business plan - South King County STEM Network [PDF]

SOUTH KING COUNTY STEM NETWORK

BUSINESS PLAN May 2013

L e a d ershi p T e a m Trish Dziko, Co-Chair, Co-Founder and Executive Director, Technology Access Foundation (Community Based Organization) John Welch, Co-Chair, Superintendent, Puget Sound Educational Service District (Education) Jana Carlisle, Executive Director, Partnership for Learning (Non-profit Organization) Susan Enfield, Superintendent, Highline Public Schools (Education) Marcie Maxwell, State Legislative Representative, 41st District (Government) Gary Oertli, President, South Seattle Community College (Higher Education) Earl Overstreet, President, General Microsystems (STEM Business and Industry) Cos Roberts, President, Urban Tech Systems (STEM Business and Industry) Mary Jean Ryan, Executive Director, Community Center for Education Results (Road Map Initiative – Backbone Organization) Deborah Salas, Executive Director, Community Schools Collaboration (Community Based Youth Organization) Marléna Sessions, Chief Executive Officer, Workforce Development Council of Seattle-King County (Labor and Industry) Tom Stritikus, Dean and Professor, College of Education, University of Washington (Higher Education)

AD V I S O RY T e a m Katie Apone, Technically Learning David Bilyeu, Kent School District Cindi Blansfield, Auburn School District James Blatz, Workforce Development Lois Brewer, Cleveland High School Theresa Britschgi, Seattle Biomed Sylvester Cann, CCED Results Juan Cotto, Fred Hutchinson Cancer Research Center Clarence (CJ) J. Dancer, Seattle MESA Linda Del Giudice, Kent School District David DeLa Fuente, Communities in Schools James Dorsey, University of Washington Krista Galloway, School’s Out Washington Christie Gilliland, Green River Community College Carmen Gonzales, Highline Public Schools Steve Hanson, Renton Technical College

Edith Harding, Bill & Melinda Gates Foundation

Paul Tytler, TAF Academy

Kip Herren, Auburn School District

Megan Urbaitis, College Success Foundation

Mary Alice Heuschel, Renton School District Karen Kodama, Seattle Public Schools

Jessica Werner, Youth Development Council of King County

Kimberly Kotovic, Highline Public Schools

Sam Whiting, The Boeing Company

Andrea Leary, Leary & Associates

Nina (Will) Williams, Tukwila School District

Rod Luke, Auburn School District

Zach Wilson, School’s Out Washington

Mellody Matthes, Tukwila School District

S U PP O RT S TA F F

Shannon McKinney, K-5 STEM School at Boren Robert Neu, Federal Way School District Roxana Norouzi, One America Michelle Page, Technically Learning Shana Peschek, Renton Technical College Dana Riley Black, Center for Inquiry Science, Institute for Systems Biology Zithri Ahmed Saleem, Technology Access Foundation Princess Shareef, Cleveland High School Andrew Shouse, University of Washington

Joshua Halsey, Project Manager, PSESD Debora Boeck, PSESD Craig Bowman, PSESD Kelly Goodsell, PSESD John Welch, PSESD Brian Murphy, Project Manager, BERK Natasha Fedo, BERK Emmy McConnell, BERK

SOUTH KING COUNTY

STEM NETWORK BUSINESS PLAN INTRODUCTION

1

Our Vision

2

Our Strategy

4

Why STEM?

5

Our Needs, Assets, & Opportunity

6

Our Plan for WOrking Together

10

Definition of Roles

10

Operations & Governance Structure

11

STEM Business Plan Priorities & Strategies

12

Planning Process

12

Priority I: Build Awareness & Enthusiasm for STEM

13

Priority II: Provide Real World STEM Learning Opportunities

15

Priority III: Develop Student STEM Literacy & 21st Century Skills

18

Implementing the Business Plan

22

Financial Strategy

22

Evaluation of Progress

23

South King C ounty S TEM N etwork | S TE M BU S I NE S S PLAN | May 2013

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INTRODUCTION Fluency in STEM subjects – science,

distance between the classroom and the real world.

technology, engineering, and math – and their

Success will be achieved not only by improving our

practical application helps students understand the

teaching of math and science – though that is critical

The Road Map Region is home to more than 119,000 students in seven school districts, comprising more than 10% of Washington State public school students and nearly half the students in King County.

world around them and solve problems through

– but in building on that foundation with real world

• 58% of students in the Road Map Region are

critical thinking, discovery, and innovation. STEM

and project-based learning experiences.

literacy and facility with 21st century skills are increasingly important for students to realize their dreams, whether or not they aspire to pursue a STEM-based vocation. Whether students answer the question, “What do you want to be when you grow up?” with a teacher, a journalist, a computer programmer, or an engineer, STEM needs to be part of their educational foundation.

As a collective and collaborative effort, a shared sense of direction and strong coordinating infrastructure will be critical to success. This Business Plan establishes the Network’s shared Vision and Core Beliefs that speak to our passion and motivation. It’s three Priorities and supporting Strategies will ensure we remain focused and productive by coordinating the efforts of the higher education

The South King County STEM Network is committed

institutions, nonprofits, businesses, professional and

to preparing all students to be STEM literate.

labor associations, and others who constitute the

A particular focus is given to students from

Network.

populations traditionally underrepresented in STEM professions, broadening the choices before them and strengthening their ability to earn a living wage and pursue their desired career paths. It will not be enough to focus on classroom learning to accomplish these ends. We will take a more transformational approach that eliminates the

low-income.

