not only are higher education institutions large and complex organizations that can themselves become more sustainable, they are also the place where future leaders have the learning experiences that will shape their professional lives. Universities, polytechnics and colleges around the world are responding to the challenges of sustainable development through innovations in facilities and operations, formal curricula, and student life activities. This talk will highlight examples of how higher education institutions are promoting education for sustainability, with an emphasis on institutions in Southeast Asia. It will also discuss where the greatest challenges and opportunities for improvement remain to provide higher education for sustainability.
On Wednesday 19 August, ESRI researchers Selina McCoy, Eamonn Carroll, Georgiana Mihut and Gretta Mohan presented a study titled 'Lessons from the pandemic: Supporting student engagement'.
For more information, visit: https://www.esri.ie/events/webinar-lessons-from-remote-learning-to-create-better-teaching-in-the-new-school-year
Transformation of higher education is a vital part of the efforts to envision and enact a more sustainable future. Not only are higher education institutions large and complex organizations that can themselves become more sustainable, they are also the place where future leaders have the learning experiences that will shape their professional lives. Universities, polytechnics and colleges around the world are responding to the challenges of sustainable development through innovations in facilities and operations, formal curricula, and student life activities. This talk will highlight examples of how higher education institutions are promoting education for sustainability, with an emphasis on institutions in Southeast Asia. It will also discuss where the greatest challenges and opportunities for improvement remain to provide higher education for sustainability.
AHDS Conference November 2014 - Keynote; Graeme LoganAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote presentation by Graeme Logan, Strategic Director of School Years at Education Scotland.
Latest Global Educational Management TrendsTimothy Wooi
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
NJ Tiered System of Supports: Strategies for ALL Students to SucceedMicheleTyler
In this powerpoint, the key note speaker shares outcomes of her experience with inclusion. Peggy McDonald, NJDOE Deputy Chief Learning Supports and Specialized Services Officer, provides an overview of NJ Tiered System of Supports and members of the Old Bridge School District share key strategy for the successful inclusion of students with disabilities and learning differences.
The iCAN Project is a project developed by four Northwestern University students hoping to provide a summer enrichment program to high-potential, low-income students in Evanston and Rogers Park, Ill.
Parents as Collaborators in the ClassroomBrett Rolfe
This presentation was given at the FutureSchools conference in Sydney 2016. Aimed at educators (particularly those in primary/elementary years) it explores how parents can be used in the classroom to provide a richer learning experience for students.
151119 rewriting leadership strategy the brilliance of black children in mat...Lou Matthews
After 15 years of stalemate mathematics reform to improve the mathematics outcomes of Bermuda’s predominantly Black student population, Bermuda Public Schools created a National Mathematics Strategy. The Strategy was built from the ground up to combat fundamental forces hindering the mathematics outcomes of Black children in the West: (1) Resistant worldviews about Black children, (2) faulty assumptions about what mathematics is, (3) faulty assumptions about how mathematics should be taught, (4) and institutionalized impotence of senior leadership to address policy, resources and systemic barriers. Chronicled in this presentation are the successes and challenges in implementing the kind of urgent reform needed to maximize outcomes for Black student populations amidst political, cultural and historical obstacles. The perspective of mathematics education leaders and professionals at senior, mid and teacher levels are shared.
Helping students navigate an interconnected world — What to expect from PISA ...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes. The results of this assessment – PISA 2018 Volume VI – will be launched on 22 October.
Want to get a head start on what this latest Volume is all about? Andreas Schleicher, OECD Director for Education and Skills, unveils the main themes addressed in Volume VI and what to expect from the data.
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
International School Award Dossier Oakridge International School MohaliGursimran kaur
International School Award Dossier, Submitted by Oakridge International School i. wherein, children followed action plan approved by British council. The plan was followed through out the year having collaborative activities. It was a fun learning not only for children but also for teachers as well where they got an opportunity to collaborate with educators all across the globe.
AHDS Conference November 2014 - Keynote; Graeme LoganAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote presentation by Graeme Logan, Strategic Director of School Years at Education Scotland.
