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

2. 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.

3. 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. 

5. 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

6. 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 or
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

7. 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

8. 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

9. 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

10. 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 Student Support and Academic Enrichment Grants)

11. 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.

12. 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

13. 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

14. (Sec. 2101 Formula Grants to States, Sec. 2103 Local Uses of Funds)
State Teacher Quality Block Grants Support STEM Professional Development
(Sec Formula Grants to States, Sec 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.

15. Establishes Differential Pay for STEM teachers
Sec 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 Formula Grants to States
ESSA allows states to establish, expand, or improve alternative routes for State certification of teachers in STEM subjects. 

16. 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

17. 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

18. 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. 

19. 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”

20. 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.

21. 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.

22. 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