Intentionally Structured

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1 Critical Element Implementation Scale STEM Science, Technology, Engineering, and Mathematics The framework will ensure that all Lake County students have experiences in problem, project, and performance based learning that reinforce the collaborative nature of the 21st century workplace in elementary, middle, and high school. Current research in project-based learning demonstrates that projects can increase student interest in science, technology, engineering, and math (STEM) because they involve students in solving authentic problems, working with others, and building real solutions. Evidence that all members of the school community are steadfast in this belief. All are willing to do what is necessary to meet high standards. There is active implementation, follow-up, and feedback. Leaders clearly support the constructs of the concepts by providing the formalized structures required. The work is thought of as an obligation to be met. There is evidence of follow-up and feedback Concepts are talked about. Concepts are thought of as "another thing to do." Leaders tend to make broad-based decisions with no follow-up or feedback There is a sense of commitment. There is a sense of compliance. There is a limited sense of accountability. Evidence supporting a implementation... Problem-based learning is used 3-4 times per semester/term across multiple subjects at all grade levels, so that a majority of learning experiences have high potential for student engagement (e.g. using technology tools to solve problems, participating in issues or community-based activities, and completing performance based assessments that address realworld problems) Consistent use of district-developed design lessons and/or development of school-specific lessons that make use of the design process across content areas Problem-based learning, through STEM activities, is actively infused into all content areas using all of the mathematical practices in student-produced technology o Design Process (Ask, Imagine, Plan, Create & Test, and Improve) is used to develop solutions to real-world problems and can be dependent upon time and place o Technology is used routinely to find solutions to a problem developed by the design process Evidence supporting a Level2 implementation... Problem-based learning is used at least twice per semester/term in more than 2 STEM subjects/grade, providing some learning experiences that have high potential for student engagement (e.g. using technology tools to solve problems, participating in issues or community-based activities, completing performance based assessments that address real-world problems) Limited or inconsistent use of district-developed design lessons for core content areas Problem-based learning, through STEM activities, is taught as math and science integration, using some of the mathematical practices, with sporadic inclusion of student produced technology o o Design Process (Ask, Imagine, Plan, Create & Test, and Improve) is used to develop solutions to real-world problems Technology is used routinely to find solutions to a problem developed by the design process Evidence supporting a implementation... Problem-based learning is used less than four times per year and/or in 1-2 subject(s)/grade level(s), providing few learning experiences that have high potential for student engagement (e.g. using technology tools to solve problems, participating in issues- or community-based activities, or completing performance based assessments that address real-world problems) No knowledge of district-developed design lessons for core content areas Problem-based learning, through STEM activities, is viewed as something done in isolation in math or science or only as using technology

2 STEM Implementation Elements Frequency and Quality of STEM Content Integration Frequency of Problem-Based Learning (PBL) STEM Student Collaboration STEM PLC Under-represented Students and STEM Professionals Integrated Technology STEM Clubs and Competition

3 Frequency and Quality of STEM Content Integration Ongoing professional learning in the areas of problem-based learning, content integration, and cognitive complexity opportunities for teachers with follow up to ensure sustainability Data is consistently used to drive instruction and monitor student progress Over 75% of teachers use rigorous, integrated curricula that make meaningful connections with STEM across core subjects, requiring students to synthesize knowledge across disciplines STEM is viewed as a design/technology-based learning and is actively infused into all content areas Content clearly reflects high expectations for all participants Content is clearly and explicitly aligned with standards Program focuses on real-world applications of STEM. Program prompts participants to apply STEM content in new or unexpected situations. Professional learning opportunities in the areas of problem-based learning, content integration, and cognitive complexity are provided with little follow up Data is used inconsistently to drive instruction and monitor student progress 26-74% of teachers make explicit efforts to integrate STEM across core subjects, requiring students to synthesize knowledge across disciplines STEM is taught as math and science integration with sporadic inclusion of student produced technology and/or engineering design Content acknowledges the need for high expectations for participants but does not clearly spell out what those expectations are. Content states that it is aligned with standards and school activities but does not clearly demonstrate the strength of that alignment Content makes an effort to relate STEM learning to real-world applications, but those applications are not always clear, they are forced, or they undermine the rigor of the STEM content. Lessons/Activities offer opportunities to apply content, but they are artificial or inconsistent. Few professional learning opportunities are provided for teachers Data is not used to drive instruction or monitor student progress Up to 25% of teachers make explicit efforts to integrate STEM across core subjects, requiring students to synthesize knowledge across disciplines STEM is viewed as something done in isolation in math or science STEM is viewed as only using technology with students with no mention of engineering design or student produced technology Content emphasizes only lower level skills. Lessons do not align to standards and exist as stand-alone enrichment activities. Lessons do not attempt to link content to realworld STEM applications. Instructional Focus Calendars, Data Notebooks, Data Chats, Lesson Plans and Classroom Walkthrough (CWT) data, student work, state and district assessment data. Instructional focus calendars, Lesson Plans and Classroom Walkthrough (CWT), student work, state and district assessment data. Lesson Plans and Classroom Walkthrough (CWT), student work, state and district assessment data.

