“Learning is something students do; not something done to them” NSE Standards p.20

“Learning is something students do; not something done to them” NSE Standards p.20

At Metro, STEM means …

Inquiry

Critical Thinking

Communication

Active and Responsible Decision-Maker

Engaged Learner

Collaborator

2

STEM is about inquiry and delivery—not curriculum

3

Mastery Learning

Time120

Perf

orm

ance

F

D

C

B

A

120

Time

WIP

Mastery

Perf

orm

ance

Mastery Learning Means That…

• 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.

4

Term 1 (15 weeks)

Term 2 (5 weeks)

Term 3 OptionSchedules will reflect individual needs—recovery classes as needed(15 weeks)

Bio Recovery Class(es)OR

Class Five

Chemistry

Intro to Fine Art 3D Art

English 9 English 10

Algebra 2 Trigonometry

5

Term 1 (15 weeks)

Term 2 (5 weeks)

Term 3 (15 weeks)

High School Class College Class 2 and High School classOR College Class 2 and 3

High School ClassHigh School ClassCollege Class 1 Finish College

Classes Winter

Start College Classes in Spring

Possible College Access Schedule

Extending the Content—through advisory

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

Learning Centers

7

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/English/Government

Bio 113/114 HCS 200/Eng 269 ED PL 259/ Math 151/Eng 110

MSE 205/Chem 121 Variety of OSU classes

Partner with Westerville City Schools

At the Mid-Ohio Foodbank

At COSI At Watts Hall on Main Campus OSU

Uses Downtown Columbus

8

Alignment of Courses for Career and College Readiness

Alignment to standards—not curriculum

Acceleration and Remediation as needed

Progress with Middle and High Achievers

9

Formative and Summative Assessment

Paper and Pencil Tests—Using QualityCore Standards Common Midterm Exams Guided Practice/Individual Practice End of Course Exams

Design Challenges—Using QualityCore Standards Trans-disciplinary Real-World Context Formative Strategies Frequently in each class

10Design 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 – Evaluation 5 – Apply to Real World UNPREDICTABLE Situations

5 – Synthesis 4—Apply to Real World PREDICTABLE Situations

4 – Analysis 3 – Apply Across Disciplines

3 – Application 2 – Apply in Discipline

2 – Comprehension

1 – Knowledge

1 – Knowledge/Awareness Cross Curricular Content Integration

Math, Science, English, Art, Social Studies, Spanish, Chinese

Framed by the Greater Columbus Context

Phases of Design: An Integrated Approach to Project Development

11

Using Data1. Map the Value Added and Achievement Data

Reflect on course scope and sequence

2. Assessment Multiple Methods Common Assessments Nationally normed, locally normed, and Teacher created

3. Instructional Practices What is the administration doing What are the teachers doing

12

The Inquiry Continuum

- Douglas Llewellyn, Inquire Within

Learner

Learner

Learner

Learner

Learner

Teacher

Learner

Teacher

Teacher

Teacher

Teacher

Teacher

Results

Procedure

Question

Open Inquiry

Guided Inquiry

Structured InquiryDemo

Project Development Overview

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.

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?

Project Management 9 Components 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

Cost – resources planning, budgeting, etc.

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

Communication – performance reporting and information distribution

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

Integration – how will the processes work together?

Roles in a 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.

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

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.

Differentiation in Design Challenges

Content-What a student needs to learn

Process- What a student engages in to master the content

Products- What a student produces to show application and extension of content

The Connection to Learning

Learners need to have opportunities to progress from concrete to abstract ideas.

Learners construct their own understanding by taking an active role in their learning.

20

Metro 2011-2012

•Lottery•Program•STEM•Early College

21

Metro’s Graduation Data

22

Ashland UniversityBoston College Bowling GreenBrigham Young Brown UniversityButler UniversityCapital UniversityColumbia Case Western CCAD Columbus StateCornell UniversityDenison UniversityDePaul UniversityDillard UniversityFranklin UniversityHaverford CollegeHoward UniversityIndiana UniversityJohn Carroll Kent StateLafayette CollegeLane CollegeLincoln UniversityMarietta CollegeMiami of OhioMt. Carmel Muskingum College

Ohio DominicanOhio State University Ohio Northern Ohio UniversityOhio WesleyanPurdueOtterbeinRITSouthern Virginia The Citadel Univ. of California Univ. of ChicagoUniv. of CincinnatiUniv. of FindlayUniv. of IllinoisUniv. of KentuckyUniv. of MiamiUniv. of MarylandUniv. of MichiganUniv. of Tennessee Univ. of ToledoVassar CollegeVirginia StateWittenberg WoosterWright State

Class of 2011 Admissions

Graduating class of 2010 – 36 of the 72 students are currently at OSU

Graduating class of 2011 – 47 of the 93 students are currently at OSU

Class 2011• High Schools represented: 32• 4 year College: 86%• 2 year College: 13%• In State College: 84%• Out of State College: 16%• Work/Military: 1%

23

Grade Level Asian Black Latino American Indian

Multi-Racial

White

9th (79) 4 26 2 1 10 3610th (85) 4 21 3 0 7 5011th (78) 6 18 4 0 9 4112th (94) 4 24 3 0 4 59336 total 18

(5%)89 (26.5%) 12

(3.5%)1(.3%)

30(9%)

186(55%)

Student Demographics Fall 2010

•16.66 FTE (licensed teachers)•1 full time tutor•19:1 adult to student ratio•14% Identified Special Needs•30% Free and Reduced Lunch

Metro Staff 2010-2011

24

Metro Student Achievement