Latest Global Educational Management TrendsTimothy Wooi
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
NJ Tiered System of Supports: Strategies for ALL Students to SucceedMicheleTyler
In this powerpoint, the key note speaker shares outcomes of her experience with inclusion. Peggy McDonald, NJDOE Deputy Chief Learning Supports and Specialized Services Officer, provides an overview of NJ Tiered System of Supports and members of the Old Bridge School District share key strategy for the successful inclusion of students with disabilities and learning differences.
The iCAN Project is a project developed by four Northwestern University students hoping to provide a summer enrichment program to high-potential, low-income students in Evanston and Rogers Park, Ill.
Parents as Collaborators in the ClassroomBrett Rolfe
This presentation was given at the FutureSchools conference in Sydney 2016. Aimed at educators (particularly those in primary/elementary years) it explores how parents can be used in the classroom to provide a richer learning experience for students.
151119 rewriting leadership strategy the brilliance of black children in mat...Lou Matthews
After 15 years of stalemate mathematics reform to improve the mathematics outcomes of Bermuda’s predominantly Black student population, Bermuda Public Schools created a National Mathematics Strategy. The Strategy was built from the ground up to combat fundamental forces hindering the mathematics outcomes of Black children in the West: (1) Resistant worldviews about Black children, (2) faulty assumptions about what mathematics is, (3) faulty assumptions about how mathematics should be taught, (4) and institutionalized impotence of senior leadership to address policy, resources and systemic barriers. Chronicled in this presentation are the successes and challenges in implementing the kind of urgent reform needed to maximize outcomes for Black student populations amidst political, cultural and historical obstacles. The perspective of mathematics education leaders and professionals at senior, mid and teacher levels are shared.
Helping students navigate an interconnected world — What to expect from PISA ...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes. The results of this assessment – PISA 2018 Volume VI – will be launched on 22 October.
Want to get a head start on what this latest Volume is all about? Andreas Schleicher, OECD Director for Education and Skills, unveils the main themes addressed in Volume VI and what to expect from the data.
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
International School Award Dossier Oakridge International School MohaliGursimran kaur
International School Award Dossier, Submitted by Oakridge International School i. wherein, children followed action plan approved by British council. The plan was followed through out the year having collaborative activities. It was a fun learning not only for children but also for teachers as well where they got an opportunity to collaborate with educators all across the globe.
Proposal by TAF (Technology Access Foundation) to scale our award winning TAF Academy 6th-12th grade STEM school by partnering with existing public schools in transforming them into schools where students can reach a high level of personal achievement
Chef Koochooloo is a gamified technology platform and curriculum, developed under the mentorship and advise of scholars such as of Michael Brenner (Professor of Science and Cooking at Harvard University) as well as Dr. Richard Zare from Stanford University (Professor of Chemistry and Food Science at Stanford University).
Aligned with national educational standards for K-8, that teaches kids STEAM (Science, technology, engineering, arts, and mathematics) through healthy cooking. They have a presence in 30 schools, serving 9000 users. A number of schools have them as part of their daily curriculum, while others have invited them in as an Afterschool enrichment program.
Here is a video that showcases our work further: https://www.youtube.com/watch?v=Uu7uvnfx94k&t=17s
Shine High approaches education in a holistic manner, with emphasis on every aspect of a child’s learning and development. The students are taught by the best educators to not just excel at academics but to think beyond. We consistently aim at being the best school in Warangal and the school that teaches its students to make a difference. We offer a host of extra-curricular activities along with the State syllabus and the foundation program. As we are ranked the best school in Warangal , we coach our students to continue to study in the best institutions across the globe.
