is cognitively demanding, linked instruction real-world (i.e., linked to to highest levels of content and current community and global needs). practice standards at that grade. include require content and practice Through integrated STEM learning, linkages to each of the skills in science, mathematics, students develop a mindset and STEM subjects. engineering and technology. skills that they apply to scientific 10) Integrated STEM have multiple have options for college and and technological contexts as well as and broader options for college and career aligned STEM courses that meet other disciplinary contexts. connections career aligned STEM their needs and interests. All students engage in college and courses. courses which result in base-level , regardless of their post-secondary plans. have some understand the individual Teachers’ customize instruction based on choice in project needs of their students and guide them ability and learning styles, connecting direction and topic. within learning opportunities based on students’ lives and interests to work. those needs. Curriculum is either staff- developed or 11) Personalization have choice in their grade tailored to meet the needs of their learning pathways based on their students and community. needs and interests. Students have choices in course and learning pathways and in how they demonstrate their learning. use and meaningful assessments school, and student-level assessments and inform school and student-level decisions are based on the use of an reflect on how to decisions, as well as student-reflection authentic system of assessments (e.g. improve practice based on their learning. projects, presentations, portfolios, on them. reviews of student surveys). STEM leadership teams and 12) Effective and assessments informs how teacher students strategically use this system to Assessment decisions are teams plan and provide instruction. reflect on progress toward program and based on assessment learning goals. data. review of student assessments informs how teacher teams plan and provide instruction, and communicate with parents and students. locally determined element(s) Analysis It is critical for schools and districts to conduct this evaluation thoroughly and collaboratively as part of an ongoing improvement process. It’s not a one-time event. Notably, all characteristics may not be equally weighted in your analysis. Teams will have to determine which characteristics and evidence are most important based on their context and needs. It is also expected that this review will take more than this one page. Overall about the strength of the STEM program:
is cognitively demanding, linked to highest levels of content and practice standards at that grade. instruction real-world (i.e., linked to current community and global needs). 10) Integrated STEM and broader connections include linkages to each of the STEM subjects. have multiple options for college and career aligned STEM courses. require content and practice skills in science, mathematics, engineering and technology. have options for college and career aligned STEM courses that meet their needs and interests. Through integrated STEM learning, students develop a mindset and skills that they apply to scientific and technological contexts as well as other disciplinary contexts. All students engage in college and courses which result in base-level , regardless of their post-secondary plans. 11) Personalization have some choice in project direction and topic. understand the individual needs of their students and guide them within learning opportunities based on those needs. have choice in their grade learning pathways based on their needs and interests. Teachers’ customize instruction based on ability and learning styles, connecting students’ lives and interests to work. Curriculum is either staff- developed or tailored to meet the needs of their students and community. Students have choices in course and learning pathways and in how they demonstrate their learning. 12) Effective Assessment use assessments and reflect on how to improve practice based on them. and decisions are based on assessment data. and meaningful assessments inform school and student-level decisions, as well as student-reflection on their learning. reviews of student assessments informs how teacher teams plan and provide instruction. school, and student-level decisions are based on the use of an authentic system of assessments (e.g. projects, presentations, portfolios, surveys). STEM leadership teams and students strategically use this system to reflect on progress toward program and learning goals. review of student assessments informs how teacher teams plan and provide instruction, and communicate with parents and students. locally determined element(s) Analysis It is critical for schools and districts to conduct this evaluation thoroughly and collaboratively as part of an ongoing improvement process. It’s not a one-time event. Notably, all characteristics may not be equally weighted in your analysis. Teams will have to determine which characteristics and evidence are most important based on their context and needs. It is also expected that this review will take more than this one page. Overall about the strength of the STEM program:
STEM%20Wisconsin%20-%20Program%20Self-Evaluation%20Rubric_Draft%204_29_16.docx