1. 1 Metro 2011-2012 Lottery Program STEM Early College

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3. 3 Class of 2011 Admissions Graduating class of 2010 – 36 of the 72 students are currently at OSU Graduating class of 2011 – 47 of the 93 students are currently at OSU Class 2011 High Schools represented: 32 4 year College: 86% 2 year College: 13% In State College: 84% Out of State College: 16% Work/Military: 1%

4. 4 30% Free and Reduced Lunch 14% Identified Special Needs

5. Inquiry Inquiry Critical Thinking Critical Thinking Communication Communication Active and Responsible Decision- Maker Active and Responsible Decision- Maker Engaged Learner Engaged Learner Collaborator Collaborator 5 STEM is about inquiry and delivery—not curriculum

6. “Learning is something students do; not something done to them” NSE Standards p.20

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8. 8 Design Challenge/Project Development Template is an integration of work by Wiggins and McTighe, the International Center for Leadership in Education, Robert Marzano and David Conley. Knowledge Taxonomy Application Model 6 – Evaluation5 – Apply to Real World UNPREDICTABLE Situations 5 – Synthesis4—Apply to Real World PREDICTABLE Situations 4 – Analysis3 – Apply Across Disciplines 3 – Application2 – Apply in Discipline 2 – Comprehension 1 – Knowledge 1 – Knowledge/Aware ness Cross Curricular Content Integration Cross Curricular Content Integration Math, Science, English, Art, Social Studies, Spanish, Chinese Math, Science, English, Art, Social Studies, Spanish, Chinese Framed by the Greater Columbus Context Framed by the Greater Columbus Context

9. - Douglas Llewellyn, Inquire Within Learner Teacher Learner Teacher Results Procedure Question Open Inquiry Guided Inquiry Structured Inquiry Demo

10. Time 120 Performance F D C B A 120 Time WIP Mastery Performance 10

11. 11 Metro Student Achievement

12. Mastery Learning Means That… Expectations for learning are the same for all students. Time is flexible; Performance is not Standards guide instructional decisions at the classroom level. The focus of instruction is on student learning. Students may repeat courses, or work on independent studies/short term extensions on content they did not master. 12 Term 1 (15 weeks) Term 2 (5 weeks) Term 3 Option Schedules will reflect individual needs— recovery classes as needed (15 weeks) BioRecovery Class(es) OR Class Five Chemistry (or Bio recovery) Intro to Fine Art3D Art English 9English 10 Algebra 2Trigonometry or (Algebra 2 recovery)

13. 13 Term 1 (15 weeks) Term 2 (5 weeks) Term 3 (15 weeks) High School ClassCollege Class 2 and High School class OR College Class 2 and 3 High School Class College Class 1 Finish College Classes Winter Start College Classes in Spring Possible College Access Schedule

14. 14 Human Body Systems/PLTW Biomedical Engineering Botany, Food Science, Entrepreneurship, Urban Agriculture Engineering, Digital Electronics, Automated Systems and Robotics Chemistry, Materials Science and Engineering Humanities/Art/En glish/Government Bio 113/114HCS 200/Eng 269ED PL 259/ Math 151/Eng 110 MSE 205/Chem 121Variety of OSU classes Partner with Westerville City Schools At the Mid-Ohio Foodbank At COSIAt Watts Hall on Main Campus OSU Uses Downtown Columbus

15. Advisory-  Supporting the Academic Content  Advisory Design Challenges A class;.25 credits per year 90 minutes per week Multi-age groups (grades 9-12) Adult Advocate for each student Service Learning Personal Awareness and Growth Academic Progress Roundtable Gateway

16. Alignment to standards—not curriculum Alignment to standards—not curriculum Acceleration and Remediation as needed Acceleration and Remediation as needed Progress with Middle and High Achievers Progress with Middle and High Achievers 16

17. Paper and Pencil Tests—Using QualityCore Standards Paper and Pencil Tests—Using QualityCore Standards Common Midterm Exams Common Midterm Exams Guided Practice/Individual Practice Guided Practice/Individual Practice End of Course Exams End of Course Exams Design Challenges—Using QualityCore Standards Design Challenges—Using QualityCore Standards Trans-disciplinary Trans-disciplinary Real-World Context Real-World Context Formative Strategies Frequently in each class Formative Strategies Frequently in each class 17

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19. Learners need to have opportunities to progress from concrete to abstract ideas. Learners construct their own understanding by taking an active role in their learning.

20. Theme – the cross grade level hook. Theme – the cross grade level hook. Enduring Understanding – The understanding that students will take forward from the work developed that will make a difference in the way that they make decisions or how they see the world. Enduring Understanding – The understanding that students will take forward from the work developed that will make a difference in the way that they make decisions or how they see the world. Essential Questions – Questions that enable students to make the connection between the content that they are studying and the enduring understanding. Essential Questions lead to the Enduring Understanding Essential Questions – Questions that enable students to make the connection between the content that they are studying and the enduring understanding. Essential Questions lead to the Enduring Understanding Local Context Application – What makes the question relevant to the student and/or the situation in which the project will be deployed? Local Context Application – What makes the question relevant to the student and/or the situation in which the project will be deployed?

21. Scope – the processes to insure that the work is successfully defined and controlled Scope – the processes to insure that the work is successfully defined and controlled Time – defining activities, putting them in sequence, making duration estimates, and developing the schedule Time – defining activities, putting them in sequence, making duration estimates, and developing the schedule Cost – resources planning, budgeting, etc. Cost – resources planning, budgeting, etc. Quality – insuring that project meets it quality objectives (rubric) Quality – insuring that project meets it quality objectives (rubric) Human Resources – all of the necessary processes to handle how the team will work, develop, & organize themselves Human Resources – all of the necessary processes to handle how the team will work, develop, & organize themselves Communication – performance reporting and information distribution Communication – performance reporting and information distribution Risk – involves all the procedures to handle the project risks, such as identification, analysis, risk response, risk monitoring Risk – involves all the procedures to handle the project risks, such as identification, analysis, risk response, risk monitoring Procurement – the procedures used to handle equipment and materials used/needed Procurement – the procedures used to handle equipment and materials used/needed Integration – how will the processes work together? Integration – how will the processes work together?

22. Project manager - manages (is responsible for) the resources, including time, people and money, with the goal of excellence around success of the project Project manager - manages (is responsible for) the resources, including time, people and money, with the goal of excellence around success of the project Relationship manager - manages the opportunities the relationship can bring, not just to this project, but to others that spawn from it. Also manages the client through the project. Relationship manager - manages the opportunities the relationship can bring, not just to this project, but to others that spawn from it. Also manages the client through the project. Logistics Manager— manages (is responsible for) planning and coordinating resources, and schedules Logistics Manager— manages (is responsible for) planning and coordinating resources, and schedules Principle investigator - focuses on (is responsible for) the content of the work – is the subject matter lead Principle investigator - focuses on (is responsible for) the content of the work – is the subject matter lead Roles are fluid based on the size of the groups, the design of the challenge, and the content area expertise that is needed to successfully complete the challenge. Roles are fluid based on the size of the groups, the design of the challenge, and the content area expertise that is needed to successfully complete the challenge.