4 Frequency of Problem-Based Learning Problem-based learning is used 3-4 times per semester/term across multiple subjects at all grade levels, so that a majority of learning experiences have high potential for student engagement (e.g. using technology tools to solve problems, participating in issues or community based activities, and completing performance based assessments that address realworld problems) o Elementary, Middle Traditional and A/B schedule high schools will have 3-4 experiences per semester. o High schools on 4X4 block schedules will have 4-6 experiences per term. Problem-based learning is used at least twice per semester/term in more than 2 STEM subjects/grade levels, providing some learning experiences have high potential for student engagement (e.g. using technology tools to solve problems, participating in issues or communitybased activities, completing performance based assessments that address real-world problems) Problem-based learning is used rarely in one to two subject(s)/grade level(s), providing few learning experiences that have high potential for student engagement (e.g. using technology tools to solve problems, participating in issues- or community-based activities, and completing performance based assessments that address real-world problems) Lesson Plans, Student Work, and CWT data indicates student engagement. Lesson Plans, Student Work, and CWT data indicates inconsistent student engagement. Lesson Plans, Student Work, and CWT data indicates lack of student engagement.

5 STEM Student Collaboration On a daily basis students work and learn in teams with clearly defined individual and team expectations to frame problems and test solutions Students are seated in collaborative groups but only occasionally work and learn in teams with clearly defined individual and team expectations to frame problems and test solutions Students are not seated in collaborative groups Students rarely work and learn in teams to frame problems and test solutions Lesson plans, student work and CWT data indicates consistent collaborative grouping. Lesson plans, student work, and CWT data indicates inconsistent collaborative grouping. Lesson plans, student work, and CWT data indicates lack of collaborative grouping.

6 STEM PLC The school has content specific, cross curricular, and vertical PLC's The school has a STEM team which is comprised of at least o one member from each grade level (elementary) o one member from each department (secondary) STEM PLC will meet regularly to plan problem based learning experiences that follow a coherent learning progression and focus on students using the design process to solve a real world problem using knowledge from each content area. STEM PLC will provide on-going professional learning opportunities for teachers at their school site The school has both content specific and cross curricular PLC's. During cross-curricular STEM PLC's math and science teachers share ways their content connects to support students achievement The school has a PLC in Science and/or Math No STEM cross-curricular PLC exists to focus on integration of content STEM PLC agenda and meeting notes, common lesson plans, CWT data, and student work indicates consistent transference to the classroom. STEM PLC agenda and meeting notes, common lesson plans, and CWT data indicates inconsistent transference to the classroom. PLC agendas and meeting notes, common lesson plans, and CWT data indicates lack of transference to the classroom.

7 Under-represented and/or Struggling Students and STEM Professionals Leaders provide opportunities for direct experiences with STEM professionals and STEM learning environments provide 21 st Century collaborative workplace experiences three or more times per year, including opportunities such as field trips, job shadowing, internships, Skype, Safari Montage, and summer/after school/weekend programs Multiple in-school and out-of-school programs introduce, inspire, and inform under-represented and/or struggling students about careers in STEM fields Protocol is in place and consistently used for identifying at-risk students for course enrollment purposes. Leaders provide opportunities for direct experiences with STEM professionals and STEM learning environments both during and outside school are available one to two times throughout the year, including opportunities such as field trips, job shadowing, internships, Skype, Safari Montage, and summer/afterschool/weekend programs Two or more in-school programs and one to two out-of school programs introduce, inspire, and inform underrepresented and/or struggling students about careers in STEM fields Inconsistent process for identifying atrisk students for course enrollment purposes. Leaders are creating plans to provide opportunities for students to meet STEM professionals and to participate in STEM learning environments outside school, including opportunities such as field trips, job shadowing, internships, Skype, Safari Montage, and summer/afterschool/weekend programs One to two in-school programs introduce, inspire, and inform underrepresented and/or struggling students about careers in STEM fields No protocol for identifying at-risk students for course enrollment purposes. SIP, SAC Minutes, Permission slips, Flyers, and STEM PLC Agendas. SIP, SAC Minutes, Permission slips, Flyers, and STEM PLC Agendas. SIP, SAC Minutes, and Leadership Team Agenda/Minutes.

8 Integrated Technology Virtual, computer-based, mobile, and other technology tools are integrated seamlessly into teaching and learning, including web-based lessons on standards-based STEM projects, requiring students to use computer applications, probe ware, and online communication between and among teachers and students to design solutions to problems. Technology is available and used consistently across all content areas. Virtual, computer-based, mobile, and other technology tools are used occasionally to support teaching and learning through STEM activities such as web based lessons, projects requiring students to use computer applications, probe ware and other online learning activities to solve design problems Technology is available, but used inconsistently across content areas. A few virtual, computer-based, mobile, and other technology tools are used infrequently to support teaching and learning Technology is available, but seldom integrated across content areas Common Lesson Plans, Student Work, and CWT data. Common Lesson Plans, Student Work, and CWT data. Common Lesson Plans, Student Work, and CWT data.

9 STEM Clubs and Competitions Adequate resources/budget allocated to the development and sustainability of STEM initiatives Regular participation in state, regional, and local STEM competitions and fairs with access to all students through collaborative departmental teams Existence of STEM Clubs Active recruitment and incentives for students to participate Equal recognition of awards or accomplishments in comparison to arts and athletics Limited resources/budget allocated for the development and sustainability of STEM initiatives Sporadic participation in state, regional, or local STEM competitions and fairs. Existence of STEM Clubs Some incentives for students to participate Broadening recognition of awards or accomplishments in comparison to arts and athletics No resources/budget allocated for the development and sustainability of STEM initiatives Limited participation in state, regional, or local STEM competitions and fairs. Students who participate do so as extra credit or independently Existence of one or more math or science clubs. Few incentives for students to participate in clubs Limited recognition of awards or accomplishments in comparison to arts and athletics SIP plan, STEM Budget, Website, Newsletter, Club Rosters, Competition Registration, and Results. SIP plan, STEM Budget, Website, Newsletter, Club Rosters, Competition Registration, and Results. SIP plan, STEM Budget, Website, Newsletter, Club Rosters, Competition Registration, and Results.