• 66% are students of color. • 16% are English Language Learners, with more than 160 primary languages spoken in the Road Map Region. Source: CCER, Road Map Project, Our Region www.roadmapproject.org/ the-project/our-region/

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OUR VISION All students in South King County will be STEM literate, with a strong foundation in STEM content and 21st century skills that they are able to use in their personal and professional lives. As a result, there will be a significant increase in the number of graduates from the Road Map region who are prepared for and have secured a STEM occupation or created a STEM company in King County by 2020.

Students

think critically, design, and create as they move through their school career. They learn math and science in a problem-based context in which engineering is utilized for discovery, exploration, and problem-solving, and technology allows students to apply what they have learned. Early in their school experiences, students develop confidence in and a passion for STEM subjects and develop a sense that a STEM career is possible for them.

Teachers

effectively teach science, math, engineering, and technology, using new instructional models that break down barriers among these subjects. They ensure all students are challenged and supported, and are allowed to demonstrate their knowledge in multiple ways. Across subjects, teachers emphasize project-based learning and use the practices of science guided by the Framework for K-12 Science Education. Education and industry professionals work together to prepare students for post-secondary education and careers through multiple, seamless pathways.

I N O UR VI S I O N EDUCATORS

create and maintain a culture of achievement at the primary and secondary levels that aligns with their school’s community composition. They learn from each other and implement STEM platform programs and promising practices that promote innovation and the scaling up of what works. Primary and secondary schools, colleges and universities, community organizations, and STEM professionals work together to create and scale promising and proven practices, including formal and informal learning opportunities inside and outside of school that are linked to the cultural and language backgrounds of learners.

Our regional community

embraces STEM education as an essential part of a culture in which youth have encouragement and practical opportunities to explore and excel in multiple aspects of STEM, both in and out of the classroom. K-12 students are surrounded by peers and adults who foster their college-going aspirations and passion for STEM careers. Parents are engaged and equipped to support and inspire their children. Our schools, businesses, and non-profits work together for the good of the region and for the opportunities, choices, and supports offered all children, and children of underrepresented groups in particular. And the children of the Road Map region grow to adulthood being STEM literate and ready and inspired to be the next generation of scientists, technologists, engineers, and mathematicians.

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K ey Definitions

O UR B E L IE F S

We believe that a strong regional STEM education system: • Is an economic and community prosperity issue.

OUR PR I OR I TI ES

• Can positively change students’ lives and help eliminate the opportunity gap. • Is beneficial for all students, including those who choose not to pursue a STEM career. • Requires the effective use of existing and new resources. • Requires data-based decision making. • Is only effective when schools, communities, businesses, and education enrichment organizations engage in effective partnerships. • Is most effective when a race and equity lens is explicitly applied to policy, practices, and strategies.

Our plan focuses on three integrated Priorities: • Priority I: Build Awareness & Enthusiasm for STEM • Priority II: Provide Real World STEM Learning Opportunities

STEM Literacy is the ability to apply concepts and content from science, technology, engineering, and math to understand and solve challenges that cannot be resolved by relying on any one discipline alone (Miliken & Adams, 2010). A STEM education is more than just science, technology, engineering, or math; it is an interdisciplinary and applied approach that is coupled with real-world, problem-based learning. 21st Century Skills include the ability to communicate, share, and use information to solve complex problems, being able to adapt and innovate in response to new demands and changing circumstances, and being able to marshal and expand the power of technology to create new knowledge and expand human capacity and productivity. In one common framework, ten specific 21st Century Skills have been categorized into four groupings:

• Priority III: Develop Student STEM Literacy & 21st Century Skills

Ways of Thinking

The first two Priorities are foundational and contribute to the success of the third. Additional detail about each Priority’s Desired Outcomes, Objectives, and Strategies is presented in the following pages.

• Critical thinking, problem solving, decision making

OUR F OC US : UN DERREPRESE N TE D S TU D E N TS

• Creativity and innovation • Learning to learn, metacognition Ways of Working • Communication • Collaboration (teamwork) Tools for Working • Information literacy • Information Communication Technology (ICT) literacy Living in the World

While our Plan will have an impact on all students, our primary focus is on those students currently underrepresented within the various STEM disciplines. This includes students of color (Alaska Natives, Native Americans, Blacks or African Americans, Latinos, Hispanics, and Native Hawaiians and other Pacific Islanders), students with disabilities, and in some disciplines, female students.

• Citizenship – local and global • Life and career • Personal and social responsibility - including cultural awareness and competence (Source: Partnership for 21st Century Skills and Assessment & Teaching of 21st Century Skills)

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OUR STRATEGY

Priorities & Desired outcomes

our Ultimate Goal

We are focused on three Priorities as shown in the graphic to the right. Raising awareness of STEM-related opportunities and providing more real-world STEM learning opportunities are foundational to our primary focus: strengthening students’ STEM

Build Awareness & Enthusiasm for STEM Significantly increase the number of • Increased awareness of STEM • Engaged business community

bulleted text, with related Performance Indicators summarized beginning on page 23. Our ultimate goal and measure of success is to significantly increase the number of students who are appropriately prepared for and successful in securing STEM-related employment or launching a STEM business. As we start our work, a first order of business will be to develop a baseline and a quantifiable, ambitious, and achievable target.

