1. 1 Metro STEM Early College Lottery

2. Inquiry Inquiry Critical Thinking Critical Thinking Communication Communication Active and Responsible Decision-Maker Active and Responsible Decision-Maker Engaged Learner Engaged Learner Collaborator Collaborator 2 STEM is about inquiry and delivery—not curriculum S trategies T hat E ngage M inds— ncsmt.org

3. Advisory-  Supporting the Academic Content  Advisory Design Challenges A class;.25 credits per year 90 minutes per week Multi-age groups (grades 9-12) Adult Advocate for each student Service Learning Personal Awareness and Growth Academic Progress Roundtable Gateway

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5. 5 Metro Student Achievement ACT—school wide average composite 24.5 State of Ohio average composite 21.8 2011 Metro composite 24 2010 Metro composite 23.3

6. 6 30% Free and Reduced Lunch 14% Identified Special Needs

7. Time 120 Performance F D C B A 120 Time WIP Mastery Performance 7

8. Paper and Pencil Tests—Using QualityCore Standards Paper and Pencil Tests—Using QualityCore Standards Common Midterm Exams Common Midterm Exams Guided Practice/Individual Practice Guided Practice/Individual Practice End of Course Exams End of Course Exams Design Challenges—Using QualityCore Standards Design Challenges—Using QualityCore Standards Trans-disciplinary Trans-disciplinary Real-World Context Real-World Context Formative Strategies Frequently in each class Formative Strategies Frequently in each class Literacy Design Collaborative—College Ready Tools Literacy Design Collaborative—College Ready Tools 8 Expectations for learning are the same for all students. Time is flexible; Performance is not Standards guide instructional decisions at the classroom level. The focus of instruction is on student learning. Students may repeat courses, or work on independent studies/short term extensions on content they did not master.

9. 9 Term 1 (15 weeks) Term 2 (5 weeks) Term 3 Option Schedules will reflect individual needs— recovery classes as needed (15 weeks) Class One Recovery Class(es) OR Class Five Class Six Class TwoClass Seven Class ThreeClass Eight Class FourClass Nine

10. Year One 1 st term--focused Math, English, Science Earn up to 9.25 high school credits 2 nd and 3 rd Term Schedules personalized Take PSAT Year Two Personalized schedules based on mastery of previous classes Social Studies Curriculum Earn up to 9.25 credits per year Take Ohio’s Graduation Exam (OGT) Take PSAT Year Three Work to complete remaining high school (can earn 9.25) coursework. Begin Learning Center/College Access Complete Internship/Wellness Take College Entrance Exams PSAT/ACT/SAT Year Four College Courses and/or Finish High School Courses Earn as many as 9.25 high school credits per year Solidify College/Career path choice Complete FAFSA/Financial Aid applications

11. 11 Term 1 (15 weeks) Term 2 (5 weeks) Term 3 Option Schedules will reflect individual needs—recovery classes as needed (15 weeks) Envt’l Science or BiologyRecovery Class(es) OR Class Five Biology or Chemistry Intro to Fine Art or engineering 3D Art, engineering, envt’l science, physics, foreign language English 9English 10 or Eng 11 GeometryAlgebra 2 Term 1 15 weeks Term 2 5 weeks Term 3 15 weeks American HistoryGovernmentEconomics Student Choice Year One Student Year Two Student

12. 12 Human Body Systems/PLTW Biomedical Engineering Botany, Food Science, Entrepreneurship, Urban Agriculture Engineering, Digital Electronics, Automated Systems and Robotics Chemistry, Materials Science and Engineering Humanities/Art/E nglish/Governme nt Bio 113/114HCS 200/Eng 269ED PL 259/ Math 151/Eng 110 MSE 205/Chem 121Variety of OSU classes Partner with Westerville City Schools At the Mid-Ohio Foodbank At COSIAt Watts Hall on Main Campus OSU Uses Downtown Columbus

