1. YOUR STEM PROFILE

2.  What they need to know and be able to do  At what level must performance be demonstrated?  How do we know they know what we want them to know?

3. It is not Science, Mathematics, and Technology – and it is Science, Mathematics and Technology. It is CTE and It isn’t CTE Fear the SILO!!!!!!!!

4. STEM --- STRATEGIES THAT ENGAGE MINDS

5.  Learners are independent not dependent  Thoughtful not thoughtless  Know what to do – when they don’t know what to do

6. 1 2 3 4 5 6 1 2 3 4 5 a B D C Rigor/Relevance Framework

7. Integrated Science, Technology, Engineering and Mathematics (STEM) curriculum, aligned with state, national, international and industry standards 1) Project-based learning with integrated content across STEM subjects 2) Connections to effective in-and out-of-school STEM programs 3) Integration of technology and virtual learning 4) Authentic assessment and exhibition of STEM skills 5) Professional development on integrated STEM curriculum, community/industry partnerships and postsecondary education connections 6) Outreach, support and focus on underserved, especially females, minorities, and economically disadvantaged On-going community and industry engagement 7) A communicated STEM plan is adopted across education, communities and businesses 8) STEM work-based learning experiences, to increase interest and abilities in fields requiring STEM skills, for each student and teacher 9) Business and community partnerships for mentorship, internship and other STEM opportunities that extend the classroom walls Connections with postsecondary education 10) Alignment of student’s career pathway with post-secondary STEM program(s) 11) Credit completion at community colleges, colleges and/or universities * Attributes define essential components central to 21st Century Skills * Not required for Elementary or Middle Schools - For High Schools Only

8. LEARNING EXPECTATIONS ◦ RIGOROUS AND ENGAGING CONNECTIONS TO HIGHER ED. PARTNERSHIPS WITH BUSINESS AND INDUSTRY ◦

9. Desired Outcomes:  Adult Use of Information  Using Real World Data  Demonstrations  Problem Resolution

10. 1 2 3 4 5 6 1 2 3 4 5 a B D C Rigor/Relevance Framework

11.  Projects are a constant  Move from teacher directed to student directed  Invention is expected  The real world comes to school  School is “Everywhere” A place that kids drop by rather than attend.

12. 1 2 3 4 5 6 1 2 3 4 5 a B D C Rigor/Relevance Framework

13.  Look different  Are scored differently  Require “doing” stuff  Not always in the classroom  WILL NOT BE WHAT THE PARENTS OF THE CHILDREN EXPERIENCED – CAN BE AN ISSUE!

14.  “CREATIVITY IS ENHANCED TO THE DEGREE THAT WE ‘SUBMERGE’ OUR STUDENTS IN CONFRONTATIONS WITH THE UNKNOWN AND UNCOMFORTABLE.”  SAM HOUSTON

15. 1 2 3 4 5 6 1 2 3 4 5 a B D C Rigor/Relevance Framework

16.  SCHOOLS SHOULD CHALLENGE LEARNERS TO DEMONSTRATE THROUGH PERFORMANCES AN UNDERSTANDING AND COMPETENCE OF THOSE MOST DIFFICULT SKILLS THEY WILL EVER BE EXPECTED TO DISPLAY --- EARLY IN THE LEARNING CYCLE AND AT EACH LEVEL

17.  NCSTEMCENTER.ORG  LEARN  STEM TOOLS  STEM RECOG. PACK.

18. (2) Curriculum: Connections to effective in- and out-of-school programs KEY ELEMENT EarlyDevelopingPreparedModel 2.1 STEM Network Program is seeking to establish partnerships with other schools, communities, postsecondary institutions, and businesses to identify solutions for building a quality STEM program Program engages with other schools, communities, postsecondary institutions, and businesses to identify solutions for executing a quality STEM program Program has documented partnerships with other schools, communities, postsecondary institutions, and businesses to identify solutions for executing a quality STEM program Program has multiple partnerships with other schools, communities, postsecondary institutions, and businesses to identify solutions for executing a quality STEM program; partnerships are purposeful, mutually beneficial, monitored, and evaluated 2.2 Students and STEM Professionals Leaders are creating plans to provide opportunities for students to meet STEM professionals and to participate in STEM learning environments outside school Direct experiences with STEM professionals and STEM learning environments during and/or outside school 2 are available to students 2 times throughout the year Direct experiences with STEM professionals and STEM learning environments during and/or outside school 2 are available to students monthly, and are directly connected to in-class learning Direct experiences with STEM professionals and STEM learning environments during and/or outside school 2 are available to students weekly, and are directly connected to in-class learning 2.3 Research & Development On an annual basis, program leaders and participating STEM teachers share with each other research and information on best practices related to their STEM program goals On a biannual basis, program leaders and participating STEM teachers share with each other research and information on best practices related to their STEM program goals On a quarterly basis, program leaders and participating STEM teachers frequently share with each other research and best practices related to their STEM program goals On a monthly basis, program leaders and participating STEM teachers regularly share with each other research and best practices related to their STEM program goals Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle) STEM Rubric Components North Carolina Schools Key Elements Principle Attribute Levels of Achievement Quality Indicators NC DPI acknowledges and appreciates The Friday Institute at North Carolina State University for their collaboration and the development of this rubric. Recommended citation for this rubric: Friday Institute for Educational Innovation (2013). Middle School STEM Implementation Rubric. Raleigh, NC: Author Detail page of the NC STEM Attribute Implementation Rubric