Woodland Preparatory School Alabama #Gulen #SonerTarimGulen Cemaat
Woodland Preparatory School (Washington County Alabama) has hired Soner Tarim of the Gulen Movement out of Texas as their CMO (Unity Student Services) they will handle the marketing, curriculum development, software, website and everything that the inexperienced board members cannot handle. The building of their school is handled out of Utah by another controversial group called ACD American Charter Development. Same old Gulen fraud except this time the ACD (Mormon Mafia) will wipe the floor with the Gulen Muslim Mafia.
https://www.washingtonpost.com/education/2019/05/03/telling-story-about-charter-school-controversy-rural-alabama-county/?fbclid=IwAR0Tefei5Gk4EyuaifszEFXxoePpaKcmIPIy28UQYLFD76vwzXS_QOqSUZg&utm_term=.fb8c1f62c1ed
https://www.alreporter.com/2019/03/27/an-islamic-movement-fraud-and-improper-hires-even-more-and-weirder-questions-arise-about-montgomerys-first-charter-school/
http://www.woodlandprep.blogspot.com
https://gulencharterschoolsusa.blogspot.com/2019/04/washington-county-in-battle-with.html
Killinged.com
How to engage all students in project-based, higher-level learning programs. This is a framework for developing student-centered, project-based schools through engagement and research.
Similar to ADM Celebrating our STEM Journey to National Certification (20)
ADM Celebrating our STEM Journey to National Certification
1. ! Page 1
“Celebrating our STEM Journey: Reflections of a Continuous Improvement Process”
For Consideration of Publication in the Fall 2015 “Celebrations” Issue of Palmetto Administrator
Submitted on June 30, 2015
Co-Authors
Jeannie Pressley, Trevor Ivey, Jenaii Edwards,
Stephanie Barrineau, Cherlyn Anderson, & Lori Smith
Jeannie Pressley, Principal
Alice Drive Middle School
40 Miller Road; Sumter, SC 29150
803-840-5754 / jeannie.pressley@sumterschools.net
Jeannie Pressley has taught elementary and middle level ELA and math. She previously
served as the principal of Cherryvale Elementary, a Palmetto Silver School.
Trevor Ivey, NBCT, Assistant Principal
Alice Drive Middle School
40 Miller Road; Sumter, SC 29150
803-316-7849 / trevor.ivey@sumterschools.net
Trevor Ivey has taught elementary and middle level science. He has won numerous
teaching awards, including state finalist for Teacher of the Year in 2013.
Jenaii Edwards, Assistant Principal
Alice Drive Middle School
40 Miller Road; Sumter, SC 29150
803-236-8688 / jenaii.edwards@sumterschools.net
Jenaii Edwards previously served as the Lead Special Education Teacher at Chestnut
Oaks Middle School, where she was named Teacher of the Year.
Cherlyn Anderson, Education Specialist
S2
TEM Centers SC
1041 George Rogers Blvd., Columbia, SC 29201
803-917-7062 / cherlynanderson@gmail.com
Cherlyn Anderson has taught middle level science and ELA. She has won numerous
awards including the Milken National Educator and an Albert Einstein Fellowship.
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Lori%Smith,%NBCT,%Science,%Fine%Arts,%&%STEM%Coordinator!
Sumter School District
1345 Wilson Hall Road; Sumter, SC 29150
803-469-6900 / lori.smith@sumterschools.net
Lori Smith serves as the Science, Fine Arts, STEM/AVID Coordinator for Sumter
School District and also on the SC Coalition for Mathematics and Science Board.
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Stephanie%Barrineau,%Curriculum%Coordinator!
Alice Drive Middle School
40 Miller Road
Sumter, SC 29150
803-775-0821 / Stephanie.barrineau@sumterschools.net
A National Board Certified Teacher, Stephanie Barrineau serves as the ADM
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“Celebrating our STEM Journey:
Reflections of a Continuous Improvement Process”
Abstract: Alice Drive Middle seeks to provide a quality STEM education to all students. Located
in Sumter, this choice school recently earned national AdvancED STEM certification.
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Albert Einstein once said, “We can’t solve problems by using the same kind of thinking
we used when we created them.”
