The Georgia STEM-STEAM Program Dr. Juan-Carlos Aguilar Director of Innovative Programs and Research

What is STEM Education? The Georgia Department of Education is dedicated to preparing students for 21st Century workplace careers by providing high quality educational opportunities in science, technology, engineering, and mathematics (STEM) fields. In Georgia, STEM education is defined as an integrated curriculum (as opposed to science, technology, engineering, and mathematics taught in isolation) that is driven by problem solving, discovery, exploratory project/problem-based learning, and student-centered development of ideas and solutions. The saturation of technology in most fields means that all students – not just those who plan to pursue a STEM profession – will require a solid foundation in STEM to be productive members of the workforce.

Going from STEM to STEAM STEAM seeks to integrate art and design elements into STEM education. STEAM programs aim to enhance students’ motor skills, perceptual representation, and language skills that are regularly needed in acquiring, storing, and communicating knowledge. In STEAM programs students create representations of scientific concepts instead of simply explaining them, they engage in discourse with other students by seeing and analyzing other alternative models and designs. The defining principle of STEAM is that of constrained creativity. STEAM programs encourage students to freely engage in the creative process but within the limited bounds of reality, whether scientific, technical, or mathematical. STEAM it is really designed as an evolution of STEM education rather than an opposing viewpoint. 

Determine what professional learning for the faculty needs to occur and get started if it has not already begun. Create the STEM schedule for the faculty (consider common planning when needed) Look at what students will be allowed in the program (all students, select students based upon GPA, competitive application, non-traditional, etc.) Set collaborative planning meetings with STEM faculty and industry/business partners to delineate the STEM program Determine who your STEM director will be. Meet with industry/business partners and potential STEM faculty to determine interest/need/commitment and where the STEM focus needs to be for your community. GA 411 counseling program initiated for students, with an emphasis on non-traditional students in the school Faculty engages in on-going integrated collaborative lesson planning using project-based learning Meet with CTAE, Math, and Science departments to determine interest, commitment, physical (STEM Labs), and instructional capacity

Protocol for Schools Interested in (STEM) Certification Step 1: Initial Contact A district level administrator (superintendent or designee on their behalf) should contact Dr. Felicia Cullars at fcullars@doe.k12.ga.us or 404.516.1535 Step 2: Convene District Administrators Step 3: Assemble a STEM Team Step 4: Certified Schools Visit Step 5: Pre-Application Visit Step 6: Application Submission Readiness Step 7: STEM Visitation Team Step 8: Visitation Discussion Step 9: STEM Certification Step 10: Revisit

Criteria for STEM and STEAM Programs Georgia STEM/STEAM Certification Continuum Criteria for STEM and STEAM Programs Vision and Culture Students are identified Non-traditional student participation Characteristics of the STEM curriculum Teacher Content Knowledge Teacher Professional Learning Teacher Collaboration Math & Science Instruction Business, Community, and Post-Secondary Partnerships STEM Competitions, Exhibits AND/OR STEM Clubs Project/Problem-Based Learning STEM Integration STEM Labs/Resources Student Rigor & Relevance and Instructional Quality Technology Integration Investigative Research Accountability

Georgia STEM/STEAM Schools Level City District Carrollton Elementary Carrollton City Henderson Mill Atlanta DeKalb Hightower Doraville Dunwoody Rocky Branch Bogart Oconee Brookwood Dalton Dalton City Ford Acworth Cobb Cowan Road Griffin Spalding Clark Creek Cherokee Gilbert La Fayette Walker River Eves Roswell Fulton Tritt Marietta Amana Academy Alpharetta Woodland White Oak Buford Gwinnett Eagle Springs Byron Houston Northside Warner Robins Pleasant Grove Henry School Level City District Pleasant Grove Elementary Dalton Henry Sagamore Hills Atlanta DeKalb Elm Street Rome Rome City Marietta Center for Advanced Academics Marietta Marietta City Martin Techonology Academy Flowery Branch Hall M. Agnes Jones Hannan Columbus Muscogee George W. Whitlow Cumming Forsyth Charles R. Drew Charter Colham Ferry Watkinsville Oconee Heard Savannah Chatham North Heights Dimon Magnet Cave Springs Floyd Mason Creek Winston Gwinnett Mableton Cobb

