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Intel Confidential

Edmonds School District 15. Action Plan Overview Intel ISEF Educator Academy May 2013. 1. 1. Intel Confidential. Edmonds SD Academy Team. Mary Glodowski Science Instructor Meadowdale HS Edmonds SD 15 GlodowskiM@edmonds. wednet.edu. Mark Madison

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Intel Confidential

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  1. Edmonds School District 15 Action Plan Overview Intel ISEFEducator AcademyMay 2013 1 1 Intel Confidential

  2. Edmonds SD Academy Team Mary Glodowski Science Instructor Meadowdale HS Edmonds SD 15 GlodowskiM@edmonds.wednet.edu Mark Madison Director, Career and Technical Education Edmonds SD 15 MadisonM@edmonds.wednet.edu Craig Devine Engineering Instructor, Mountlake Terrace HS Edmonds SD 15 DevineC@edmonds.wednet.edu Susan Russell Science Instructor Lynnwood HS Edmonds SD 15 RussellS@edmonds.wednet.edu

  3. District Model To Support Student STEM Research and Design • HS STEM Research & Design Class • Facilitates student directed research and design projects aligned to ISEF requirements • Lead: Classroom Teacher • Research/Design Competitions • CSRSEF • WSSEF • ISEF • ISTS • Bio-Expo: Lab Research • HS Afterschool Research Support • Facilitates student directed research and design projects aligned to ISEF requirements • Summer program and afterschool seminars • Lead: Central Coordinator; Building Teacher • Edmonds SD STEM Expo • Science Projects • Engineering Projects • STEM Classroom Demonstrations • STEM Clubs Additional District Programs and Systems to be Added Existing District Structures and Programs • K-12 Extracurricular STEM Clubs • Prepares students for STEM Competitions/Events • Lead: Club Advisor • STEM Competitions • Robotics • TSA • Skills USA • Bio-Expo • Rocketry • Other • K-12 STEM Courses/Curriculum • Existing classes teach research and design skills as outlined in Next Generation Science Standards. • Lead: Classroom Teacher

  4. Action Plan Elements and Focus Developing our District Model: Four Areas of Focus • Develop New District Structures and Programs Develop and implement new district structures to facilitate student directed research and design projects and participation in Central Sound Regional Science and Engineering Fair and Washington State Science and Engineering Fair. • Support Classroom-Based Research and Design Instruction Support teachers in the integration of research and design instruction within existing K-12 STEM coursesas outlined in the Next Generation Science Standards. • Increase Stakeholder Awareness, Understanding and Support Increase administrator, teacher, parent, and community awareness, understanding, and support for student research and design projects and activities. • Support Existing District Structures and Programs Maintain support for existing district structures and programs which facilitate student STEM projects and participation in various STEM showcase and competitive events.

  5. Long Term Goals (3-5 Years) Develop New District Structures and Programs • Offer an afterschool student research and design project support program in at least 3 of our high schools. • Offer a STEM Research and Design course in at least 2 of our high schools. • If appropriate, maintain a Summer Research Academy program which helps students get started on student designed research and design projects. • Maintain a district level position to coordinate and support afterschool and summer programs for student designed research and design projects. Support Classroom-Based Research and Design Instruction • Implement a district PD plan which provides ongoing professional development and support to help teachers successfully incorporate research and design instruction and practices within their STEM courses and curriculum as outlined in Next Generation Science Standards. Increase Stakeholder Awareness, Understanding and Support • Maintain and implement a calendar of informational meetings for Administrators, Teachers, Parents, Students, and Community. • Maintain a district-wide committee and task force to support promotion and implementation of district STEM Research and Design model and efforts. Support Existing District Structures and Programs • Attain representation from ALL district schools in annual district STEM Exposition event. • Maintain current levels of support for middle and high school CTE STEM Clubs to ensure student participation in CTE STEM Competitions and events.

  6. Short Term Goals – (1-2 Years) Develop New District Structures and Programs • Design and pilot a Research and Design Academy summer program to help students get started on self-directed research and design projects. • Design and pilot an afterschool student research/design support program in at least one high school. • Design and offer a STEM Research and Design elective course in at least one high school. • Create a district position to coordinate and support afterschool and summer STEM research programs. • Identify funding resources to support new district structures and programs. • Negotiate district and building support for piloting STEM Research and Design projects within select courses. Support Classroom-Based Research and Design Instruction • Identify research and design skills and practices within NGSS to integrate within STEM courses. • Develop an ongoing professional development plan to support teachers in incorporating research and design skills from the NGSS within their course curriculum. Increase Stakeholder Awareness, Understanding and Support • Develop informational materials, presentations, and presentation calendar for Administrators, Teachers, Parents, Students, and Community. • Secure district and high school administrator commitments to support student STEM research and design projects as approved Culminating Projects, with allowances for starting work prior to senior year. • Develop a district-wide committee and task force to support promotion and implementation of district STEM Research and Design model. Support Existing District Structures and Programs • Attain representation from at least 50% of ALL district schools in annual district STEM Exposition event.

  7. Outcomes Achieved Outcomes (2012-13) • Revised district STEM Vision to incorporate and emphasize student research and design projects. • Secured Edmonds Public Schools Foundation partnership to facilitate ongoing funding streams to STEM research and design training and STEM Exposition. • Created and provided volunteer training program for 13 teachers to support integration of research and design projects within course curriculum. • Established district STEM Exposition event. (14 Schools and 270 students participated) Expected Outcomes (2013-14) • Design and pilot a Research and Design Academy summer program • Design and pilot an afterschool student research/design support program in at least one high school. • Design and offer a STEM Research and Design elective course in at least one high school. • Establish a district position to coordinate and support afterschool and summer STEM research programs. • Implement a district-wide PD plan to support teachers in incorporating research and design skills and practices within their course curriculum. • Attain representation from at least 50% of district schools in annual STEM Exposition.

  8. Outcomes Expected Outcomes (2014-2017) • Increase the number of schools, teachers, and students participating in summer and afterschool research and design support programs. • Increase the number schools of schools offering a STEM Research and Design course and the number of students enrolled in those courses. • Increase the number of schools, teachers, and students participating in the district STEM Exposition. • Increase the number of students participating in Regional and National Research and Design Competitions (CSRSEF, WSSEF, ISEF) • Increase the number of students participating in regional and national STEM Competitions (Robotics, TSA, Skills USA, Bio-Expo, TARC, others)

  9. Action Plan – Steps to Meet Our Goals and Objectives See Excel document For Specific Action Plan Details

  10. Team Reflection Highlight what your team felt were the key learnings from the Educator Academy • The importance of training all students to be scientifically literate and value science as part of our culture. • Schools cannot do everything. Partnerships are absolutely essential in this work. • 21st Century skills are as important as technical skills. • We will always be evolving and changing as we move forward to sustainable models for STEM research and design. • That our students are capable of doing this work. Which Shop Talks were the most beneficial for your team? • Portland Metro Partnership – Melissa Dubois • While not Shop Talks per se, keynote presentations were helpful as well • Spending time with speakers and experts outside of the sessions was extremely valuable. What types of Shop Talks were missing? • Needed more guided audience interaction with Intel online resources in sessions • How to best support teachers in implementing inquiry and design integration • More sessions around the Engineering Design strand

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