ESD Internal STEM Summit

1. ESD Internal STEM Summit January 12, 2010 Puget Sound ESD

2. Welcome

3. Questions for the Day • What is STEM? • What questions are districts asking related to STEM? • What are the STEM initiatives that are occurring in the regions? • What can we do to support districts in our regions? • What are the collaborative resources and strategies that can support district STEM initiatives?

4. Agenda Our Context • The ESDs as a Network • Engaging in Student Preconceptions of STEM • An Educator’s Perspective of Industries’ Call for STEM • STEM Definitions • Regional Efforts Related to STEM Our Opportunities • STEM Opportunities • Implications for Regional & Shared Work

5. Logistics • Who’s In the Room? • Breaks & Lunch • Sign-in Sheet

6. Welcome I have yet to see any problem, however complicated, which, when you looked at it in the right way, did not become still more complicated. ~ Paul Anderson

7. ESD Network • Dana Anderson

8. Why STEM? Why Now?. . . . a pre-thinking activity INTEL Math & Science Confidence Study • Gauge US teens’ perceptions of the importance of math and science • Assess US teens’ confidence in these subjects and the implications of these attitudes • Determine teens’ perceptions of the US’ standing on math and science relative to other countries and how it relates to confidence

9. INTEL Math & Science Confidence Study What percentage of students believe it is important to be good at math and science? • 99% • 78% • 56% • 43% *Intel survey of 1000 teens (13-18) between September 24 and 28, 2010more info at: www.intel.com/newsroom/education

10. INTEL Math & Science Confidence Study What percentage of students believe that strong backgrounds in math and science will be required of most jobs in the future? • 33% • 47% • 69% • 91% *Intel survey of 1000 teens (13-18) between September 24 and 28, 2010 more info at: www.intel.com/newsroom/education

11. INTEL Math & Science Confidence Study When asked which country is best at math and science today, what percentage selected a country other than the United States? • 25% • 60% • 74% • 90% *Intel survey of 1000 teens (13-18) between September 24 and 28, 2010more info at: www.intel.com/newsroom/education

12. INTEL Math & Science Confidence Study Of those students who say that the United States is not the best at math and science, what do they believe is the reason? A. Math and science are not funded enough in school. B. Students are not disciplined enough. C. Heard/read that the US is not as good at math and science as in other countries. D. They just aren’t important subjects. *Intel survey of 1000 teens (13-18) between September 24 and 28, 2010 more info at: www.intel.com/newsroom/education

13. Regional Perspective On a scale of 1-5, how would you rate your districts’ overall interest in implementing STEM programs in their schools. 1 – No Interest 2 3 4 5 – Very high interest

14. Your Perspective What do you believe to be the most important element in improving STEM learning in schools? (pick 2) A. STEM focused curriculum B. Improved assessment systems (performance/formative/summative) C. Community and business partnerships D. Creating project/problem-based learning environments E. Increased funding F. Improving professional development for teachers and administrators G. Greater flexibility in school structures

15. A Perspective from our Industry Partners Jeff Estes Director of Education Programs Pacific Northwest National Labs

16. Defining the landscape. . . Goals • Surface how our regional leaders might be defining STEM • Check for alignment on our personal definitions of STEM ~ Silo-busting!

17. Defining the landscape. . . four corners protocol • Reflect on the definitions of STEM. • Decide which is closest to the definition of STEM that is emerging in your region • Move to that definition and await further instructions

18. Defining the landscape. . . while in your corner • Introduce yourself to your colleagues • Identify key differences between current educational practices and those that would emerge from the implementation of your STEM definition • Identify a reporter

19. Defining the landscape. . . My Definition of STEM • Move to the definition of STEM that you advocate • Introduce yourself • Elaborate on the written definition and identify elements that make this STEM definition preferable to the other three • Identify a reporter who will share the thinking of your group

20. Break

21. System-wide Contextsand Resources • Wiki demo • http://esdstem.pbworks.com

22. Questions • What internalSTEM-related programs/activities already exist in your ESD or your districts? Provide title, grade level(s), one sentence description • What STEM-related businesses, industries, non-profits, etc. are active in your region? • What partnerships do these entities have with the ESD and/or local districts? • What efforts have been made to coordinate these activities/programs/partnerships across your region? EDIT & SAVE

23. Cross-regional Sharing • Find people with a different colored dot then yours (four colors – (Form groups no larger than 5 – Okay to have two of one color) • Identify a time keeper who will assure that each group member gets a chance to share

24. Cross-regional Sharing • Share the top 2- 3 items most intriguing items from your regional discussion • Surprising resource • District or building doing something interesting • Great idea generated by your team • Partner you had not considered

25. LUNCH

26. Drivers of STEM Federal, State and Local Initiatives

27. 21st Century Learning Skills Resources ESD STEM Wiki • 21st century skills/transition - http://www.p21.org/ • Washington’s Ed Tech Standards • EALR 1 – Integration - Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. • EALR 2 – Digital Citizenship - Students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior.

28. 21st Century Learning Skills Resources • Common Core English Language Arts Standards • Reading & Writing Informational Text • Listening & Speaking • Comprehension & Collaboration • Presentation of Knowledge and Ideas • Grades 6 – 12 : Science & Technical Subjects • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity

29. Drivers of STEM Edutopia: Interview with Larry Rosenstock

30. That’s Good . . . But . . . • No charters in Washington . . . . • This is just high school . . . .what about elementary and middle school? • They had a lot of funding to get started . . . . • They have a visionary leader in Larry Rostenstock . . . . • All kids can’t learn that way . . . .

31. Way Cool . . . But . . . • Form a mixed group using the colored dots – no more than five members • Counter (or agree with) these yeah, buts . . . . • Should the learning & teaching described in the video be evidenced in Washington state schools? • Howwould the learning & teaching described in the video play out in Washington state elementary, middle and high schools in both urban and rural settings?

32. (Future?) Images of Success • Delta High School - Richland • Science and Math Institute - Tacoma • TAF Academy – Federal Way • Aviation High - Highline • Oceans Institute? • Vancouver STEM & Evergreen Bio-medical (planning stage) • Cleveland HS (Biomedical Sciences & Engineering Academies - Seattle

33. STEM Connections • Find a blank piece of chart paper and form a group with three other people. • Consider the following question • Share your thoughts verbally and visually

34. STEM Connections What’s emerging for you related to STEM education? What new connections are you making?

35. Opportunities (Part 1) • Individually: Consider the needs in your region and districts . . . brainstorm opportunities for us to work together. (All nine or a small group of ESDs) • Share your post-its with your group members and combine ideas. Record each idea on a separate post-it. • Bring post-its to chart paper in front and group them with post-its already on the wall.

36. BREAK

37. Opportunities (Part 2) • Select the idea that you’d like to discuss more deeply (Teams spread your team members around the room) • Move to that table • Identify a recorder – Record discussion on the Wiki • Identify a reporter who will give a two minute “elevator speech” summarizing your discussion • Begin your discussion

38. Potential Funding Opportunities • NSF STEM Funding • STEM Teacher Prep Funding Sources 2008 CA • STEM Student Pathways Funding Sources 2008 CA • STEM Education Funding Sources 2008 KY • GE Foundation

39. What squared (agreed) with something you already know? What did you see from a new angle? What did you learn that was new, that completed a circle of knowledge? What new direction will you go in? What action will you take?

40. Implications for Our Work • What are our regional capacities and our statewide capacity? • What are we aspiring to regionally and statewide? • What additional statewide coordination is necessary? • What’s a practical first step that you plan to take?

41. Report out their next step • Email Cheryl – She will pester you . . . .