Develop Student STEM Literacy & 21st Century Skills

Map region that are prepared for and have secured a STEM occupation and or created a STEM company in King County by 2020.

literacy and 21st century skills. The Desired Outcomes for each Priority are shown as

graduates from the Network’s Road

Provide Real World STEM Learning Opportunities

• Enhanced real world learning opportunities and STEM enrichment activities for students and educators • More partnerships between educators, STEM- focused business and industry, and non-profit and professional organizations

• Improved learning environments • Increased educator effectiveness • Improved student learning outcomes in STEM subjects in elementary school • Improved student learning outcomes in STEM subjects in high school • More students prepared to earn a STEM-related career credential

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WHY STEM? Today’s world demands STEM literacy. No matter which career path they take,

found in a wide variety of fields, including computing, manufacturing,

students will have more opportunities for creativity, entrepreneurship, and the

accounting, social sciences, and many more.

ability to earn a living wage if they are STEM literate. STEM-based skills such as critical thinking and problem solving are needed to fully participate in society, regardless of whether a STEM-specific career path is chosen.

Students may pursue STEM-based careers through a variety of pathways, including apprenticeship training, career-focused certificates, or a college education. These alternate routes share two things in common: they are

Many of tomorrow’s most interesting and well-paying jobs are as likely – if not

based on a solid foundation in STEM subjects and they require some level of

more likely – to require STEM literacy. Jobs requiring STEM skills are

education beyond high school.

HIGH SCHOOL OR EQUIVALENT

POST-SECONDARY OPTIONS

STEM workers command higher wages, earning 26% more than their non-STEM counterparts. And in general, STEM degree holders enjoy these higher earnings, regardless of whether they

College or University

work in a STEM-based field.1



PhD Masters Degree Bachelors Degree High School Diploma Vocational School Diploma

Community and Technical Colleges

Associates Degree Certificate Programs





GED



Apprenticeship Training

Foundational knowledge of Math and Science, Application of Technology and Engineering, and Development of 21st Century skills

Career in STEM Field Living wage employment at a STEMrelated business or organization, or ownership of a STEM business

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Our Needs, Assets, & Opportunity Nationwide, Washington State ranks number one in the concentration of STEM jobs.2 The four-county Puget Sound region is home to a mix of mature and emerging industry clusters which are explicitly STEM-based, including Aerospace and Advanced Manufacturing, Clean Tech and Emerging Technology, Information Technology, Life Sciences, and Global Health. STEM occupations are amongst the fastest-growing and best-paid segments in King County. According to the Prosperity Partnership, in the next decade business/financial, sales, health care, and computer sciences are expected to add between 18,000 and 23,000 jobs each in the Puget Sound region.3

NEEDS:

A Nexus of Business Needs, Social Equity, & Regional Prosperity There is, however, a mismatch between our region’s incredible employment opportunities in STEM and our ability to produce graduates who are prepared to participate in this thriving economy. Between 2012 and 2017, almost 30,000 jobs in Washington will go unfilled due to a lack of qualified STEM candidates.4 Many other positions will be filled by graduates from other states, with too many of our region’s students unable to compete. In fact, Washington’s gap between the skills required for available jobs and the availability of individuals with those skills is growing faster than in every state but one. This growing mismatch between educational level and skills and employer needs has been called one of

the single greatest economic development challenges facing the region.5 Barriers to participation are particularly pronounced for students of color, who are historically underrepresented in STEM fields: • Fewer than 5% of the STEM postsecondary degrees awarded in Washington are earned by students of color. • Only 27% of all students in the Road Map region complete a college degree or even a one-year postsecondary credential program. We are failing to adequately educate and inspire students of color, students with disabilities, and – in some disciplines – girls, robbing them of the opportunities and choices afforded by a strong STEM foundation. With its focus on South King County and underrepresented populations, this Business Plan squarely addresses this inequity. The effort will benefit generations of students and their families, as well as regional businesses,

supporting the prosperity of individuals, communities, and our region and state. The vitality of our South King County communities – and of our state – depends on our willingness to achieve student success in STEM.

To do this, we must address each component noted in our Vision, raising awareness and enthusiasm for STEM among children, family members, educators, and partners; providing real world educational opportunities for students and educators; and improving our ability to provide students with a solid foundation of STEM literacy and 21st century skills.

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South K ing C ounty S TEM N etwork | S TE M BU S I NE S S PLAN | May 2013

ASSETS: A Wealth of Resources & Partners South King County is home to a wealth of STEM assets, including several STEM-related industry clusters anchored by internationally-known companies, world-class public and private colleges and universities, and a large number of education enrichment organizations, professional associations, foundations, research institutions, and other non-profit organizations that support STEM-based learning. The graphic below provides an overview of the region’s assets, and the following page describes our best hope for achieving real gains in STEM education: activating and coordinating this asset base in a strategic and focused manner. Industries & Businesses Seven STEM-related industry clusters employing over 350,000 residents in over 11,000 establishments in 2011. Higher Education, Community Colleges, & Technical Schools Over a dozen universities, community colleges, and technical schools that offer STEMrelated educational programs.

Professional Associations At least 25 member-driven professional associations seeking to further STEM industries by representing the interests of professional practitioners and engaging the public. Foundations Several foundations that provide funding and support to organizations furthering STEM education and research.

STEM ASSETS Primary & Secondary Education Institutions Seven school districts, home to more than 119,000 students; several primary and secondary schools that focus primarily on STEM education. PSESD – the South King County STEM Network’s lead agency. Education Enrichment Organizations At least 15 organizations that provide a diverse array of STEM education enrichment opportunities, including education and learning centers, museums, and other entities dedicated to STEM learning.