With the complex demands placed upon us in this ever-changing world, this sage advice
from Einstein is something that we in public education have seemed to forget. While reform
initiatives have been a constant, the overarching goal has been to improve the trajectory of
student outcomes; preparing students to become productive citizens. More recently, the national
public education narrative has sought to improve our academic reputation on the global stage
through the implementation of many initiatives driven by STEM (science, technology
engineering, and math) as a vehicle for improving student outcomes. A team of dedicated and
forward thinking educators are transforming education in Sumter, South Carolina. Educators at
Alice Drive Middle (ADM), a choice school in Sumter School District (SSD) are making STEM
learning a reality for all of its students in order to give them the competitive edge in the local,
national, and global workforce.
ADM began the process of becoming a STEM school in 2012 through a partnership with
South Carolina’s Coalition for Mathematics and Science and S2
TEM Centers SC. Throughout
the three year partnership, a focused plan for transforming Alice Drive Middle into a STEM
school was developed and implemented. With the assistance of a S2
TEM Centers SC Education
Specialist, the school created a vision, developed short and long term goals, took actions to
implement strategies, while documenting their progress along the way. S2
TEM Centers SC
Specialist, Cherlyn Anderson credits the focus of the STEM Leadership Team and the
collaborative and innovative culture of the faculty and staff at ADM for the rapid progress of the
school towards its goal. “The leadership and faculty have been a phenomenal group to work
with. They have been dedicated to infusing quality STEM opportunities for all students into
5. ! Page 5
their curriculum.” Through a transdisciplinary focus, the STEM program impacts all four core
subjects (math, science, language arts, and history) as well as the related arts areas (art, band,
strings, music/chorus, gym, and technology education). A unique characteristic of ADM’s STEM
focus is that the STEM program is all-inclusive, serving all 850 students in grades 6-8.
Implementing a STEM Focus
The belief at ADM is that it is vital to prepare students for an increasingly global
economy. We acknowledge that science and engineering jobs are growing at a rate exceeding
any other occupation. A recent McKinsey Report states that, “By 2018, 1 in 20 global jobs will
be STEM related—an estimated 2.8 million jobs in total with over 90% of these opportunities
requiring secondary degrees and two-thirds requiring a bachelor’s degree.” Due to technological
advances, Americans will compete with others from all over the world for the high-tech, high-
wage jobs of the 21st
century. We expect our students to approach the world’s problems and
acquire the necessary tool kit to solve these problems. This expectation is meaningful for
everyone involved: students, families, public and private institutions of higher education, and the
businesses and industries our students could potentially work for and develop. Having a program
intentionally designed to ensure college and career readiness will positively impact our students.
As STEM education research continues nationwide (NAP 2012) many agree to the importance of
a focus on innovation through science, technology, engineering, and math now. But many ask,
how do you build a STEM school? What does it look like?
Our Philosophy of Successful STEM Learning Experiences in Action
Strategic Planning: As school leaders, it has been an overarching goal to strengthen the
overall cohesiveness of our STEM program through a collaborative focus on strategic planning.
Our school renewal plan is reviewed each year by a variety of stakeholder groups and is referred
6. ! Page 6
to when making programmatic decisions on activities, field studies, and projects both in and out
of the classroom. Revisions to our school renewal plan over the past few years have helped to
recognize the interdependence of various aspects of the school as outlined in the Harvard
developed PELP Coherence Framework—culture, systems and structures, resources, stakeholder
relationships, and environment—and its collective impact on student achievement (2003). With
the following theory of action governing our school renewal plan, the work of strategic planning
has become more easily navigated with greater buy-in among all stakeholder groups: If we fully
coordinate and align our school’s policies, practices and partners to increase student interest,
participation and achievement in STEM, expand student access to effective instruction, reduce
our gap in STEM access and build community awareness and support for STEM, then we will
increase the quality of STEM talent development for our community, state, and nation. Our plan
is unique in that it contains a vision and mission statement, a supporting philosophy, and clearly
defined STEM core competencies and school-wide goals.