13. 13 Term 1 (15 weeks) Term 2 (5 weeks) Term 3 (15 weeks) High School ClassCollege Class 2 and High School class OR College Class 2 and 3 High School Class College Class 1 Finish College Classes Winter Start College Classes in Spring Possible College Access Schedule

14. Alignment to standards—not curriculum Alignment to standards—not curriculum Acceleration and Remediation as needed Acceleration and Remediation as needed Progress with Middle and High Achievers Progress with Middle and High Achievers 14

15. 15 Design Challenge/Project Development Template is an integration of work by Wiggins and McTighe, the International Center for Leadership in Education, Robert Marzano and David Conley. Knowledge Taxonomy Application Model 6 – Evaluation5 – Apply to Real World UNPREDICTABLE Situations 5 – Synthesis4—Apply to Real World PREDICTABLE Situations 4 – Analysis3 – Apply Across Disciplines 3 – Application2 – Apply in Discipline 2 – Comprehension 1 – Knowledge 1 – Knowledge/Awar eness Design Challenges

16. - Douglas Llewellyn, Inquire Within Learner Teacher Learner Teacher Results Procedure Question Open Inquiry Guided Inquiry Structured Inquiry Demo

17. Content-What a student needs to learn Content-What a student needs to learn Process- What a student engages in to master the content Process- What a student engages in to master the content Products- What a student produces to show application and extension of content Products- What a student produces to show application and extension of content

19. 19 Master Schedule Annual Calendar Daily Schedule

20. 20 Trimester Schedules Term 1Term 2*Term 3* GeometryAlgebra 2Trigonometry College Reading (Eng 9) College Writing (Eng 10) Literary Analysis (Eng 11) Environmental ScienceIntro to EngineeringPhysics *Recovery Classes for students who did not achieve mastery the first time Term 1Term 2Term 3 American HistoryWorld StudiesGovernment Student Choice Year One Student Year Two Student

21. 21 Third and Fourth Year Schedules Highly Personalized OSU classes Finish High School Credit Requirements Art Wellness Internship Research class—at a learning center (COSI, Franklin Park, Westerville City Schools, Mid- Ohio Food Bank) Term 1Term 2Term 3 InternshipArtResearch Learning Center High School Class (Botany, Advanced Engineering, Biomedical Engineering) Learning Center High School Class (Entrepreneurship, Robotics, Human Body Systems) OSU Class

22. Cross Curricular Content Integration Cross Curricular Content Integration Math, Science, English, Art, Social Studies, Spanish, Chinese Math, Science, English, Art, Social Studies, Spanish, Chinese Framed by the Greater Columbus Context Framed by the Greater Columbus Context 22

23. 23 Two topics presented to Staff as options for 2 nd semester Design Challenges: The Millennium Development Goals with a student exhibition in March www.un.org/millenniumgoals/ The Olympics, with student exhibitions in May

24. 24 1.) Each Staff member came to staff meeting prepared to answer: For each Design Challenge Topic, something students could create or produce that is relevant to my content and the Design Challenge Context is: *instead of—not in addition to A way that at least two other content areas could tie into my proposed products is: 2.) Each teacher individually decided on ONE of the two design groups 3.) Fishbowl protocol for both design groups—lots of accountability; little risk

25. Millennium Development Goals Millennium Development Goals Global Partnership—Fair Trade Global Partnership—Fair Trade Coffee—Partnership with Local Coffee Company Coffee—Partnership with Local Coffee Company Chemistry, World Studies, English 10,11,12, Economics, IED, Government, Algebra 2, Biology, Environmental science Chemistry, World Studies, English 10,11,12, Economics, IED, Government, Algebra 2, Biology, Environmental science A Fair Coffee Fare A Fair Coffee Fare Olympics Olympics Metro Games (advisory field day) Metro Games (advisory field day) Physics, Geometry, Pre Calc, Art, Trig, Calculus, Wellness, English 9 Physics, Geometry, Pre Calc, Art, Trig, Calculus, Wellness, English 9 New games to be played at Metro Games—with design constraints from each content area New games to be played at Metro Games—with design constraints from each content area Time for teachers Time for teachers 25