Research Institutions At least ten notable institutions that do research in STEM-based fields. Other Non-profit Organizations Many other organizations that promote, support, and champion STEM-based education.

Partner Profile The Technology Access Foundation (TAF) is a nonprofit leader in STEM education that addresses the three major impediments to participation by students of color in STEM: low expectations, a shortage of role models in STEM, and lack of access to quality STEM-focused education. TAF’s mission is that “TAF equips students of color for success in college and life through the power of a STEM education.” TAF has three main programs: • TechStart. An elementary school STEM-education program designed to expose students to and prepare them for the world of STEM. • STEM Up. An after-school program in which students learn and practice advanced STEM skills in preparation for high-level STEM courses in high school. • TAF Academy. A 6th to 12th grade public “partner school” focused on STEM which uses interdisciplinary, project-based learning to prepare students for college.

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THE OPPORTUNITY: Focusing our Assets

& Efforts on Common Objectives

In addition to many STEM assets, our region is also fortunate to have a variety of ongoing efforts and initiatives focused on addressing the issue of increasing opportunity through STEM education and employment. Our challenge and opportunity is to knit these disparate efforts into a focused and coordinated revolutionary force. The schematic on the next page shows different initiatives that closely link with the Network’s efforts. The South King County STEM Network is the collective effort of many schools, businesses, and nonprofits. A critical component of our strategy is to strengthen these partnerships and further coordinate efforts, focusing the resources and strengthening the impact of the many players involved. Based on this Business Plan, we will develop structures and supports to promote collaboration across school districts and schools, community colleges and universities, and with businesses and communities. We will learn from one another and bring promising practices to scale, sharing data and evidence to prioritize strategies and system changes. Through coordinated and energized implementation of this Business Plan, we will bring about transformative STEM education improvements, expand innovative STEM learning and workforce development models, and tackle the opportunity gap for students who have been historically underserved and underrepresented in STEM-related fields.

Partner Profile Seattle MESA (Mathematics Engineering Science Achievement) is a subsidiary program of Washington MESA hosted by the College of Engineering at the University of Washington. MESA’s mission is “to provide enriching opportunities in mathematics, engineering, and science to underrepresented students.” The program provides a wide range of services and resources, including enriched math and science classes; after school and summer programs; pre-college advising and support; internships with local businesses and research centers; role models and mentors; parent workshops and field trips; teacher professional development; and integrated science and math curriculum.

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STATE & REGIONAL STEM-RELATED EFFORTS AND INITIATIVES

Partner Profile

WASHINGTON STEM COMMON CORE STATE STANDARDS

South Central STEM Network

NEXT GENERATION SCIENCE STANDARDS

South King County STEM Network Business Plan

ROAD MAP DISTRICT CONSORTIUM RACE TO THE TOP GRANT ROAD MAP PROJECT: HIGH SCHOOL TO COLLEGE COMPLETION

Spokane STEM Network

INSTITUTE FOR SYSTEMS BIOLOGY COLLEGE SUCCESS FOUNDATION WITH THE WASHINGTON STATE OPPORTUNITY SCHOLARSHIP

• Engagement with K-12 education, providing internships, tours, panel discussions, content experts in professional development, advocates/speakers at board meetings, and grant writing/collaborative fundraising. • Hosting a 7-year National Science Foundation grant to focus on Family Science.

Common objectives: STEM Literacy & 21st Century skills for all Students

The Institute for Systems Biology (ISB) is a non-profit biomedical research center that exists in part to support advances in K-12 science education. To that end, ISB is home to a team of professional educators known as the Center for Inquiry Science. Some of the Center’s activities include:

• Coordinating Science Teachers on Special Assignment (TOSA) Network meetings.

WORKFORCE DEVELOPMENT COUNCIL OF SEATTLE-KING COUNTY KING COUNTY AEROSPACE ALLIANCE WASHINGTON TECHNOLOGY INDUSTRY ASSOCIATION PROSPERITY PARTNERSHIP

• Partnering with the University of Washington’s Center for Educational Leadership on engaging school principals in understanding the need for STEM.

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Our Plan for WOrking Together Definition of R oles The South King County STEM Network is a collaborative effort by partners aligned around our shared Vision and fueled by a collective sense of urgency. As a collective impact endeavor, the implementation of this Business Plan is not the work of a single organization, and actions throughout this document are to be led, funded, and managed by a number of entities working together to advance this ambitious effort. Essential players and their respective roles include: • T he N etwork itself. Staff of the South King County STEM Network will lead implementation of region-wide efforts and will serve in a coordinating role to share information and knit together the many partners and players across the region. • S chool Districts . The seven school districts participating in the South King County STEM Business Network will take the lead for implementing this Business Plan’s three Priorities and supporting strategies across their schools and among their educators. • B usiness , I n d ustry, N on - Profit, a n d Post- S econ d a ry E d uc a tion Pa rtners . Our region’s greatest assets are the myriad partners from the private, non-

profit, and education sectors, whose ongoing efforts and contributions will be channeled through this Business Plan. In addition to their contributions to strengthening STEM education, businesses will seek out new employees from among graduating students. • Wa shington S T E M . The South King County STEM Network is part of a statewide effort supported by Washington STEM. WA STEM will provide guidance, some degree of funding support, and leadership in efforts to define and promote the importance of STEM education and STEM career paths across the state. Each of the strategies listed on the following pages includes an annotation indicating which of the above partners will lead its implementation.