INSERT PICTURE 1: ADMS STRATEGIC PLANNING POSTER
Curriculum: The STEM curriculum is delivered to students through the form of an
alternate A/B type of flexible scheduling. Students are scheduled to have eight classes, taking
four classes each day, with each class lasting 90 minutes in length. Students take the core courses
of history, science, language arts, and math for the entire year, in which the student coursework
is focused on STEM. Yet, students also have the opportunity to take STEM-based electives
throughout their three years at ADM, including art, digital literacy, band, strings, foreign
language, enrichment, and/or remediation classes to meet the individual learning needs of
students. Students also take physical education and health for one semester. The flexible
schedule has allowed students to see the interconnectedness of all areas of study as they relate to
7. ! Page 7
an essential question. In some classes where teachers have fully embraced problem-based
learning, students are creating projects that have ties to the community, which helps to solidify
the importance of STEM as a powerful educational experience.
Problem-Based Learning as the Vehicle for STEM Learning: Based on self-assessments
conducted by administrators, faculty, and stakeholders utilizing the S2
TEM Centers SC
Innovation Configuration Maps (Total Instructional Focus), the South Carolina STEM
Continuum, and Indicator 6.2 of the AdvancED STEM rubric, ADM is in the
emerging/practicing stage of implementing problem-based learning across the building. Through
the school renewal planning process, and supporting professional development, the faculty and
staff have agreed to the following norms in a STEM-based classroom:
• The project or problem is central rather than peripheral to the curriculum.
• The project or problem is broken down into measurable pieces.
• The project or problem has real-world relevant connections.
• The project or problem could conclude with a product or a performance.
• Digital technologies support and enhance student learning.
• World-class skills are integral (Profile of the South Carolina Graduate).
• Instructional strategies are varied and support multiple learning styles.
• Projects involve ongoing and multiple types of assessments.
Core Tenets of an Effective STEM Curriculum: Faculty and staff have agreed that students
should master certain core competencies to truly become college and career ready:
1. Critical Thinking and Problem Solving
2. Communication
3. Collaboration and Teamwork
4. Information Literacy
5. Appreciation for Diversity
6. Learning to Learn (Metacognition)
Sustaining Actions/Goals: In implementing the core tenets of an effective and age-
appropriate STEM curriculum, the following actions augment our program’s coherence:
1. Increasing student interest, participation, and achievement in STEM.
8. ! Page 8
We coordinate, implement, and scale up innovative, rigorous, and inspiring STEM
experiences from a variety of challenging curricula (including Project Lead the Way-Gateway)
with the greatest promise of piquing student interest, securing student participation, and boosting
student achievement in STEM. During the course of our students’ three years at ADM, all
students, including those typically underrepresented in STEM careers, have the opportunity to
participate in STEM classes. Currently, specific STEM-based instruction is delivered through
STEM electives such as CSI-Forensics, LEGO Robotics & Engineering, STEM Go-Green,
Google CS First, STEM Aeronautics and the integration of problem-based units within core
content classrooms. Our school day is extended through the use of afterschool STEM activities
(available three days a week), impacting approximately 50 students per quarter.
In addition, school-wide activities are regularly planned to include all students during the
school day such as our recent problem-based “STEM Boot Camp” that every staff member
helped to execute. As part of the camp, all students at each grade level solved an engaging
problem and were exposed to opportunities emphasizing STEM as highly relevant to their lives.
Such school-wide activities assisted in developing a common STEM language.
2. Expanding student access to effective student instruction.
Our STEM program aligns with the newly adopted South Carolina Academic Standards and
Performance Indicators for Science, the newly adopted South Carolina College and Career
Readiness Standards for ELA and Mathematics, and the Profile of the South Carolina Graduate,
which all collectively emphasize science and engineering practices, inquiry, as well as reading
and writing comprehension and skills through engagement with content. In each of our STEM
classes, students are provided multiple opportunities to learn skills through tiered activities.
Students are assessed not only on their technical skills, but also the 21st
century “world class”
9. ! Page 9
skills as outlined in the Profile of the South Carolina Graduate (2015). In addition to statewide
summative assessments (ACT Aspire and SC Palmetto Assessment of State Standards),
formative assessments via CASE Assessment TE21, as well as conferences, portfolios, rubrics,
checklists, interactive notebooks, self & peer reflection are used to provide regular feedback to
students. ADM utilizes the structure of a Building Data Team that organizes and prepares data in
a user-friendly format so that the faculty can dedicate meeting times to analysis and discussion.
