YOUR STEM
PROFILE



What they need to know and
be able to do
At what level must performance be
demonstrated?
How do we know they know what we
want them to know?
It is not Science, Mathematics, and
Technology – and it is Science,
Mathematics and Technology.
It is CTE and It isn’t CTE
Fear the SILO!!!!!!!!
STEM ---
STRATEGIES THAT
ENGAGE MINDS
 Learners
are independent
not dependent
 Thoughtful

not thoughtless
Know what to do – when they
don’t know what to do
Rigor/Relevance Framework

6

5

4

3

2

1

C

D

a

B

1

2

3

4

5
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 21st Century Skills
 * Not required for Elementary or Middle Schools - For High Schools Only

LEARNING EXPECTATIONS
◦ RIGOROUS AND ENGAGING
CONNECTIONS TO HIGHER ED.
PARTNERSHIPS WITH BUSINESS
AND INDUSTRY
◦
Desired Outcomes:
 Adult
Use of Information
 Using Real World Data
 Demonstrations
 Problem Resolution
Rigor/Relevance Framework

6

5

4

3

2

1

C

D

a

B

1

2

3

4

5
Projects are a constant
 Move from teacher directed to student
directed
 Invention is expected
 The real world comes to school
 School is “Everywhere”

A place that kids drop by rather
than attend.
Rigor/Relevance Framework

6

5

4

3

2

1

C

D

a

B

1

2

3

4

5
Look different
 Are scored differently
 Require “doing” stuff
 Not always in the classroom


WILL NOT BE WHAT THE PARENTS OF THE
CHILDREN EXPERIENCED – CAN BE AN ISSUE!
“CREATIVITY IS ENHANCED
TO THE DEGREE THAT WE
‘SUBMERGE’ OUR STUDENTS
IN CONFRONTATIONS WITH
THE UNKNOWN AND
UNCOMFORTABLE.”
SAM HOUSTON
Rigor/Relevance Framework