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South King County STEM Network Operations & Governance Structure The South King County STEM Network will be run by a professional team of staff with oversight from a Leadership Committee and Advisory Council. O p er ations B o d y. Network staff will be organized as the South King County STEM Network Team, responsible for actively implementing the Business Plan, including raising funds. The Network Team will include an Executive Director, Manager, Communications and Marketing Coordinator, and Administrative/Program Assistant, as well as a Data Analyst shared among Puget Sound, South Central Washington, and Spokane STEM Networks. G overning B o d y. The South King County STEM Network Leadership Committee, comprised

of 8 to 12 members representative of key stakeholders, will serve as the governing body for the South King County STEM Network. This body will provide general oversight for Business Plan implementation, including: • Overseeing progress. • Monitoring fiscal health of the initiative. • Reviewing and approving Network staff recommendations on Investment Fund allocations. • Monitoring results. A d visory B o d y. The South King County STEM Network Advisory Council will provide ongoing

feedback on Business Plan implementation, serve as a discussion forum for innovative ideas, and provide direct and indirect access to the region’s communities and partners. The Council will include broad-based representation of K-12 and higher education institutions, businesses, non-profit organizations, public agencies, and faith-based groups. S tu d ent A d visory B o d y. The Student Advisory Council, comprised of representatives from

the seven school districts, will provide ongoing feedback on Business Plan implementation. More information can be found in the Implementation & Funding Plan.

Partner Profile Workforce Development Council of Seattle-King County (WDC) recently began a new initiative, Schools to Careers Plus (part of the Clinton Global Initiative), that will connect high school students with industry through innovative career awareness curricula, a career navigator, and industry mentors. The initiative was launched in 2013 with students in the Renton, Issaquah, Highline, and Auburn school districts and will eventually expand to all 19 school districts in King County, as well as to other metropolitan areas in the United States.

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STEM BUSINESS PLAN PRIORITIES & STRATEGIES Pl a nning Process The Puget Sound Educational Service District (PESD) received a planning grant from Washington STEM to establish the South King County STEM Network Vision and Business Plan. The PESD invited twelve individuals to participate in a STEM Leadership Team to guide our region’s approach to STEM. Representing the education, business, government, and non-profit sectors, these individuals established a shared Vision and this five-year Business Plan to transform the region’s approach to providing students with the skills, knowledge, and awareness necessary to succeed in STEM study and STEM-related careers. The Team met throughout 2012 and vetted draft content and ideas with an Advisory Team

Strategy Selection Criteria* • Does the strategy or effort have potential to make progress quickly and build on existing momentum? • Does the strategy or effort serve as a starting point for broader system-level change? • Does the strategy or effort have the potential to significantly move one or more indicators to scale? • Does the strategy or effort fit with our Network’s strengths and expertise? • Does the strategy or effort require quick build-up and if so, can we do it financially and with credibility? • Does the strategy leverage existing programs and resources?

consisting of the superintendents from the region’s seven school districts and leaders from business,

• Is the strategy sustainable?

higher education, and STEM-focused community institutions. Priorities and supporting Strategies

• Is the strategy based on best practice or promising practice research and/or experience?

were developed through an analysis of our region’s challenges, opportunities, and assets and the collective application of strategy selection criteria (listed to the right.) This Business Plan establishes the Priorities, Strategies, partnerships, and phasing necessary to realize our Vision. The accompanying Implementation & Funding Plan goes into greater detail about the who, what, where, when, and how of action items identified in the first two years of implementation.

• Does the strategy or effort have the potential to impact all students? • Does the strategy increase opportunity and/or access for those who historically have been excluded from STEM? • Does the strategy or effort support connections/links between education and workforce? * Informed by the Puget Sound Educational Service District and the Road Map Project.

South King C ounty S TEM Network | S TE M BU S I NE S S PLAN | May 2013

S T E M PR I O R I T I ES & S T R AT E G I ES

Priority I: Build Awareness & Enthusiasm for STEM We will build excitement around STEM and awareness of why a strong STEM education is important for students and the economic health of our region. Every stakeholder, from policy makers, educators, business and non-profit employees, and students and their families should have an appreciation for STEM and a clear and urgent understanding of what we need to do individually and collectively to address our region’s needs. This profound cultural shift will be critical and foundational to our further efforts to reform our region’s system and approach for providing STEM education and career opportunities. DESIRED OUTCOMES • Business partners see themselves as benefiting from and integral to the success of the educational system. • Non-profit partners and education advocacy groups understand and support the Vision and Priorities of the STEM Business Plan. • More students have a passion for STEM and the real sense that a STEM career is possible for them. • More family members have an understanding of the benefits of a strong STEM education and a clearer understanding of how they can support their children in promoting STEM literacy.

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S tr ategies & Ta ctics

Driven By Network district

Timeframe YEAR 1

YEAR 2

YEAR 3-5

A. Raise awareness of the work of the STEM Network to engage the active support of policy makers and public, private, and nonprofit partners. 1. Create a communications program to promote the Vision, Priorities, and role of the South King County STEM Network and its partners, leveraging the marketing efforts of Washington STEM and others. 2. Coordinate with Washington STEM and other STEM networks.

