STEM /Magnet School Initiative October 14, 2009

Enrollment Data Smith  May 2001: 716  May 2002: 712  May 2003: 764  May 2004: 815  May 2005: 811  May 2006: 816  May 2007: 757  May 2008: 530  Oct. 2009: Hannah Penn  May 2001: 1013  May 2002: 1029  May 2003: 1055  May 2004: 1000  May 2005: 972  May 2006: 909  May 2007: 608  May 2008: 797  Oct. 2009:

Charter School Enrollment  436 students - New Hope Charter School  724 students - Lincoln-Edison Charter School  195 students - Helen Thackston Charter School (Currently 6 &7)  86 students - YouthBuild Charter School  118 students - Cyber Charter  311 students - York County School of Technology  60 students - International Baccalaureate (Will open )

Outlook “Employment in professional, scientific, and technical services will grow by 28.8 percent and add 2.1 million new jobs by Employment in computer systems design and related services will grow by 38.3 percent and add nearly one-fourth of all new jobs in professional, scientific, and technical services.” -Bureau of Labor Statistics Source:

Learning in the 21 st Century "For the things we have to learn before we can do them, we learn by doing them.“ -Aristotle

Choice Meets Opportunity  Magnet model – STEM  STEM - Science, Technology, Engineering & Math  Unprecedented curriculum content focus  Dynamic, experiential instruction  Varied community and collegiate partnerships  An option for parental and student choice

Rationale In the current public education climate, opportunities for advanced studies in the areas of science, technology, engineering and mathematics are limited. This is certainly the case for middle level schools, as students are generally unable to pursue specified courses of study. A STEM (Science, Technology, Engineering and Mathematics) focus school could meet the demand for an accelerated learning experience. Instruction would be delivered in a project-focused setting characterized by hands-on activities highlighting practical application. Additionally, partnerships with local colleges, businesses and organizations will provide a relevant context in which a pertinent framework of knowledge and experience can be developed. These essential skills, coupled with a superior level of technology integration, will endow our students with a distinct advantage as they complete their studies and enter the 21 st Century workforce.

School Design Grades 5-8; two classes per grade Utilize portion of Smith Middle School Strong integration with computer technology Core subjects via STEM faculty Encore subjects via school faculty STEM faculty based on application rather than reassignment to ensure fidelity

Curriculum  International Technology Education Association Aligned with Pennsylvania state standards Use Engineering By Design standards-based model to instill technology, engineering, science and mathematical literacy Focus on higher order thinking and practical applications

Curriculum  International Technology Education Association Focus on concept design, synthesis and analysis Emphasis on critical thinking and problem solving Mathematical theories and models applied across curriculum Scientific method used as a guide for inquiry in all subject areas

Curriculum  Model Experiential learning activities Investigation of concepts across subject areas Collaborative model; no isolated learning Emphasis on relevant, non-fiction reading Flexible opportunities for co-teaching

Career  Mentoring and Partnerships Government Private sector Collegiate  Relevant Experiences Visits to work environment Collaboration with professionals Exposure to college setting

Community  Enrollment Based on student and parent interest Rigorous academic program explained Student/parent contract to stress shared accountability Teacher advisors meet with students weekly to discuss academics, progress and other concerns  Parent Involvement Quarterly conferences Academic events and competitions

Example of Curriculum Bridge Building Unit

Curriculum  Broad Concept Projects: Bridges Communications  Research six main bridge types Science  Evaluate building material composition  Identify ideal materials based on environmental factors Engineering and Technology  Design bridge and create blueprints  Construct electronic model with CAD software  Fabricate model

Curriculum  Broad Concept Projects: Bridges Mathematics  Analyze pressure dynamics  Calculate and articulate materials specifications Communications  Formulate proposal for bridge construction Social Studies  Examine bid process for public works projects  Assess and interpret bridge failures  Hypothesize methods to prevent future failures

Sample Portion of Bridge Project ActivityPurposeVocabularyBig Ideas SAS Link Materials Research The students will research the six main types of bridges and summarize the bridges uses and strengths in an original pamphlet. To increase critical literacy while using multimedia resources. To compare common types of bridges. To write an informational piece detailing the six main types of bridges and where and how each bridge is used. Beam bridge Cantilever bridge Arch bridge Cable-stayed bridge Truss bridge Suspension bridge Writing: # Write informational pieces, specific to a purpose and audience, which have a well developed main idea, include cause and effect relationships or problem and solution, and contain precise language and specific detail, relevant graphics, and primary and secondary sources (e.g. letters, reports, instruction, essays, articles, interviews). Research: Research is an inquiry based process. Informational sources have unique purposes. Validity of information must be established. Organization of information facilitates meaning. Student computers, Internet access, printer

Next Steps Board and cabinet approval to proceed Pursuit of community and collegiate partnerships Additional school visitations Determination of financial needs Pursuit of grant funding

Additional Information International Technology Education Association  Engineering By Design Curriculum Model  National Governors Association: Innovation America Initiative 