1. Program Overview/Review

2.  PLTW Gateway provides engineering and biomedical science curriculum for middle school students that challenges, inspires, and offers schools variety and flexibility. Students get rigorous and relevant experiences through activity-, project-, and problem-based learning. They use industry-leading technology to solve problems while gaining skills in communication, collaboration, critical-thinking, and creativity.  Currently being adopted by the Lenape District (high school). “Across the U.S., there are 7,500 PLTW programs in more than 6,500 schools. PLTW trained over 6,000 teachers in 2014 and has trained nearly 19,000 teachers since 1997.” (PLTW website)  Foundation Units - Design & Modeling, Automation & Robotics  Six additional Units to choose from – Energy & the Environment, Flight & Space, Science of Technology, Magic of Electrons, Green Architecture and Medical Detectives  PLTW Launch curriculum is geared for Grades K-5, but is relatively new.

3.  STEM Group meetings, email discussions  Student Interviews – female and male perspectives from students who are enrolled or have completed PLTW in high school and have gone on to pursue an Engineering degree in college  Sales Representative Interview – 30 minute discussion with sales rep. Discussed scope and sequence. National use of programs. Cost structures.  Classroom Visitation – Two trips to Gateway class in Lumberton Twp. Middle School. 15 7 th graders in modeling and measurement section of Gateway program  Workshops – NJ annual PLTW meeting at Rowan University

4.  https://www.youtube.com/watch?v=DDL F6m3aaEI&safe=active https://www.youtube.com/watch?v=DDL F6m3aaEI&safe=active Project Lead the Way (PLTW) and Gateway to Technology (GTT) in Lenawee County, Michigan

5. -1--2--3--4- Student Components Inquiry & problem solving Students do not engage in inquiry & problem solving. Students engage in inauthentic inquiry that does not relate to real-world challenges. Inquiry is based around already known outcomes and one correct answer. Students engage in authentic inquiry related to real-world challenges. Inquiry may lead students toward a variety of models/solutions, but they are not guided to revisit, analyze, and revise them. Students engage in authentic inquiry related to real-world challenges. Inquiry may lead students toward a variety of solutions, and they are guided to revisit, analyze, and revise them. Metacognitive skills Students engage in direct recall with little movement toward showing more than surface-level understanding. Students engage in direct recall, and move toward showing an understanding of content through explaining and depicting concepts. Students apply knowledge of content through the creation investigations & design solutions. Students apply knowledge through creation of investigations and design solutions, analysis of gathered data, and evaluation of revisions to initial designs. Communication Students are discouraged to work together or share their ideas. Students are sometimes encouraged to work together and share their ideas. Students are encouraged to work together share their ideas. Students are encouraged to work together, share their ideas, and present the validity of their explanations and arguments. Teacher Components Pedagogical Practice Lessons are comprised mainly of lecture with no practical application or inquiry-based activities. Lessons are comprised mainly of lecture, and that information is mirrored in inquiry activities; inquiry activities are channeled by the teacher. Lessons communicate content and concepts, then allows students to 1) design investigation activities, and 2) create a model, solution, or product. Lessons communicate only the content and concepts necessary for students to engage in an inquiry, then allows students to 1) design investigation activities, 2) create of a model, solution, or product, & 3) revise. Lesson ClarityLessons are not clear in their objectives, structure, and sequence. A teacher would find it difficult to engage students based on these plans. Lessons are vaguely aligned in their objectives, structure, and sequence. A teacher would need to rearrange, change the activities, or supplement in order to make the lesson engaging for students. Lessons are generally aligned in their objectives, structure, and sequence. A teacher would be able to implement lessons as is, with minor adjustments & supplements to engage students. Lessons are aligned in their objectives, structure, and sequence. A teacher would be able to implement lessons as is and adjust only to further the student engagement already embedded in the lessons.

6. -1--2--3--4- Support & Development The program offers no professional development or training for teachers. The program only offers in- person training with no online or troubleshooting/tech support. The program offers in- person training with some online troubleshooting/tech support. The program offers in- person training with comprehensive online troubleshooting/tech support. Parent & Community Components Communication The uses one main method to communicate lesson activities to parents, but it is difficult to interpret/understand. The uses one main method to communicate lesson activities to parents effectively. The program uses a couple methods to communicate lesson activities to parents effectively. The program uses various methods to communicate lesson activities to parents effectively. Involvement There are no signs that this program actively seeks parent involvement. The program sporadically encourages indirect parent involvement. The program consistently encourages indirect parent involvement with some invitations for direct parent involvement. The program consistently invites indirect and direct parent involvement. Administrative Components Scope & sequence The range of activities does not include grade-level or grade-span specification. The range of activities is designed for a small grade- span (ex: K-2, 3-5, 6-8). The range of activities is designed to address K – 8, but some lessons may not be developmentally and/or academically appropriate. The range of activities is designed to address K – 8 and lessons are developmentally and academically appropriate. Alignment Lessons are not aligned to any instructional standards. Lessons are aligned to instructional standards that have since been updated. Lessons are aligned to the NGSS, particularly the Engineering Design component. Lessons are aligned to the NGSS, particularly the Engineering Design component, as well as the Common Core standards for Language Arts and Math. Kudos Components

7. *Adoption of the Gateway to Technology Program in Grades 6-8. *Exploration of the Launch Program for Grades K-5. *Integration of STEM lessons (websites) into the current Science/Math curriculum for Grades K-8.