B. Launch district-level STEM awareness and knowledge campaigns targeting students and family members in each community. 1. Develop a region-wide communication plan for raising STEM awareness across the region. • Engage school districts in planning for a series of outreach campaigns • Serve as a resource for campaign information, including market research, partner identification, messaging, and campaign materials. • Inventory and promote regional STEM events including family and community engagements. 2. Develop tailored district-level outreach campaigns, informed by a strong understanding of the perspectives of students and families in each district. • Develop, test, and refine key messages for targeted audiences in each district, tailoring messages for specific audiences at the district level. 3. Launch the campaigns to raise student and family member awareness of the opportunities associated with STEM literacy and 21st century skills for students on all career paths, targeting underrepresented communities in particular.

Focus targeted outreach campaigns on the following: • Raising awareness of the importance of a strong STEM education for students on all educational and career paths, as well as the benefits and opportunities associated with STEM-based employment. • Raising awareness among family members of the practical ways they can strengthen their children’s STEM literacy and 21st century skills. • Promoting awareness of in-school and out-of-school educational opportunities, including summer programs. • Ensuring local community-based organizations are aware of the Network’s efforts and are able to promote STEM-related opportunities to the students and families they interact with.



Priority II: Provide Real World STEM Learning Opportunities Incorporating real world content and experiences promotes STEM engagement and inquiry-based learning for students and teachers alike. To do that, a coordinated and collective regional effort is required. There is more to be done than can be accomplished by any of us working alone or by all of us working independently. This Priority focuses on creating and maintaining continuous, reciprocal, and authentic relationships among educators, STEM-focused business and industry, and non-profit and professional organizations to provide expanded opportunities for students to learn and apply STEM knowledge and skills. DESIRED OUTCOMES • A framework for creating a shared understanding of partner roles is developed. • There are systems and tools necessary to link the vast resources and significant needs of STEM businesses with our educational institutions. • STEM professionals engage students in the classroom, adding value to the student educational experience during the school day. • Students can engage in STEM enrichment activities that supplement classroom learning, including STEM business learning tours, data collection, and project-based learning. • Students can supplement their education with internships, quasi-internships, and other work experience opportunities within STEM research, business, and industry settings. • Many teachers in the region enhance their understanding of STEM subjects and careers through externships in STEM research, business, and industry settings.

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Timeframe YEAR 1

YEAR 2

YEAR 3-5

A. Develop frameworks and tools to support a rich array of crosssector partnerships across the region. 1. Create a partnership framework that defines how STEM businesses, schools, and non-profit organizations will work together to improve STEM education, describing the roles and responsibilities of each. RTT 2. Develop a sustainable region-wide system, including human and technological components, to create, catalog, and make accessible learning, career exploration, and mentoring opportunities. RTT • Provide ongoing program management, training, and facilitation to ensure educators, including district-based internship coordinators, and their industry counter-parts, productively fulfill the roles established in the partnership framework. • Develop a web-based system that connects students, educators, businesses, and non-profits to exchange information related to career exploration, learning, and mentorship opportunities.

Six leading cultural institutions in Seattle have made a commitment to develop model STEM programming for K-12 youth in Seattle, Washington State, and eventually, the nation. The commitment demonstrates how informal institutions can effectively work together with other partners to leverage their expertise and resources to advance STEM learning and inspire students to pursue careers in these fields. The six cultural institutions include: • Burke Museum of History and Culture • Islandwood • Museum of Flight • Pacific Science Center • Seattle Aquarium • Woodland Park Zoo

While more modest than full internships, quasi-internships allow students to gain valuable real world exposure through a limited volunteer engagement with a STEM business or organization.


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B. Leverage partnerships to create, catalog, and promote more real world, and project-based learning experiences for students and educators and support the ability of targeted populations to participate. 1. Provide more real-world, project-based learning experiences and career exploration opportunities for students by expanding business partnerships to recruit and catalog: • Class-based learning opportunities such as guest speakers and data collection and analysis projects; • Mentors; and • STEM-related work experience opportunities such as internships and quasi-internships. 2. Increase funding and logistical support for individual students and whole classes to participate in STEM business learning tours and data collection and analysis opportunities, targeting underrepresented communities. 3. Establish a STEM Out-of-School Time Program Development Fund to encourage the improvement of existing programs and the development of new offerings. 4. Match students with internships, quasi-internships, and other work experience opportunities within STEM research, business, and industry settings, leveraging the region-wide career exploration system. 5. Provide externships for teachers within STEM research, business, and industry settings.


Timeframe YEAR 1

YEAR 2

YEAR 3-5



Priority III: Develop Student STEM Literacy & 21st Century Skills Our ultimate priority is to serve our children well, providing them with the skills, knowledge, and opportunities needed to succeed in educational and vocational pathways they choose. We will catalyze systemic change in our educational system by changing the way we deliver STEM education and by re-inventing schools as dynamic learning organizations. This Priority focuses on supporting our students from the early years until they establish an occupation of their choosing. We will improve classroom practices to better prepare students, especially in underrepresented groups, with STEM content and 21st century skills. DESIRED OUTCOMES • There is a comprehensive, systemic approach to providing students in the Road Map region with the best possible STEM education. • School environments and instructional practices are supportive of STEM learning and 21st century skills. • Educators – both teachers and administrators – are committed to creating school climates conducive to STEM education and integrating STEM subjects and educational approaches into the school day. • Curricula, structures, and systems provide a seamless STEM education pipeline from early learning to college or career: - All early learning environments foster students’ 21st century skills and develop STEM literacy. - All K-8 classrooms intentionally integrate critical thinking, collaboration, and real world experiences for all students to develop STEM literacy and 21st century skills. - All high schools prepare all students to be ready for post-secondary learning and STEM careers. - All community and technical colleges, universities, and credential and apprenticeship programs prepare students to earn a STEM degree or STEM career credential.

