CTE is Your STEM Strategy for STEM Recognition Career and Technical Education 2014 Summer Conference

NC STEM Recognition NC DPI Acknowledges NC STEM Learning Network in collaboration with The NC Science, Mathematics and Technology Education Center and 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

CTE? STEM? …emphasize a need for business and educators to join efforts to ensure students are appropriately prepared for emerging workplaces in our communities …leaders agree support and goals are needed to ensure a workforce is prepared for the high-skill, high-wage, and high- demand jobs of a knowledge-based and innovative economy …prepare human resources to add the value that customers around the world desire …a vision that leverages public and private resources in the most effective manner possible, moving North Carolina further and faster toward a world-class workforce and sustained economic growth and development in a global market …visions propelling similar goals and outcomes

Co-equally Connected STEM and CTE strategies provide robust educational opportunities to prepare our future workforce, leaders, and next generation of innovators. …globally competitive workforce K-12 and beyond

STEM Priority Developed the NC STEM Strategic Plan Defined STEM Education Outlined 11essential Attributes Created a STEM Implementation Rubric Implemented Anchor and Affinity Network Themed Schools Developed NC STEM Recognition Program

NC STEM Education Identified and Defined Three Principles –Integrated STEM Curriculum aligned to Industry Standards –On-going Community and Industry Engagement –Connections with Postsecondary Education

STEM Organized around the Engineering Design Process/Engineering Connections Anchors to content in the areas of science, technology, and mathematics complements courses in the Arts, Career and Technical Education, English Language Arts, Healthful Living, Music, Social Studies, and World Languages STEM… L & L is applied in an integrated manner, interwoven throughout and advance all content areas with assessment and exhibition of STEM skills

Quality STEM Education Responsibility Problem solving Adaptability Collaboration/ teamwork Technology use Oral/written communications Creativity Critical thinking Professionalism Ethics Music World Languages Language Arts Social Studies Art 21 st Century Skills M S E T Healthful Living CTE Entrepreneurial spirit

Attributes: Vision of STEM School 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 STEM & 21st Century Skills * Not required for Elementary or Middle Schools - For High Schools Only

STEM Courses Aerospace, Security, Advanced Manufacturing Fundamentals of Flight Material Science and Electrical Applications Automation Security Health and Life Sciences Biomedical Systems I Biomedical Systems II Biomaterials, Statics, & Strengths of Materials Neuroscience Agri-science and Biotechnology Agricultural Ecology Agricultural Genetics Agricultural Biotechnology Agricultural Solutions Energy and Sustainability Foundations Planetary Boundaries Human Impacts Paths to Global Solutions Aligns & complements CTE Career Clusters and our economic drivers

What is STEM Education  strategy to build a world-class workforce that leads to graduation, postsecondary education, and careers in our global economy  integrates S, T, E, M enabling students to understand complex societal problems through project and problem based leading & learning to prepare our next generation of innovators  aligns with the SCoS and is a critical complement to courses in the Arts, Career and Technical Education, English Language, Healthful Living, Music, Social Studies, and World Languages, and Out-of-School programs  sustainability through leadership developing & delivering effective quality instructional materials through relevant connections

Why STEM? Why CTE? Strategic Plan: as an economic imperative to: Transform education Build world class workforce Align with emerging industries Ensure NC economic prosperity prepare our next generation of innovators ensure our citizens are learning the skills that will keep their communities globally competitive.

Common Threads STEM and CTE

CTE is Your STEM Strategy Kate Blosveren, Associate Executive Director, NASDCTEc states in CTE is Your STEM Strategy, December 2013 CTE programs provide: a strong foundation, is an effective tool, and serve as a delivery system of implementing STEM competencies and skills for a broader range of students, Stakeholders--inherent connection and overlap in goals and content of STEM and CTE

CTE is Your STEM Strategy CTE may not address everything within a STEM strategy, but policymakers, educators shouldn’t be reinventing the wheel Areas where CTE and STEM programs can learn from and strengthen one another STEM is naturally embedded across the 16 Career Clusters®