INSERT PICTURE 2: SOUTH CAROLINA PROFILE OF THE GRADUATE
Our administration recognizes that teachers have the greatest impact on student achievement
and understand the need for focused and personalized professional development, based on the
data driven needs and collaborative school STEM Goals, and such experiences are regularly
made available to all teachers through the use of an on-site curriculum coach (Stephanie
Barrineau), Clemson 4H, Patriot Grant Advisor, and a S2
TEM Centers SC Education Specialist.
The development of professional learning communities and the use of backward design planning
in strengthening curriculum has resulted in an expansion of student access to effective STEM
instruction and has led to a more rigorous curriculum and higher student performance with
respectable growth in all areas. Built into the Edivate PD360, the use of the ELEOT classroom
observation instrument has provided teachers with instantaneous and personalized additional
assistance and feedback.
In addition to school and district based STEM professional development, several of our
STEM teachers have successfully sought out additional STEM-related learning activities. Some
activities include conducting peer observations at other high-achieving STEM/STEAM school
across the state, the afterschool robotics coach presenting at the national conference for middle
school math teachers, and both the Math Counts advisor and STEM Learning Coach being
10. ! Page 10
accepted for STEM training at the United States Naval Academy. Other teachers have attended
and participated in TEACHFIT, summer professional development activities that teach cross-
disciplinary teams of middle school teachers how to get their students excited about STEM
through innovative technology-based fitness games. Once trained, it is a norm for participating
teachers to share with the rest of the faculty through professional learning community meetings
by department/team.
3. Building Community Awareness and Partnership Support for STEM
We acknowledge the imminent STEM talent and skills gap that the state of South Carolina
and our country is facing in the years ahead. In Year Two, a STEM Advisory Board was
established, comprised of department heads, a military liaison from Shaw Air Force Base,
industry representatives, local college and university professors, and district office
representatives. Through the efforts of the on-site Career Specialist, STEM students have been
afforded regular opportunities to participate in a variety of field studies and experiences with
partners to include visiting local manufacturers, businesses, and colleges/universities, such as the
University of South Carolina Sumter, Central Carolina Technical College, Boeing, Caterpillar,
Continental Tire, and Becton Dickinson. Outreach activities targeting younger students in our
feeder elementary schools are used to increase STEM awareness.
INSERT PICTURE 3: STEMMIE THE ROBOT
Events such as a STEM Parent Night, field research with the University of South Carolina
Sumter, and school board presentations are a few examples of how we are continuing to build
community awareness and partnership support. As a result of a Department of Defense Patriot
Grant and a Clemson 4H Grant, additional partnerships have been established with Boeing,
Honda, Caterpillar, Santee Lynches, University of South Carolina Sumter, Central Technical
11. ! Page 11
College, Shaw Air Force Base, and various community agencies within our county municipality
to include the local police department and forensics lab. We are building a base of diverse
partners and supporters to communicate the rising importance of STEM education in workforce
development and job creation in our community and stage, beginning at the grassroots level.
INSERT PICTURE 4: STUDENTS WITH ROCKET LAUNCHERS ACTIVITY
National STEM Certification Process
In the spring of 2015, ADM continued the learning process by applying for AdvancED
STEM Certification. The STEM certification process is similar to the AdvancED External
review process, yet different in that the STEM certification process primarily focuses on the
school or program’s STEM education model. The STEM Certification Reviewers used the
AdvancED STEM Standard 6 and its (the) 11 Indicators and related criteria to guide the analysis,
looking not only for adherence to the standard but also for how STEM education is provided to
the school’s students and embodies the practices and characteristics of a quality, relevant, and
age-appropriate STEM education. As a result of the STEM Certification Review conducted in
late May, ADM earned the distinction of the AdvancED STEM Certification. The certification
was a rigorous process that involved observations of 26 of the school's classrooms using the
ELEOT observation tool and 68 interviews of teachers, students, advisors, business community
partners and parents. The certification is valid for five-years.
