K-12 STEM Department

The K-12 STEM program has made significant strides in establishing a strong foundation and creating clear STEM pathways for students. We are prioritizing department alignment and cohesion, ensuring a seamless experience for all students across K-12. We also prioritize a future-ready curriculum by continuously adapting courses and pathways, and fostering deep learning through high-quality STEM integration.

What did we do?

The core TCR team was established to identify the ideal state for TCR, capture the current reality, examine and analyze the gap between current reality and ideal state, and develop recommendations and action steps to help move TCR at SAS towards the ideal state. The core team, composed of faculty representatives including teachers and administrators of all divisions, met to develop these recommendations and action steps between August 2022 to April 2023. In the previous year, SAS had identified the following key questions that illustrate the needs of TCR at SAS, and helped frame and guide the team’s inquiry process for this review.

What areas did we investigate?

Learning Outcomes

What are the essential TCR learning outcomes for all students? How do we know all students are achieving these outcomes? Are the current TCR related offerings in high school adequate? Should there be any TCR related requirements for middle or high school students?

Curricular and Co-Curricular

What is our vision of a set of kindergarten to grade 12 TCR curricular and co-curricular opportunities (eg, should robotics be considered an “eagle pathway”) and how do we promote better alignment across courses and divisions, including defining what prerequisites are required for courses?

Supporting Systems

How do we ensure adequate systems, supports, facilities and resources are allocated to support TCR specific learning and co-curricular programs? (resources include staffing and funding model)

Inclusion

Increase Diversity, Equity, and Inclusion (DEI)
How can we encourage and increase participation in all TCR related opportunities for female students?

What is the literature telling us about?

Computer Science

Kindergarten to grade 12 meta-analysis of 440 studies that show learning computer programming improves student creativity, mathematical skills, metacognition, spatial skills, and reasoning skills (Scherer et al., 2019)
Learning computer science can help students perform better in school, college, and workplace compared to those who do not (Partovi, 2020)
- Perform better in reading, math, and science in primary school
- Better scores on standardized AP exams in secondary school
- 17% higher likelihood of enrolling in university
- Better performance at problem-solving
More likely for students who identify themselves as boys have prior computer science experiences outside of school (Google, 2017)
More likely for students who identify themselves as boys to be encouraged to take computer science by a teacher or parent (Code.org, 2021)

Common and Shared Understanding of High Quality TCR

“Underlying the confusion and inconsistency in school STEM programs is the lack of clear vision of what STEM is and what STEM programs should include. There are those who argue that whenever we teach any of the individual disciplines . . . we are teaching STEM. Within this vision is a strong commitment to teach mathematics and science in ways that emphasize the relevance of the disciplines and engage students.” (McComas, 2020)
“One of the problematic issues for researchers and curriculum developers lies in the different interpretations of STEM education and STEM integration. As indicated in numerous articles, STEM education has been defined variously ranging from disciplinary through to transdisciplinary approaches” (English, 2016)

TCR Content Standards

“Standards are an essential component of a larger education plan and can provide a foundation with which to align the other components, such as curriculum, instruction, professional development, and assessment, to better prepare students for success in college and the workplace. They also communicate core learning goals to policymakers, administrators, teachers, parents, and students. Computer science standards provide insight into a discipline that will be new to many teachers and offer inspirational starting points to create projects, lessons, and activities. Standards facilitate the sharing of content, such as lessons, among teachers and are a useful way to categorize that content for easy search and retrieval. Consistent standards promote alignment and connections among different districts within a state so that if a student moves to a different school, he or she will not end up with different expectations.” (The K–12 Computer Science Framework, 2016, p. 126)

Interdisciplinary Real World Application

Concepts and practices are “designed to be integrated to provide authentic, meaningful experiences for students engaging in computer science” (The K–12 Computer Science Framework, 2016, p. 3)
The significant themes interwoven within computer science are equity (efforts to broaden participation), powerful ideas (“used to solve real-world problems and connect understanding across multiple disciplines”), computational thinking, and breadth of application (“emphasizes the range of applications that computer science has in other fields”) (The K–12 Computer Science Framework, 2016, p. 3)
“Computer science is a project-based, transformational discipline, and students will be more engaged with projects that focus on real-world and community problems for social good” (Goldweber et al., 2013)
“Transdisciplinary integration—more commonly referred to as problem-based or project-based learning—which is the most advanced level of STEM teaching and learning. Transdisciplinary integration, grounded in constructivist theory (Fortus, Krajcik, Dershimerb, Marx, & Mamlok-Naamand, 2005), has been shown to improve students' achievement in higher-level cognitive tasks through the application of scientific processes and mathematical problem solving (Satchwell & Loepp, 2002).” (Vasquez et al., 2014)