19. Level 0 TopicTeacher QuestionTeacher MaterialsTeacher ProceduresTeacher Results & AnalysisTeacher ConclusionsTeacher Teacher DirectedStudent Directed Level 0:Teacher makes all the decisions, including what will be considered the correct answer.

20. Level 0 Level 1 TopicTeacher QuestionTeacher MaterialsTeacherTeacher/Student ProceduresTeacherTeacher/Student Results & AnalysisTeacherTeacher/Student ConclusionsTeacherStudent Teacher DirectedStudent Directed Level 0:Teacher makes all the decisions, including what will be considered the correct answer. Level 1:Teacher makes most decisions. Student may be responsible for one or more of materials, procedures, or analysis (e.g., design data sheet). Student decides how to interpret the data and answer the question. (There may be more than one possible correct answer.)

21. Level 0 Level 1 Level 2 TopicTeacher QuestionTeacher MaterialsTeacherTeacher/Student ProceduresTeacherTeacher/Student Results & AnalysisTeacherTeacher/StudentStudent ConclusionsTeacherStudent Teacher DirectedStudent Directed Level 0:Teacher makes all the decisions, including what will be considered the correct answer. Level 1:Teacher makes most decisions. Student may be responsible for one or more of materials, procedures, or analysis (e.g., design data sheet). Student decides how to interpret the data and answer the question. (There may be more than one possible correct answer.) Level 2:Teacher decides the topic and question. Student may be responsible for materials and/or procedures. Student organizes data collection and analysis in order to answer the question.

22. Level 0 Level 1 Level 2 Level 3 TopicTeacher QuestionTeacher Teacher/Student MaterialsTeacherTeacher/Student ProceduresTeacherTeacher/Student Student Results & AnalysisTeacherTeacher/StudentStudent ConclusionsTeacherStudent Teacher DirectedStudent Directed Level 0:Teacher makes all the decisions, including what will be considered the correct answer. Level 1:Teacher makes most decisions. Student may be responsible for one or more of materials, procedures, or analysis (e.g., design data sheet). Student decides how to interpret the data and answer the question. (There may be more than one possible correct answer.) Level 2:Teacher decides the topic and question. Student may be responsible for materials and/or procedures. Student organizes data collection and analysis in order to answer the question. Level 3:Teacher decides the overall topic. Student may be responsible for the specific question and/or choosing materials. Student designs the procedure, organizes data collection and analysis, and answers the question.

23. Level 0 Level 1 Level 2 Level 3 Level 4 TopicTeacher QuestionTeacher Teacher/StudentStudent MaterialsTeacherTeacher/Student Student ProceduresTeacherTeacher/Student Student Results & AnalysisTeacherTeacher/StudentStudent ConclusionsTeacherStudent Teacher DirectedStudent Directed Level 0:Teacher makes all the decisions, including what will be considered the correct answer. Level 1:Teacher makes most decisions. Student may be responsible for one or more of materials, procedures, or analysis (e.g., design data sheet). Student decides how to interpret the data and answer the question. (There may be more than one possible correct answer.) Level 2:Teacher decides the topic and question. Student may be responsible for materials and/or procedures. Student organizes data collection and analysis in order to answer the question. Level 3:Teacher decides the overall topic. Student may be responsible for the specific question and/or choosing materials. Student designs the procedure, organizes data collection and analysis, and answers the question. Level 4:Student makes all the decisions, including the overall topic to be explored.

24.  THE PROBLEM WITH OUR SCHOOLS IS NOT THAT THEY ARE NOT WHAT THEY USED TO BE—BUT THAT THEY ARE WHAT THEY USED TO BE.

25.  STEM HAPPENS!

26. Pick One: Paper (2 in bag) MSC App QR Code http://tinyurl.com/MSC16eval #ModelSchools