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Evaluating

This describes the processes used to gather qualitative and quantitative data elements and observations necessary to evaluate effective STEM schools/programs.

Evaluating within the Exploratory Model involves informal feedback on program success that may include measures of self-efficacy, attitudes, interest, and motivation to pursue additional STEM related classes/experiences.

This process includes:

  • Teaching, assessing, adjusting, and then re-teaching, assessing, adjusting
  • Providing informal and formal feedback (i.e. participant and parent feedback surveys)
  • Providing professional development for teachers in the evaluative process and interpreting data
  • Immersing all teachers and students in a student-centered environment that supports the use of multiple indicators of success, such as performance, project-based and portfolio assessments
  • Informing with survey data
  • Conducting pre- and post-student assessment surveys in interest, content and attitudes
  • Including peer observation and dialogue in quality assessment
  • Inviting industry experts/mentors to evaluate program

Evaluating within the Introductory Model involves formal feedback on program success, which includes student assessment data as well as measures of self-efficacy, attitudes, interest and motivation to pursue additional STEM related classes/experiences.

This process includes:

  • Aligning the program to internationally benchmarked Common Standards
  • Conducting participant and parent feedback surveys
  • Providing professional development for teachers in the evaluative process and interpreting data
  • Immersing all teachers and students in a student-centered environment that supports the use of multiple indicators of success, such as performance, project-based and portfolio assessments
  • Informing with survey data
  • Conducting pre- and post-student assessment surveys in interest, content, and attitudes
  • Including peer observation and dialogue in quality assessment
  • Inviting industry experts/mentors to evaluate program
  • Conducting research-based authentic and integrated assessments
  • Conducting performance assessments that allow students to demonstrate their understanding of STEM content and 21st Century skills

Evaluating within the Partial Immersion Model involves program review that includes qualitative and quantitative data. Measures should include student achievement data as well as measures of self-efficacy, attitudes, interest and motivation to pursue additional STEM related classes/experiences.

The evaluative process includes:

  • Aligning program to internationally benchmarked Common Standards
  • Developing curriculum supports such as scope and sequence and pacing guide for a vertically and horizontally aligned curriculum centered on the Common Core Mathematic and Next Generation Science Standards, 21st Century skills and STEM integration
  • Conducting pre- and post-student assessment surveys in interest, content, and attitudes
  • Conducting participant and parent feedback surveys
  • Including peer observation and dialogue quality assessment
  • Informing with survey data
  • Conducting research-based authentic and integrated assessments
  • Driving goal setting and monitoring with data
  • Developing an assessment and intervention plan to address gaps in student achievement and areas for extension
  • Developing and implementing student self-assessments
  • Inviting industry experts/mentors to evaluate program (Advisory Board)
  • Providing professional development for teachers in the evaluative process and interpreting data
  • Conducting performance assessments that allow students to demonstrate their understandings of STEM content and 21st Century skills
  • In high schools, developing a plan for student success on the post-secondary level
  • Planning for analysis of evaluation data and collaboration with leadership team to use the data to inform program decisions
  • All teachers and students immersing in a student-centered environment that supports the use of multiple indicators of success, such as performance, project-based and portfolio assessments

Evaluating within the Full Immersion Model involves comprehensive program review that includes multiple measures both quantitative and qualitative in nature. This would include data related to student achievement, classroom observations, attendance and surveys at the student, teacher, administrator, parent and community levels. Data is used to gauge achievement of program goals and inform design and implementation decisions.

The evaluative process includes:

  • Aligning the program to internationally benchmarked Common Standards
  • Developing curriculum supports such as scope and sequence and pacing guide for a vertically and horizontally aligned curriculum centered on the Common Core Mathematic and Next Generation Science Standards, 21st Century skills and STEM integration
  • Conducting pre- and post-student assessment surveys in interest, content and attitudes
  • Conducting participant and parent feedback surveys
  • Including peer observation and dialogue included in quality assessment
  • Implementing with survey data
  • Conducting research-based authentic and integrated assessments
  • Planning for analysis of evaluation data and collaborating with leadership team and advisory team to use the data to inform program decisions
  • Driving goal setting and monitoring with data and developing¬†individualized learning plans that include student input
  • Developing an assessment and intervention plan to address gaps in student achievement and areas for extension
  • Developing and implementing student self-assessments
  • Inviting industry experts/mentors to evaluate program (Advisory Board)
  • Providing professional development for teachers in the evaluative process and interpreting data
  • Conducting performance assessments that allow students to demonstrate their understandings of STEM content and 21st Century skills
  • In high schools, developing a plan for student success on the post-secondary level
  • Systematically collecting feedback related to outreach activities
  • Developing a process for program review that includes attendance, demographics and student achievement
  • Conducting on-going evaluations of authentic student learning and skill development related to industry expectations
  • Employing best/effective practice for engagement, alignment and rigor for instructional improvement
  • Demonstrating competencies in state assessments (AIMS, PARCC) and college and career readiness (ACT, SAT, TIMSS, PISA, PIAAC)

 

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