Key Achievements

Foundation Building

The program established a clear STEM philosophy, created a dedicated department, adopted project-based learning (PBL), and conducted a comprehensive scope and sequence analysis.

Data Collection

Valuable insights were gathered through school visits, survey of 22 international schools, and parent feedback sessions.

STEM Pathways

Few courses were redesigned, new pathways were created, and a coherent K-12 STEM pathway was developed for students.

Curriculum Development

Introduced new standards, identified power standards, and revised scope and sequence.

K-12 SAS STEM Tour

Divisions provided tours to learn about and celebrate the incredible STEM learning journey we've created for our students, and to foster collaboration and exchange ideas amongst our divisional teams.

Strategic Goals

With our scope and sequence work, research, data collection, and stakeholder engagement, our efforts yielded three key strategies that our department will be working on in the next five years to propel our STEM program as a world leader.

Findings

Overall Strengths

Overall Areas for Growth

Elementary school STEAM Team for STEM-Integration (led by Kelli Buxton): 4 full-time faculty members who help develop and teach high-quality TCR STEM learning experiences
Elementary Robotics Engineering Integration with Math Specialists
Elementary, Middle, and High After-school Co-Curriculars
Funding and Support from Donors and SAS Foundation
Middle School Technology and STEM-Based Electives
Middle School Interdisciplinary Units and Tri-Time
High School Technology and STEM-Based Courses and Programming
Catalyst and Quest Program
Expansion of Dedicated, Purpose Built Spaces and Facilities to Support STEM and Robotics Programs

Common set of standards for computer science and engineering
Alignment in curriculum for computer science and engineering between divisions
Universal approach to ideal, high-quality TCR learning experiences
Common philosophy within computer science and robotics engineering departments
Universal methodology for high quality TCR instructional design that aligns with practices within SAS’s Guidebook for Teaching
Kindergarten to grade 12 scope and sequence of TCR experiences; unit plans are not aligned vertically between divisions
TCR-integration to provide ALL students with TCR experiences in kindergarten to grade 12
FTEs for high-quality integration (specialists/coaches)
Improve ratio of TCR teachers to students
Professional development for adopted standards, approach and method
Workgroups dedicated to the planning, implementation, evaluation and sustainability of recommendations
Significant difference in the number of students identifying as female compared to students identifying as male taking TCR courses in grade six to 12
Number of students identifying as female report less favorably than students who identify as boys in STEM identity and STEM literacy

Recommendations for NEAR-TERM Implementation

1

Publish TCR philosophy statement that serves as a guiding document for computer science and robotics engineering.

2

Publish and use the STEM approach and characteristics as a framework to guide decisions for TCR courses, units, infrastructure, sustainability and design, delivery, and evaluation of learning experiences.

3

Identify and implement a common method for delivering a STEM approach to ensure that students experience well-designed, authentic, and high-quality TCR learning experiences.

4

Adopt and use kindergarten to grade 12 Computer Science (CSTA) and kindergarten to grade 12 Robotics Engineering (NGSS) Standards and Identify Power Standards.

Recommendations that require further investigation

5

Create a kindergarten to grade nine scope and sequence for computer science and robotics engineering that will drive unit redesign
Sequence units and their concepts, enduring understandings and skills for computer science and robotics engineering
Develop units for power standards that are not being hit
TCR integration into core subject areas

6

Explore and implement organizational structure, alignment, courses/opportunities, course requirements, policies, and co-curriculars to improve kindergarten to grade 12 TCR pathways experience

7

Continue and expand strategies grounded in best practice to increase participation of SAS students identifying as female in TCR courses