6

5

4

3

2

1

C

D

a

B

1

2

3

4

5

SCHOOLS SHOULD CHALLENGE
LEARNERS TO DEMONSTRATE
THROUGH PERFORMANCES AN
UNDERSTANDING AND COMPETENCE
OF THOSE MOST DIFFICULT SKILLS
THEY WILL EVER BE EXPECTED TO
DISPLAY --- EARLY IN THE LEARNING
CYCLE AND AT EACH LEVEL
NCSTEMCENTER.ORG
LEARN
STEM TOOLS
STEM RECOG. PACK.
STEM Rubric Components
North Carolina Schools
Principle
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
Attribute
Early
Developing
Model
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
Program is seeking to establish
Program engages with other schools,
partnerships with other schools,
communities, postsecondary
communities, postsecondary
institutions, and businesses to identify
institutions, and businesses to identify
solutions for executing a quality STEM
solutions for building a quality STEM
program
program
Levels of
Achievement
Prepared
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
school2 are available to students 2
times throughout the year
Direct experiences with STEM
professionals and STEM learning
environments during and/or outside
school2 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
school2 are available to students
weekly, and are directly connected to
in-class learning
2.3 Research
&
Development
Key
Elements
2.1 STEM Network
KEY
ELEMENT
(2) Curriculum: Connections to effective in- and out-of-school programs
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
Quality
Indicators
Detail page of the NC STEM Attribute Implementation Rubric
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
Teacher Directed
Student Directed
Level
0
Topic
Teacher
Question
Teacher
Materials
Teacher
Procedures
Teacher
Results & Analysis
Teacher
Conclusions
Teacher
Level 0:
Teacher makes all the decisions, including what will be considered the correct answer.
Teacher Directed
Student Directed
Level
0
Level
1
Topic
Teacher
Teacher
Question
Teacher
Teacher
Materials
Teacher
Teacher/Student
Procedures
Teacher
Teacher/Student
Results & Analysis
Teacher
Teacher/Student
Conclusions
Teacher
Student
Level 0:
Teacher makes all the decisions, including what will be considered the correct answer.
Level 1:
Teacher makes most decisions. Student may be responsible for one or more of materials, procedures,
or analysis (e.g., design data sheet). Student decides how to interpret the data and answer the
question. (There may be more than one possible correct answer.)
Teacher Directed
Student Directed
Level
0
Level
1
Level
2
Topic
Teacher
Teacher
Teacher
Question
Teacher
Teacher
Teacher
Materials
Teacher
Teacher/Student
Teacher/Student
Procedures
Teacher
Teacher/Student
Teacher/Student
Results & Analysis
Teacher
Teacher/Student
Student
Conclusions
Teacher
Student
Student
Level 0:
Teacher makes all the decisions, including what will be considered the correct answer.
Level 1:
Teacher makes most decisions. Student may be responsible for one or more of materials, procedures,
or analysis (e.g., design data sheet). Student decides how to interpret the data and answer the
question. (There may be more than one possible correct answer.)
Level 2:
Teacher decides the topic and question. Student may be responsible for materials and/or procedures.
Student organizes data collection and analysis in order to answer the question.
Teacher Directed
Student Directed
Level
0
Level
1
Level
2
Level
3
Topic
Teacher
Teacher
Teacher
Teacher
Question
Teacher
Teacher
Teacher
Teacher/Student
Materials
Teacher
Teacher/Student
Teacher/Student
Teacher/Student
Procedures
Teacher
Teacher/Student
Teacher/Student
Student
Results & Analysis
Teacher
Teacher/Student
Student
Student
Conclusions
Teacher
Student
Student
Student
Level 0:
Teacher makes all the decisions, including what will be considered the correct answer.
Level 1:
Teacher makes most decisions. Student may be responsible for one or more of materials, procedures,
or analysis (e.g., design data sheet). Student decides how to interpret the data and answer the
question. (There may be more than one possible correct answer.)
Level 2:
Teacher decides the topic and question. Student may be responsible for materials and/or procedures.
Student organizes data collection and analysis in order to answer the question.
Level 3:
Teacher decides the overall topic. Student may be responsible for the specific question and/or
choosing materials. Student designs the procedure, organizes data collection and analysis, and
answers the question.
Teacher Directed
Student Directed
Level
0
Level
1
Level
2
Level
3
Level
4
Topic
Teacher
Teacher
Teacher
Teacher
Teacher
Question
Teacher
Teacher
Teacher
Teacher/Student
Student
Materials
Teacher
Teacher/Student
Teacher/Student
Teacher/Student
Student
Procedures
Teacher
Teacher/Student
Teacher/Student
Student
Student
Results & Analysis
Teacher
Teacher/Student
Student
Student
Student
Conclusions
Teacher
Student
Student
Student
Student
Level 0:
Teacher makes all the decisions, including what will be considered the correct answer.
Level 1:
Teacher makes most decisions. Student may be responsible for one or more of materials, procedures,
or analysis (e.g., design data sheet). Student decides how to interpret the data and answer the
question. (There may be more than one possible correct answer.)
Level 2:
Teacher decides the topic and question. Student may be responsible for materials and/or procedures.
Student organizes data collection and analysis in order to answer the question.
Level 3:
Teacher decides the overall topic. Student may be responsible for the specific question and/or
choosing materials. Student designs the procedure, organizes data collection and analysis, and
answers the question.
Level 4:
Student makes all the decisions, including the overall topic to be explored.
 THE
PROBLEM WITH OUR
SCHOOLS IS NOT THAT
THEY ARE NOT WHAT
THEY USED TO BE—BUT
THAT THEY ARE WHAT
THEY USED TO BE.
STEM
HAPPENS!
Pick One:
•
Paper (2 in bag)
•
MSC App
•
QR Code
•
http://tinyurl.com/MSC16eval


#ModelSchools