INSERT PICTURE 5: ROBOTICS PROGRAMMING
Dr. Jeff Wooten, one of two site reviewers and Director of AdvancED in Alabama stated,
"Alice Drive took the most difficult route in making STEM learning available for all. Many
schools start out by initiating the STEM curriculum in a few classrooms or a school-within-a-
school approach." Dr. Wooten also noted that ADM was able to achieve in two years what
12. ! Page 12
usually takes three to five years to accomplish. The reviewers noted the school’s outreach and
partnership program as two of its most powerful practices. Yet, the transformative story comes
from student testimonials. Students at ADM have embraced the STEM offerings. Eighth-grader
Luke DuRant, who has experienced the STEM offerings since sixth grade, stated, "It's about
learning technology and skills that we can use when we graduate. With project-based learning, if
we don't come up with a solution, we go back to the beginning and start the project over again.
Being in the robotics class is just as cool as playing and winning football games." Hannah
Merchant, a sixth-grade student, is finishing her first year at the school. "I had no clue what
STEM was when I first came here. Now I love it," she said.
INSERT PICTURE 6: GIRLS STEM CAMP
Looking Ahead: Strengthening our STEM Commitment
As we move forward with a sense of urgency to more fully transform our school into a
STEM-centered culture, ADM faculty plans to explore these possibilities:
1. Flip additional classrooms across the school building.
2. Develop long-term problem-based units with opportunities for students to present to “expert
audiences.”
3. Maximize STEM immersion.
4. Regularly collect & analyze data to authentically measure STEM literacy.
5. Implement a One to One Chrome Book technology initiative.
6. Increase opportunities for structured collaboration among faculty and staff members.
7. Explore integrating the arts into the STEM program.
The success of the STEM program at ADM cannot be possible without the support and
dedication of our school’s teachers who have put in many hours to create, develop, enhance,
enrich, and improve the educational experiences for our students. Our teachers’ innovative and
collaborative spirit and willingness to transform and do what is best for our students has been a
true joy to witness. It is because of their love of our profession, students and our school that has
allowed them to move beyond traditional teaching to ensure all the students we serve are college
13. ! Page 13
and career ready. They work diligently educating themselves on STEM competencies and best
practices. Let’s be clear: our great teachers are the ones who have brought the STEM vision to
fruition. By no means has this endeavor been simple and easy. The teachers have transformed
our school into something incredible—students are engaged like never before at ADM because
of the ADM community who give them the best opportunities each day to become productive,
competitive, globally aware citizens.
INSERT PICTURE 7: MEASUREMENT LAB ACTIVITY
References
AdvancED.!(2015)!http://www.advanc7ed.org/!
!
Coherence!Framework.!(2003).!http://pelp.fas.harvard.edu/book/coherence7framework!!
Profile of the South Carolina Graduate. (2015). http://sccompetes.org/wp-
content/uploads/2015/01/Profile-of-the-South-Carolina-Graduate-20150120-page-001.pdf
STEM Continuum (2014, July 1). https://ed.sc.gov/agency/ccr/Standards-
Learning/documents/STEM_Continuum_With_Evidence-Middle_School.pdf
STEM Innovation Configuration (IC) Maps. (2014). http://www.s2temsc.org/stem-innovation-
configuration-ic-maps.html
STEM Support - Theory of Action. (n.d.). http://www.s2temsc.org/stem-support---theory-of-
action.html
Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology,
Engineering, and Mathematics. (2011). http://www.nap.edu/catalog/13158/successful-k-12-stem-
education-identifying-effective-approaches-in-science
The World at Work: Jobs, pay, and skills for 3.5 billion people. (2012). McKinsey & Company.
Vasquez, J. (2013). STEM Lesson Essentials, Grades 3-8:Integrating Science, Technology,
Engineering, and Mathematics (1st ed.). Portsmouth, New Hampshire: Heinemann.
Vasquez, J. (2015). STEM-Beyond the Acronym. Educational Leadership, 1-15.