Georgia STEM/STEAM Schools Level City District Rex Mill Middle Rex Clayton Tucker DeKalb Marietta 6th Grade Academy Marietta Marietta City Memorial Conyers Rockdale The STEM Academy Savannah Chatham Amana Academy Alpharetta Fulton Cooper Austell Cobb Pine Grove Valdosta Lowndes St. Marys Saint Marys Camden Lanier Buford Gwinnett Coleman Duluth Lakeside Evans Columbia School Level City District Gwinnett School of Mathematics, Science, and Technology High Lawrenceville Gwinnett Kennesaw Mountain High School Academy of Mathematics, Science, and Technology Kennesaw Cobb Rockdale Magnet School for Math and Science Conyers Rockdale Wheeler Center for Advanced Studies Marietta Lanier Sugar Hill Forsyth Central Cumming Forsyth Peachtree Ridge Suwanee Lithia Springs Douglas Jenkins Savannah Chatham Newton College and Career Academy Covington Newton Paulding Dallas Woodstock Cherokee

A New Definition for STEM Specialty Schools: ESSA establishes the definition of a STEM-Specialty School as a school, or dedicated program within a school, that engages students in rigorous, relevant, and integrated learning experiences focused on science, technology, engineering, and mathematics, including computer science, which include authentic school wide research. (Sec. 4101 Student Support and Academic Enrichment Grants)

How STEM programs can be supported? ESSA calls for states to continue maintaining global competitiveness and enhancing capacity for innovation. ESSA also calls for the elimination of the Math Science Partnership program, (about 150 million dollars) that supported state and local projects targeting the training of science teachers.

How STEM programs can be supported? ESSA Provision Purpose How STEM Fits In Title I, Part B: State Assessment Grants To pay for the development of state assessments, standards, and to carry out assessment activities States can use these funds to update science assessments to include engineering design and practices USED Guidance No mention of this provision

How STEM programs can be supported? ESSA Provision Purpose How STEM Fits In Title II, Part A: Supporting Effective Instruction To increase student achievement consistent with the challenging State academic standards; improve the quality and effectiveness of teachers, principals, and other school leaders; increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders States can award subgrants to districts to provide incentive pay to attract teachers in “high-need academic subject areas,” provide increased teacher supports in various forms (e.g., hiring STEM coaches, partnering with non-profits), and recruit qualified individuals from other fields to become teachers USED Guidance Opportunity to support and recruit educators in STEM disciplines • Implement alternate routes to obtain teacher certification • Provide STEM teachers with professional learning and leadership support

(Sec. 2101 Formula Grants to States, Sec. 2103 Local Uses of Funds) State Teacher Quality Block Grants Support STEM Professional Development (Sec. 2101 Formula Grants to States, Sec. 2103 Local Uses of Funds) Professional development for STEM-specific activities is an allowable use of funds under the Title II state block grants program to every state.  ESSA provides new authority to allow states and districts to develop and provide professional development and other comprehensive systems of support for teachers, principals, or other school leaders to promote high-quality instruction and instructional leadership in science, technology, engineering, and mathematics subjects, including computer science.

Establishes Differential Pay for STEM teachers Sec. 2103 Local Uses of Funds ESSA allows states and districts to provide differential pay, or other incentives, to recruit and retain teachers in high need academic subjects (such as STEM fields).  Support for Alternative Certification of STEM Educators Sec. 2101 Formula Grants to States ESSA allows states to establish, expand, or improve alternative routes for State certification of teachers in STEM subjects. 