Click here for the report summary Click here for the full report

Team members

Susan Shaw
**Elementary School**
*Deputy*

Kelli Buxton
**Elementary School**
*STEAM Specialist*

Keith Ferrell
**Elementary School**
*STEAM Specialist*

Shaun Kirkwood
**Elementary School**
*STEAM Specialist*

Dan Gach
**Elementary School**
*Robotics*

Jill Carpenter
**Elementary School**
*Robotics*

Dr. Betsy Hall
**Middle School**
*Deputy*

Patty Fawcett
**Middle School**
*Robotics*

Stan Richards
**Middle School**
*Technology and Innovation Coordinator*

Melissa Trainor
**Middle School**
*Math Teacher/Specialist*

James Diebley
**Middle School**
*Design Technology*

Paul Booth
**High School**
*Science/Robotics*

Martin Williams
**High School**
*Design Technology*

Michael Wood
**High School**
*Computer Science*

Jennifer Norman
**High School**
*Ed Tech Coach*

Nabiha Khan
**High School**
*Computer Science*

David Lee
**Co-Facilitator**
*STEAM Specialist*

James Toner
**Technology**
*Director of Technology and Innovation*

Dr. Amy Gile
**Office of Learning**
*Executive Director of Teaching and Learning*

Glossary
References

Glossary

Pathways: Structured, interest-based, career-focused programs that help students acquire the knowledge, skills, and experiences needed for success in specific career fields, work environment, and higher education

Project-based learning (PBL): Teaching and learning method that involves students in the investigation of a complex, real-world problem or challenge, allowing them to explore and apply knowledge and skills through hands-on, collaborative, and inquiry-based activities

Scope and Sequence: Breadth and depth of the topics covered and the order in which they are taught, respectively, providing a comprehensive roadmap for teachers and learners to follow throughout their SAS teaching and learning journey

STEM approach: Interdisciplinary teaching and learning method that integrates science, technology, engineering, and mathematics to develop critical thinking, problem-solving, and teamwork skills in students

STEM identity: Individual's sense of belonging, interest, and competence in the areas of science, technology, engineering, and mathematics, which can influence their motivation, engagement, and career aspirations in STEM fields.

STEM literacy: Ability to understand, apply, and communicate concepts and skills related to science, technology, engineering, and mathematics in various contexts, regardless of one's career or field of study.

Transdisciplinary: Transcends traditional disciplinary boundaries and encourages the fusion of knowledge and skills from multiple disciplines to solve complex, real-world problems.

References

Code.org, CSTA, & ECEP Alliance. (2021). 2021 State of computer science education: Accelerating action through advocacy.

Retrieved from https://advocacy.code.org/stateofcs

English, L.D. STEM education K-12: perspectives on integration. IJ STEM Ed 3, 3 (2016).

https://doi.org/10.1186/s40594-016-0036-1

Goldweber, M., Barr, J., Clear, T., Davoli, R., Mann, S., Patitsas, E., & Portnoff, S. (2013). A framework for enhancing the social good in computing education: A values approach. ACM Inroads, 4(1), 58–79.Go

Google Inc. & Gallup Inc. (2017, December). Encouraging Students Toward Computer Science

Learning. Results From the 2015-2016 Google-Gallup Study of Computer Science in U.S. K-12 Schools (Issue Brief No.

Retrieved from https://goo.gl/iM5g3A

McComas, W.F., Burgin, S.R. A Critique of “STEM” Education. Sci & Educ 29, 805–829 (2020).

https://doi.org/10.1007/s11191-020-00138-2

Partovi, H. (2020, April 15). CS helps students outperform in school, college, and workplace. Code.org.

Retrieved April 16, 2023, from https://codeorg.medium.com/cs-helps-students-outperform-in-school-college-and-workplace-66dd64a69536

Scherer, R., Siddiq, F., & Viveros, B. S. (2019, July 1). [PDF] The cognitive benefits of learning computer programming: A meta-analysis of transfer effects. Semantic Scholar.

Retrieved April 16, 2023, from https://pdfs.semanticscholar.org/908f/d1edd2799755028dae82140fb39fa1573f9e.pdf

Vasquez, J. A., Sneider, C., & Comer, M. (2014, December 1). STEM—Beyond the Acronym. ASCD.

Retrieved April 16, 2023, from https://www.ascd.org/el/articles/stem-beyond-the-acronym