26. Theme – the cross grade level hook. Theme – the cross grade level hook. Enduring Understanding – The understanding that students will take forward from the work developed that will make a difference in the way that they make decisions or how they see the world. Enduring Understanding – The understanding that students will take forward from the work developed that will make a difference in the way that they make decisions or how they see the world. Essential Questions – Questions that enable students to make the connection between the content that they are studying and the enduring understanding. Essential Questions lead to the Enduring Understanding Essential Questions – Questions that enable students to make the connection between the content that they are studying and the enduring understanding. Essential Questions lead to the Enduring Understanding Local Context Application – What makes the question relevant to the student and/or the situation in which the project will be deployed? Local Context Application – What makes the question relevant to the student and/or the situation in which the project will be deployed?

27. Scope – the processes to insure that the work is successfully defined and controlled Scope – the processes to insure that the work is successfully defined and controlled Time – defining activities, putting them in sequence, making duration estimates, and developing the schedule Time – defining activities, putting them in sequence, making duration estimates, and developing the schedule Cost – resources planning, budgeting, etc. Cost – resources planning, budgeting, etc. Quality – insuring that project meets it quality objectives (rubric) Quality – insuring that project meets it quality objectives (rubric) Human Resources – all of the necessary processes to handle how the team will work, develop, & organize themselves Human Resources – all of the necessary processes to handle how the team will work, develop, & organize themselves Communication – performance reporting and information distribution Communication – performance reporting and information distribution Risk – involves all the procedures to handle the project risks, such as identification, analysis, risk response, risk monitoring Risk – involves all the procedures to handle the project risks, such as identification, analysis, risk response, risk monitoring Procurement – the procedures used to handle equipment and materials used/needed Procurement – the procedures used to handle equipment and materials used/needed Integration – how will the processes work together? Integration – how will the processes work together?

28. Project manager - manages (is responsible for) the resources, including time, people and money, with the goal of excellence around success of the project Project manager - manages (is responsible for) the resources, including time, people and money, with the goal of excellence around success of the project Relationship manager - manages the opportunities the relationship can bring, not just to this project, but to others that spawn from it. Also manages the client through the project. Relationship manager - manages the opportunities the relationship can bring, not just to this project, but to others that spawn from it. Also manages the client through the project. Logistics Manager— manages (is responsible for) planning and coordinating resources, and schedules Logistics Manager— manages (is responsible for) planning and coordinating resources, and schedules Principle investigator - focuses on (is responsible for) the content of the work – is the subject matter lead Principle investigator - focuses on (is responsible for) the content of the work – is the subject matter lead Roles are fluid based on the size of the groups, the design of the challenge, and the content area expertise that is needed to successfully complete the challenge. Roles are fluid based on the size of the groups, the design of the challenge, and the content area expertise that is needed to successfully complete the challenge.

29. Weekly Updates highlighting best practices and introducing a strategy Weekly Updates highlighting best practices and introducing a strategy Embedded Professional Development at Weekly Staff Meeting Embedded Professional Development at Weekly Staff Meeting Clear Learning Targets for staff and students Clear Learning Targets for staff and students Instructional Rounds Instructional Rounds 29

30. Instructional Design and Identity Influence Assessment Project Based Learning Expeditionary Learning Discovery Learning Multiple Intelligences Approach Learning Inquiry Based Learning Performance Based Learning Constructivist Learning They all begin with backward design. 30

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32. 32 Systems/Structures Mastery Trimesters Mini-Mester Information capture and delivery Basecamp TaskStream—PreCalculus TaskStream—World History Meeting with staff and students Adobe Connect Trans-disciplinary Design Challenges

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