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A. Catalyze a transformation in how our region’s districts, schools, and teachers approach STEM education. 1. Advocate for districts to rethink their approach to STEM education and to take broad and deep approaches to systems change and wholeschool reform 2. Serve as a regional resource by researching and promoting successful frameworks and practices for reinventing STEM education and improving instructional practices at the district, school, and individual educator level. • Catalog and promote findings from STEM education research initiatives at local colleges and universities. • Research, catalog, and promote successful practices for adopting interdisciplinary STEM teaching methods from across the world, identifying those practices most appropriate for the Roadmap Region. • Promote a range of models for districts to consider, from targeted improvements to whole-school transformation. • Support efforts to implement Common Core State Standards, Next Generation Science Standards, and industry standards for STEM education. 3. Establish a STEM School Transformation Investment Fund to support whole-school transformation, requiring that school districts using these funds demonstrate how they will scale improvements to other schools.


Timeframe YEAR 1

YEAR 2

YEAR 3-5


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B. Improve educators’ ability to provide students with solid foundational skills and STEM literacy. 1. Leverage Race to the Top Project 1 investments in professional development for principals, directors, and other school leaders to strengthen their commitment to STEM education, foster supporting STEM learning environments, incorporate Common Core and Next Generation Science standards, and embrace real-world context and applied learning opportunities. RTT 2. Leverage Race to the Top Project 1 investments in STEM-focused professional development to advance the educational practices of classroom educators across the region. RTT 3. Work with higher education institutions, the Office of Superintendent of Public Instruction, Professional Educator Standards Board, and other partners to establish a STEM-focused teacher certification endorsement and a STEM training academy to certify teachers.

C. Personalize student learning through the use of assessments and digital learning tools. 1. Adopt and implement an assessment tool for measuring 21st century learning skills to personalize individual student learning paths and refine teacher practice. 2. Identify digital learning tools that promote personalization and academic acceleration and train teachers to recognize their benefits and to search for others on their own. RTT 3. Support the digital learning tools’ strong implementation in the classroom, analyze results, and make course corrections to improve student outcomes. RTT


Timeframe YEAR 1

YEAR 2

YEAR 3-5

Washington State adopted the Common Core State Standards in 2011 as part of an effort to establish national educational standards that are up-to-date in preparing students for success in college and careers. While Washington State has not yet adopted the Next Gener ation Science Standards, which are a

separate set of standards for teaching K-12 science, the Roadmap region has committed to meeting them.

The STEM educator investment fund will support competitive proposals for the advancement of educator practices related to STEM, including the following: • Supporting teachers in pursuing job-embedded professional development by providing structure and opportunities for teachers to learn from classroom practice, as well as interaction with teachers and educational professions. A focus should be helping teachers effectively employ technology and blended learning techniques. • Providing teacher enrichment opportunities such as instructional rounds, field visits, mentorship, and professional learning communities.


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Priority III: Develop Student STEM Literacy & 21st Century Skills Driven By


Network district

Timeframe YEAR 1

YEAR 2

YEAR 3-5

D. Create a seamless pipeline that aligns the region’s education systems from PreK to higher education with the skills needed for STEM careers and entrepreneurism and removes barriers to student success in STEM educational opportunities. 1. Promote the importance of STEM and support for student transitions from high school to college and/or careers to ensure that STEM skills and career options are incorporated in regional education efforts, including implementation of the Birth to Third Grade Action Plan and the High School to College Completion Action Plan. 2. Enroll all eligible students, especially those in particularly underrepresented groups, in the College Bound and Washington State Opportunity Scholarship programs. RTT 3. Encourage the provision of more STEM-related high school course offerings. RTT 4. Encourage more stackable career credentials that lead to jobs and four year degrees in STEM fields.

Stack able credentials are a sequence of credentials

that build on each other over time. While each level leads to the next, each credential has value on its own and should be recognized in the workplace.

The READY, SET, TR ANSFER (RST) project at Seattle Central Community College is a collaboration of three independently accredited colleges where the strengths of each college are leveraged to create Science and Math Academies on each campus. The Academy recruits and supports students who are just beginning their science-related academic careers and have tested into developmental math. RST works to retain students throughout their transition into college-level courses by providing faculty mentors, developmental math and sciencebased integrated courses, peer mentors, study skills courses, and Academy workshops and events. As students progress through their core courses in math or science disciplines, Academy interventions help students persist and achieve academic excellence in their STEM major classes. The STEM Bridge Progr a m at the University of Washington College of Engineering builds a supportive academic community for incoming freshmen just prior to the beginning of fall term. The program includes a math course, structured study sessions, team-building activities, laboratorybased exercises, design competitions, and industry tours and presentations.

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Implementing the Business Pl an To make our Vision a reality, it is necessary to have a solid grasp on the financial investments required, potential funding sources, and ways to measure progress on strategies along the way. Below is a summary of the financial strategy and evaluation model; these are presented in greater detail in the Implementation & Funding Plan. Fin a nci a l S tr ategy The costs of the South King County STEM Network operations and STEM Business Plan implementation will be borne by a mix of funders and sources, including the seven school districts, the Network, funds leveraged from the Race to the Top grant, and future Network fundraising efforts necessary to support full Plan implementation. This table summarizes the costs and funding sources for each Priority, as well as Network operations and governance.