Ramp Up  Commitment to integrate engineering design principles K-12  Interest and prepare our workforce by providing real-world lessons that Enables the development of a set of thinking, reasoning, collaborative teamwork, and skills students can use in all areas of their lives

Connecting the Dots Recognizing Exemplar STEM Leadership and Learning

CTE and STEM Problem-based/project-based learning Integrate/Cross-disciplinary Use technology Business & Education Partnerships Secondary-postsecondary alignment/career and college readiness

STEM Recognition An application process to recognize exemplary STEM schools and STEM programs –Articulates a common language for implementation –Built around a Implementation Rubric –Outlines critical strengths “Attributes” –Describes characteristics of high quality STEM school/program application located at:

Schools and Programs …demonstrating evidence and implementing all eleven* Attributes of a quality STEM program at the “Prepared” or “Model” level using the STEM Implementation Rubric will be recognized. *11 Attributes apply to high schools 10 Attributes apply to elementary and middle schools

Application and Guide Choose to apply as either: STEM School is an entire school focused on integration of disciplinary areas of S, T, E, M plus other program areas as needed to carry out the theme(s) of the school. STEM Program is organized as a small learning community to provide support of an educational program for STEM career cluster(s). STEM programs (academies) functions as a small school within a comprehensive school.

Getting Started Attribute Implementation Rubric

(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

Attribute Implementation Rubric Outlines each Attribute individually –Contains between 2-5 “Key Elements” (components) for each Attribute –Indicates Levels of Achievement an “Implementation Continuum” “Early”→”Developing”→”Prepared”→”Model” –Includes “Quality Indicators” describing critical strengths of the “Key Elements”

State Standards and Engineering Connections Science Essential Standards: Technology Essential Standards: Engineering Connections: Mathematics Common Core: other content areas aligned to this project are to use State approved Common Core or Essential Standards

Engineering Connections connections/gradesk-12.pdf

Application Components Top page of NC STEM Recognition Application Packet NC STEM Recognition Cover (Form A) Application Contents Checklist (Form B) NC STEM Attribute Implementation Rubrics NC STEM Attribute Implementation Rubric Summary Self- Assessment School or Program Form (Form C1) Or, NC STEM Attribute Implementation Rubric Summary Self- Assessment Future-Ready School/Program of Achievement Form (Form C2) NC STEM Attribute Response Template (Form D) which includes: –Attribute/Key Element Response Evidences Best Practice Evidence Response (Form E) Signature page (Form F)

NC STEM Recognition Application Top Page

NC STEM Recognition Cover (Form A)

Application Contents Checklist (Form B)

Attribute Rubric Summary Self-Assessment School/Program (Form C1) page 1

Attribute Rubric Summary Self-Assessment School/Program (Form C1) page 2

Attribute/Key Element Response Evidences (Form D)

STEM Attribute Evidences Include evidences of STEM accomplishments Incorporate supporting data as appropriate- use student results/outcomes Supporting evidences may include 1 link for the entire Attribute Remove personally identifiable information

Best Practice Evidence Response (Form E)

Signature Page (Form F)

STEM Application Timeline Timeline  Sept/Oct  November 2014  Dec./Jan  April 2015 Process  Schools receiving site visits  State Board of Education  Launch new applications  Applications due

STEM “Model” School

Attribute Self-Assessment “Model” Level of Achievement High School

Attribute Self-Assessment “Model” Level of Achievement High School Example 6 of the 11 Attributes must be at the “Model” Level of Achievement 5 of the 11 Attributes must be either the “Model” or “Prepared” Level of Achievement No Attributes & No Key Elements can be at the “Developing” Level of Achievement

Attribute Self-Assessment - Example “Model” Level E/M/H Schools Any Attribute with 4 or More* Key Elements Only 1 Key Elements can be at the “Prepared” level for the Attribute to be considered “Model” Early Developing Prepared Model Key Elements Not “Model” “Model” *High Schools only attribute 10

Attribute Self-Assessment - Example “Model” Level E/M/H Schools Any Attribute with less than 4 Key Elements none of the Key Elements can be at the “Prepared” level for the Attribute to be considered “Model” Not “Model” “Model” Early Developing Prepared Model Key Elements