How STEM programs can be supported? ESSA Provision Purpose How STEM Fits In Title II, Part B: National Activities To research and support comprehensive performance-based compensation systems or human capital management systems for teachers or school leaders who raise student academic achievement and close the achievement gap between high- and low-performing students and to evaluate the effectiveness, fairness, quality, consistency, and reliability of those systems State grant to create and elevate a STEM Master Teacher Corps USED Guidance Can fund teacher recruitment in STEM fields through the Teacher and School Leader Incentive Program

How STEM programs can be supported? ESSA Provision Purpose How STEM Fits In Title IV, Part A: Student Support and Academic Enrichment Grants To increase capacity of states and districts to provide students with access to a well-rounded education, improve school conditions for student learning, and improve the use of technology to increase digital literacy of all students These funds may focus on increasing access and student engagement in STEM for underrepresented students. Allowable activities that promote STEM education include: • expanding high-quality STEM courses; • increasing access to STEM for underserved and at-risk student populations; • supporting the participation of students in STEM nonprofit competitions; • providing hands-on learning opportunities in STEM; • integrating other academic subjects, including the arts, into STEM subject programs; • creating or enhancing STEM specialty schools8; integrating classroom-based and after-school and informal STEM instruction; and • integrating other subjects (including the arts) into STEM programs USED Guidance Reiterates allowable activities listed in the law, and adds that these funds can be used to: • provide professional development to educators on incorporating technology into effective STEM instruction through personalized learning or blended learning • build technological capacity and infrastructure by acquiring software and device

Professional Development in Technology for STEM Teachers Sec. 4109, Activities to Support the Effective Use of Technology Districts can use Title IV Grants to improve the use of  technology to improve the academic achievement of  students. Districts receiving $30,000 or more must spend a portion of their funds on allowable uses including professional development in the use of technology (which may be provided through partnerships with outside organizations) to enable teachers and instructional leaders to increase student achievement in the areas of STEM. 

How STEM programs can be supported? ESSA Provision Purpose How STEM Fits In Title IV, Part B: 21st Century Community Learning Centers To provide opportunities for communities to establish or expand activities in community learning centers that provide academic enrichment, particularly by offering students who attend low-performing schools a broad array of additional services, programs, and activities; to offer families of students served by community learning centers opportunities for active and meaningful engagement in their children’s education These funds can support the creation of programs promoting STEM skills and “nontraditional STEM teaching methods” USED Guidance Further clarifies that these nontraditional methods include “hands-on, active STEM-rich experiences”

How States Propose to Use Federal Funds Under ESSA to Support STEM Education • Colorado will allow districts to apply for Title IV, Part A funds to support STEM programs and to provide professional learning on the use of technology to enable teachers to increase student achievement in STEM areas. • Louisiana’s ESSA plan specifies Title I funds will support, in part, career and technical education courses and advanced courses such as dual enrollment. The plan also suggests districts could use Title IV, Part B funds to support an afterschool STEM program. • Maine designed a Title II-funded project to build the capacity of teacher leaders in formative assessment and three-dimensional instruction in science so that they may, in turn, facilitate their students’ conceptual understanding and deep learning of science.

How States Propose to Use Federal Funds Under ESSA to Support STEM Education • Michigan intends to use Title IV, Part A funds to support professional development for STEM including coding and game design, professional development on how to embed STEM, specifically engineering design principles, computational thinking, and app design, in other content areas. • Nevada will provide Title IV, Part A funds to support districts to provide equitable access to coursework, including science and engineering, for underrepresented student populations. • North Dakota will allow Title IV, Part A funds to support districts that develop a comprehensive, innovative learning plan that demonstrates innovative practices and increases rigorous learning for students using STEM and STEAM strategies.

How States Propose to Use Federal Funds Under ESSA to Support STEM Education • Oregon and Tennessee intend to use Title IV, Part A funds to support district programming to improve instruction and student engagement in STEM, including computer science, and increasing access to these subjects for underrepresented groups