Year 1

Year 2

Year 3

Year 4

Year 5

Total Cost


210,000

170,000

60,000

60,000

65,000

565,000


245,000

735,000

910,000

940,000

965,000

3,795,000


1,220,000

2,250,000

2,790,000

3,085,000

2,065,000

11,410,000

Subtotal Business Plan Costs (before Network Management & Operations)

1,675,000

3,155,000

3,760,000

4,085,000

3,095,000

15,770,000

South King County STEM Network Management and Implementation

535,500

513,000

532,500

565,500

575,000

2,721,500

Total Business Plan Cost Total Identified Funding Sources Race to the Top Committed District RTT Funds Other Committed Funding* Additional Funding Need

2,210,500 1,450,000 1,450,000 0 0 760,500

3,668,000 2,410,000 2,260,000 150,000 0 1,258,000

4,292,500 2,560,000 2,325,000 215,000 20,000 1,732,500

4,650,500 2,695,000 2,375,000 270,000 50,000 1,955,500

3,670,000 325,000 0 270,000 55,000 3,345,000

18,491,500 9,440,000 8,410,000 905,000 125,000 9,051,500

* Other committed funding includes subsidized externship costs from Washington Alliance for Better Schools (WABS) and an assumption that teachers will pay about 1/4 of their STEM endorsement academy tuition.


Implementing the Business Pl an E va luation of Progress The Network has selected ambitious yet achievable performance targets, many of which are aligned with the Road Map Indicators of Student Success. Below is the summary of performance indicators for each Priority area, with more information on specific targets, data sources, and baseline for comparison provided in the Implementation & Funding Plan.

Priority: Build Awareness & Enthusiasm for STEM Desired Outcome

Performance Indicator

Engaged business community

• Number of King County businesses participating in (or providing financial support for) the marketing campaigns

Increased awareness of STEM

• Percent increase in educator awareness of STEM importance • Percent increase in student and parent awareness of STEM jobs and pathways to attain those jobs • Percent increase in student and parent involvement in local school/community STEM-related activities • Percent increase in student and parent positive attitudes toward STEM subjects • Number of students enrolled in STEM courses in high school

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Implementing the Business Pl an Priority II: Provide Real World STEM Learning Opportunities Desired Outcome


More partnerships between educators, STEM- focused business and industry, and non-profit and professional organizations

• Number of existing robust partnerships between STEM business, industry, and education

Enhanced real world learning opportunities and STEM enrichment activities for students and educators

• Number of internships and other work experience opportunities provided in a STEM industry to middle school, high school, and post-secondary students • Percent of K-12 students mentored by a STEM professional • Number of hits and/or jobs/internships/etc. on clearinghouse website. • Number of real world-based classroom projects curated by STEM professionals • Number of learning opportunities provided by STEM professionals • Number of K-12 educators engaged in externship opportunities

Priority III: Develop Student STEM Literacy & 21st Century Skills Desired Outcome


Improved learning environments

• Number of schools and classrooms utilizing effective project-based learning, scientific inquiry, and/or the engineering design process

Increased educator effectiveness

• Percent of teachers certified to teach high school science and math courses (“Highly Qualified”) • Number of elementary school teachers certified in science or math • Number of educators participating in STEM-specific professional-development activities • Number of classes taught by teachers certified to teach high school science and math courses • Number of STEM-integrated courses offered in middle and high school

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Implementing the Business Pl an Priority I: Develop Student STEM Literacy & 21st Century Skills Desired Outcome

[ C O N T.]


Improved student learning outcomes in STEM subjects in elementary school

• Number of instructional hours allocated per week by teachers to math and science in the elementary grades

Improved student learning outcomes in STEM subjects in middle school

• Percent of 4th and 7th grade students in each population group scoring proficient or higher on the statewide math assessment • Percent of 5th and 8th grade students in each population group scoring proficient or higher on the statewide science assessment • Percent of 8th grade students enrolled in a math class designated as Algebra I or higher.

Improved student learning outcomes in STEM subjects in high school

• Percent of students successfully earning nine credits with a “B” or better in math, science, and language arts during high school • Five-year extended graduation rate • Percent of students taking STEM classes over the course of high school

More students prepared to earn a STEM-related career credential

• Percent of first year students at community and technical colleges enrolling in pre-college (remedial) coursework in math • Percent of graduates meeting Washington Student Achievement requirements (College Admission Standards) • Percent of eligible students who complete the College Bound application by the end of 8th grade • Percent of graduating College Bound students who have completed the Free Application for Federal Student Aid (FAFSA) • Percent of students, in each population group, enrolled in the College Bound and Washington State Opportunity Scholarship programs • Percent of students, in each population group, who complete a degree with a STEM major • Percent of students, in each population group, who earn a STEM-related career credential

1

U.S. Department of Commerce, Economics and Statistics Administration Issue Brief #03-11, July 2011

2

Washington STEM, www.washingtonstem.org/Why-Stem/The-Challenge#.URQOb6Vln2Y

3

Prosperity Partnership, Regional Economic Strategy for the Central Puget Sound Region, p. 18., 2012

4

Washington STEM, www.washingtonstem.org/Why-Stem/The-Challenge#.URQOb6Vln2Y

5

Prosperity Partnership, Regional Economic Strategy for the Central Puget Sound Region, p. 47., 2012