1. STEMCAP Action Plan − Background September 26, 2009

2. STEMCAP: California Science, Technology, Engineering, Mathematics Collaborative

3. STEM Collaborative Action Plan Goal Increase the number of science, technology, engineering and math students, graduates, teachers, professors, and mentors Where Within the CA Innovation corridor How Leverage the resources of both public and private K-20, as well as industry and informal science network

4. ARCHES – Alliance for Regional Collaboration to Heighten Educational Success A voluntary, collaborative, association The common goal is to increase student achievement Initiative of the California Education Roundtable (the chief executives of all the state’s education Sectors and the California Academic Partnership program (CAPP), founded in 2005.)

5. ARCHES – is Statewide ARCHES facilitates collaboratives in geographic regions: – Public schools – Community colleges – Baccalaureate-granting institutions – Private sector – Community and private organizations Currently includes 23 regional collaboratives 18 started with the assistance of ARCHES

6. ARCHES Regional Collaboratives Council - formed by persons with the authority to commit resources for the organization Each collaborative is held accountable for achieving measurable student outcomes through its collaborative work of leveraging resources and expertise

7. Why STEMCAP is Different Built upon extensive review of recent national and state studies Comprehensive perspective; NASA typology – Inspire – Engage – Educate – Employ Directly actionable by practitioners Piloted by 6 regional collaboratives to test success Pull from industry vs. push from education

8. Most Important Recommendations for California Strategic Scalable Sustainable

9. Recommendations - Inspire Motivate students and adults, using a variety of incentives, to study and enter STEM careers. Build public support for and understanding of the value of STEM education for all students and citizens

10. Recommendations - Engage Provide rigorous, relevant Career Technical Education for both college-bound and career-bound students: – Reinforce classroom instruction – Provide tangible skills for greater subject matter retention and competency. Deliver science and math curriculum that motivates, stimulates, reinforces and rewards students’ natural curiosity and interest

11. Recommendations - Educate Align state K-12 science and math standards with postsecondary and workforce expectations for what high school graduates know and can do Implement a comprehensive package of recruitment strategies for math and science teachers to expand and diversify the pool of fully prepared candidates

12. Recommendations - Educate Strengthen all teacher preparation programs in math and science through the inclusion of hands-on, problem-based instruction and strategies Provide ongoing, research-based professional development programs, focused on both content and pedagogy, for math and science teachers and for all higher education faculty

13. Recommendations - Employ Create Industry/Educator partnerships that: Deliver relevant, motivational and exciting instruction to reinforce and enhance STEM curriculum Set the foundation to build a competitive and qualified workforce in tune with emerging work realities Create hands-on internships and fellowships for students, teachers and faculty with employers in industry, academia and civic organizations

14. Implementing STEMCAP Recommendations Specific Actions Needed: Fully fund an expansion of rigorous high school CTE programs to every region in the state for both college- bound and career-bound students Mitigate the structure of NCLB to allow for science to be taught in low performing elementary schools Advocate for state policies that encourage the adoption of rigorously developed inquiry-based curricula that respond to student curiosity

15. Implementing STEMCAP Recommendations Specific Actions Needed: Blend generic, broad-based technical education with chosen academic elements to extend knowledge acquisition through application Develop collaborations that extend globally (including informal science and businesses) to expand subject matter for applied learning related to math/science careers

16. Implementing STEMCAP Recommendations Specific Actions Needed: Align K-12 STEM expectations with post-secondary pathways Align STEM expectations between elementary, middle and high school levels to create a coherent K-12 system Develop new combined Credential-Master’s programs for mathematics and science teachers Support the University of California and the California State University in their efforts to provide comprehensive, content-based professional development for credentialed science and mathematics teachers

17. Implementing STEMCAP Recommendations Specific Actions Needed: Create at institutions of higher education, university-wide Academies for Educator Development Reinstate funding for the Mathematics and Science Summer Institutes Place STEM coaches in schools to provide one-on-one coaching for teachers assigned to mathematics and science classrooms who are not yet fully prepared for their assignments Add paid time to the work year for math and science teachers for professional development

18. Specific Actions Needed: Create tax incentives for science and technology-based businesses and industries who offer summer research-related employment to science and mathematics teachers and who loan technical staff to schools Collaborate with science and technology-based industries to identify the future demand in their sectors and to integrate projections of workforce demand into school curriculum Launch a new, independent, non-governmental State STEM Council Implementing STEMCAP Recommendations

19. STEMCAP Pilot: Tested in Six Collaboratives Aurora Project: Recruitment of community college STEM students into teaching Capital Region Education and Workforce Collaborative: Development of interested STEM Teachers Monterey Bay Education Consortium: Building the STEM pipeline San Bernardino Alliance for Education: Reinvigorating Math/Science Curriculum San Luis Obispo County P-16 Council: Engaging K-16 students to promote STEM careers Southern Alameda County Regional Educational Alliance: Increased mathematics success for region’s students

20. What They Found STEMCAP Excellent Tool for determining how efforts should be conceptualized Recommendations served as framework for activities: – Speeds the ability to focus the design of programs and ability to leverage resources – Provides a way to “test” if efforts were most needed Short Term Outcomes: – Increased number of program participants – Increased student engagement – Enhanced achievement in STEM Fields Long Term Outcomes – Stimulated collaborative planning about next STEM steps

21. High Stakes − California is Losing its Competitive Edge Why? Lack of coordinated investment in STEM education to produce a well-trained workforce that supports both technical industries and research Substantiated by years of reports from the federal government, industry, and think tanks What’s Needed Strong steps to improve support for STEM education in our schools, otherwise, our quality of life is threatened

22. High Stakes - Failure to Invest in STEM Caused by a pattern of short-term thinking and episodic spending rather than long-term investment We need the resources and expertise of all stakeholders throughout the state: – Industry – Higher education – School districts – Federal labs – Parents – All levels of government

23. Essential for California’s Competitiveness Time for coordinated efforts to: – Seed innovative new ideas – Incubate the most promising – Scale successful programs Unless it translates into action, then it’s just another chapter that tells us about the past.

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