Attribute Self-Assessment “Model” Level of Achievement High School Example 6 of the 11 Attributes must be at the “Model” Level of Achievement 5 of the 11 Attributes must be either the “Model” or “Prepared” Level of Achievement No Attributes & No Key Elements can be at the “Developing” Level of Achievement Attributes with 4 Key Elements: Only 1 Key Element may be “Prepared” for the Attribute to be considered “Model” Attributes with 3 or less Key Elements: No Key Elements may be at the “Prepared” Level to be considered “Model” Achievement

Attribute Self-Assessment “Model” Level of Achievement Elementary/Middle School

Attribute Self-Assessment “Model” Level of Achievement Elementary/Middle School Example 6 of the 10 Attributes must be at the “Model” Level of Achievement 4 of the 10 Attributes must be either the “Model” or “Prepared” Level of Achievement No Attributes & No Key Elements can be at the “Developing” Level of Achievement

Attribute Self-Assessment “Model” Level of Achievement Elementary/Middle School Example 6 of the 10 Attributes must be at the “Model” Level of Achievement 4 of the 10 Attributes must be either the “Model” or “Prepared” Level of Achievement No Attributes & No Key Elements can be at the “Developing” Level of Achievement Attributes with 4 Key Elements: Only 1 Key Element may be “Prepared” for the Attribute to be considered “Model” Attributes with 3 or less Key Elements: No Key Elements may be at the “Prepared” Level to be considered “Model” Achievement

Attribute Self-Assessment “Prepared” Level of Achievement High School

Attribute Self-Assessment “Prepared” Level of Achievement High School Example 6 of the 11 Attributes must be at the “Prepared” Level of Achievement 5 of the 11 Attributes must be either the “Prepared” or “Model” Level of Achievement No Attributes can be at the “Developing” Level of Achievement

Attribute Self-Assessment “Prepared” Level of Achievement High School Example 6 of the 11 Attributes must be at the “Prepared” Level of Achievement 5 of the 11 Attributes must be either the “Prepared” or “Model” Level of Achievement No Attributes can be at the “Developing” Level of Achievement Attributes with 4 Key Elements: Only 1 Key Element may be “Developing” for the Attribute to be considered “Prepared” Attributes with 3 or less Key Elements: No Key Element may be “Developing” to be considered “Prepared”

Attribute Self-Assessment “Prepared” Level of Achievement Elementary and Middle Schools N/A

Any Attribute with 4 or more* Key Elements Only 1 Key Element can be at the “Developing” level for the Attribute to be considered “Prepared” Attribute Self-Assessment – Example “Prepared” Level E/M/H Schools *High Schools only attribute 10 “Prepared" Not “Prepared” “Prepared” “ “Prepared” “Prepared” Early Developing Prepared Model Key Elements

Attribute Self-Assessment – Example “Prepared” Level E/M/H Schools Any Attribute with less than 4 Key Elements none of the Key Elements can be at the “Developing” level for the Attribute to be considered “Prepared” Not “Prepared” “Prepared” Early Developing Prepared Model Key Elements

Attribute Self-Assessment “Prepared” Level of Achievement Elementary/Middle School Example 6 of the 10 Attributes must be at the “Prepared” Level of Achievement 4 of the 10 Attributes must be either the “Prepared” or “Model” Level of Achievement No Attributes can be at the “Developing” Level of Achievement

Attribute Self-Assessment “Prepared” Level of Achievement Elementary/Middle School Example 6 of the 10 Attributes must be at the “Prepared” Level of Achievement 4 of the 10 Attributes must be either the “Prepared” or “Model” Level of Achievement No Attributes can be at the “Developing” Level of Achievement Attributes with 4 Key Elements: Only 1 Key Element may be “Developing” for the Attribute to be considered “Prepared” Attributes with 3 or less Key Elements: No Key Element may be “Developing” to be considered “Prepared”

NC STEM RECOGNITION Tina Marcus Project Management, STEM Education and Leadership