SECME: STEMulating Minds September 23, 2010 Miami Dade College, North Campus Ava D. Rosales, PhD Instructional Supervisor Miami-Dade County Public Schools

IT TAKES (A)… T RY IT ATTITUDE E NJOYMENT A CTION M OTIVATION SECME: STEMulating Minds

M-DCPS Curriculum and Instruction, Science Education 2006 SECME Model Teachers Counselors Administrators Parents Students National Level Club meetings Classroom activities Participate in Olympiad Involve parents Student data Mini-Grants Student Scholarships Scholarships to Summer Institute Professional Development Networking with Teachers and Engineers Nationally National Student Competition Sponsors National Summer Institute People and Expertise Resource and Materials Longitudinal Data Statistics Communications Network Awards Banquet… Student, Parent and Teacher Recognition Shadow an Engineer Day Sponsors Teachers to Summer Institute Provides Engineer and University Support Saturday Design Seminars Engineering Site Field Trip District Olympiad Competition District Level School Level Guest speakers

M-DCPS Curriculum and Instruction, Science Education 2006 M-DCPS SECME PROGRAM What makes it work? Teacher, counselor, and parent resource Engaging hands -on student activities that enhance mathematics, science, and engineering concepts Collaboration with experts, colleges and industry Student, teacher, parent motivation District support - program coordination

M-DCPS Curriculum and Instruction, Science Education 2006 SECME ENHANCES MATHEMATICS AND SCIENCE CURRICULUM SECMECURRICULUM Inquiry based learning Mathematics and science applications to solving real world problems School to Career Initiative Engineering design seminars Engineering design and construction (bridges, mousetrap cars, egg drop containers, water bottle rockets, robotic hand) Workshops at Colleges, shadow an engineer day, engineering site field trips, guest speakers

Saturday Design Seminar Dates October 16 – Waterbottle High October 16– Robotic October 30 – Mousetrap November 13 – College of Engineering  Weekly briefing will be sent to schools  Posted at District SECME Website  Posted at Professional Development portal

Collaborative Consensus What is your team name? What will your team motto or slogan be? Where would your team prefer to eat? What is your team song? What famous person would most likely join your team and why?

District SECME Website

FL19 Registration code for National Office

Norms D on’t be afraid to ask the essential questions. A ctively participate. T ake time to observe, listen, and reflect. A cknowledge individuality.

Acquire tips for asking guiding questions for data collection Understand the difference between qualitative and quantitative data Access resources for collecting and analyzing data Determine methods for presenting data

Please Do Now…

Assess the current and future needs of students. Decide what to change. Engage in continuous school improvement. Identify root causes of problems. Determine if goals are being met.

CollectData Use Results and Take Action Plan and Question Analyze and Interpret Data

The secret of data analysis is pattern recognition. Peter Holly (Personal communication, Ames, Iowa, 1992)

Steps at a Glance Question Collect Analyze Present

Why collect data? What do we want to know? How to secure program funding Why is it important? To develop SECME program What information do we need? Data reflecting student involvement and impact post graduation

Solicits data to answer the questions Data Collector Compiles/locates Data Warehouse Disaggregates What is important? What is useful? What shows greatest impact? Analyst Presentation format Who is audience? When to present? Where presented? Share

What Data Do I Need? Test Scores Retention Rate Surveys -Graduation Rates Employability GPA InterviewsObservationsTestimonials -_Focus groups Questionnaires awards Quantitative Qualitative

Direct measures of student learning: State and local standards-referenced assessment results Norm-referenced test results College and post-secondary examination scores Vocational assessment results

Indirect measures of student learning: Course participation rates Grade point Rates of participation in advanced coursework or extended learning opportunities Graduation rates Post-secondary placement rates

Demographic indicators that may affect student learning: Behaviors Attendance rates Dropout rates Discipline and violence rates Characteristics Ethnicity Gender Socio-economic status Language status Disability status Migrant status

Context variables that may affect student learning: School and class size Teacher level of training and experience Parent-school partnerships School climate as perceived by students, staff, and community Student pre-school experience Student and staff mobility

Always focus on the Goal(s)… Focus on the ultimate outcome(s) of the SECME program. Ask “What difference will SECME make in the long run?” e.g., What impact will it have on learners?

Where’s the Data? Data warehouses District Assessment Office, State School Student records Classroom Gradebook SECME events Surveys, observations, questionnaires,

What Next? Disaggregate Analyze

Presentation Models

Percentage of Title I SECME Schools Note: Based on the number of Title I Schools in the District Total # of Participating SECME Schools Total # of Participating SECME Schools Elementary40 Elementary 27 Middle27 Middle 22 Senior High22 Senior High 1 K-8 Centers 1 K-8 Centers 2 Alternative 2 Alternative

District and SECME Performance on the 2005 FCAT SSS Mathematics, by Ethnicity, All Students Tested, Grade 5

Site Visits and Seminars Participating in SECME makes me feel: “like I am a part of something special” – African American male SECME student, grade 11 Participating in SECME makes me feel: “like I can do something that I would never think I can” – African American female SECME student, grade 10

Participating in SECME makes me feel: “like an engineer” –Hispanic male SECME student, grade 8 Participating in SECME makes me feel: “like I’m an engineer in training!” –Hispanic female SECME student, grade 11

“My son wants to be a rocket scientist. Before SECME he wanted to be a rapper.” -Elementary School SECME Parent

Surveys Electronic – fast and efficient District/Central Office website form-fill Free Online Surveys Affordable Fee Online Surveys Survey Gold Zoomerang Paper/Pencil Surveys – accessible to all

Look for the story in the data

Ava D. Rosales, PhD