STEAM Content Knowledge
Students demonstrate STEM content knowledge representative of STEM literacy outcomes that prepare them for the next level of learning and work.
Concept 1 - School/program has identified learning standards and aligned sources of student performance data for each of the STEM disciplines, as well as content areas included in the institution’s integrated model (i.e. STEAM, STREAM, etc.).
FWE teachers have identified STEAM learning standards as part of PBL planning. The STEAM PLT analyzes and reflects on content areas to ensure standards are covered. Learning standards sources include Baldwin County Science & Math Pacing Guides, Alabama Digital Literacy Standards, 21st Century Learning Standards (P21), and Alabama Art Standards. STEMscopes Science, Go Math, and Investigations Math and Science curricula are some of the many resources that are incorporated into the Fairhope West Curriculum Map. This planning is led by the STEAM and Math PLTs. Teachers at each grade level use collaborative planning and professional development sessions to plan and improve the lessons based on data, including reflections.
STEAM Literacy
The STEAM professional learning team works with the PNSL Director to develop the Mobile Bay and STEAM Lab lesson plans. These lesson plans include the learning standards and an assessment and/or reflection that are developmentally appropriate for the young learner.
The Math PLT analyzes the Scantron and Reflex data to ensure mastery of math learning standards as reflected in our FHPE ACIP Plan.
Leader in Me & STEM Standards and Concepts.docx
MRA Summary July, 2018 to June, 2019.pdfThe Lighthouse Team aligns and analyzes STEM standards in relation to the Measurable Results Assessment (MRA) from Leader in Me. The MRA was administered to third-graders. Students’ answers help assess student growth in 21st century skills.
Data is collected regarding the project-based learning units and other STEAM lessons.
AL_4.1_EnergyandSpeed_EXPLORE2_StudentRubric.pdfPersonal Narrative Rubric 1st Quarter.pdfA variety of data is collected regarding the project-based learning units and other STEAM lessons.
Sources of science data for the content areas of STEAM include the following:
Project rubrics are used by grade levels to assess learning. Attached is a fourth grade example. 4.1 Energy & Speed-Use evidence to explain the relationship of the speed of an object to the energy of that object - 4th grade PBL “Can the Pig Survive?” During this PBL students had to make a plan to create a house to withstand a hurricane (aka: fan with three speeds). Students could only use certain materials and had to create a budget using only a certain amount of money. The students also had to draw a blueprint of their house while also labeling with the supplies they planned to use when building the house. Students tested their house, made improvements, and also created a presentation to share with their classmates. Students evaluated themselves using a rubric that contained requirements for the house as well as 21st century “soft skills”.
Grades from the rubrics revealed the following:
A 91/126 – 72%
B 23/126 – 18%
C 11/126 – 9%
F 1/126 – 1%
Another example: In the fifth grade project-based learning unit, students studied the positive and negative effects on ecosystems including plants, animals, and the transfer of energy within an ecosystem. Students chose an endangered animal to research and worked in pairs to plan, design, and create an enclosure to help an endangered species thrive and hopefully be removed from the endangered list. One hundred percent of the students in the fifth grade classes at Fairhope West created an enclosure. When given an assessment of two of the four standards covered in this PBL on STEMscopes, 94 students completed the assessment. Out of those students, 64% of students scored proficient while 36% scored not proficient.
The rubric scores revealed on the second quarter project-based learning unit that 39% of fifth-graders scored a level 4; 40% scored a level 3; 18% scored a level 2; and 2% scored a level 1.
STEMscopes assessments in fifth grade revealed which science standards were mastered and which ones needed more instruction. Out of those students, 64% of students scored proficient while 36% scored not proficient.
Seesaw activities are digital portfolios that allow for teachers to assess student reflections. Seesaw recordings of student learning provide insight into student thinking about content and digital literacy. Twenty-first century skills of creativity, critical thinking, collaboration and communication are evident as students communicate electronically.
Math Data Sources and Reflection
IXL-School-Achievement-Summary_2020-12-02.pdfIXL - Achievement Summary The more teacher engagement with IXL, the higher the student learning and mastery. When only 40% teachers were active, students only gained about 1.4 skills per week. The week 77% teachers were active, students gain 2.5 skills per week
Leader in Me student notebooks-students keep up with their math fact fluency.
Project Rubrics - Kindergarten teachers assessed number line skills through a Balloons on Broadway activity. Students’ Beebots moved up the number line as part of a Macy’s Thanksgiving Day Parade event. Students self-assessed their 21st century skills.
Technology
STEAM Data Survey-2020-21.pdfTeacher usage of technology has improved digital literacy in instruction. We have seen an increase in Code.org, typing practice, digital citizenship instruction, use of student digital portfolios like Seesaw, and Google tools. Usage of rubrics for science assessment has increased with our digital curriculum, STEMscopes. Other technology usage that shows increase is Reflex for math fluency, BrainPop for standards-based instruction, Google Classroom assignments.
Classroom Technology Badges
Seesaw activities are digital portfolios. Seesaw recordings of student learning provide insight into student thinking about content and digital literacy. Twenty-first century skills of creativity, critical thinking, collaboration and communication are evident as students communicate electronically. Included in the subscription is the ability to create rubrics.
Engineering
Project rubrics assess construction understanding and 21st century skills. Students also use them to self-assess.
Seesaw Reflection
Art
Project rubrics are used by grade levels to assess learning. Attached is a sixth grade example. In sixth grade, students are developing commercials for local restaurants. In preparation, students evaluated Yelp Reviews to learn about the community perception of our local eateries. In their analysis, they were challenged to cite a claim and the corresponding evidence from each Yelp Reviewer (ALCOS Standard R.I.6.18). Quantitatively, 85% of students were able to identify both claims and corresponding evidence to assess the validity and identify the purpose of digital content (Digital Literacy and Computer Science Standard 3). In reflection, students collectively noticed the most helpful reviews had evidence to support their claims. Sixth-graders developed commercials for 6 different restaurants in town. According to our rubrics, 92% of them proficiently used persuasive writing techniques and multimedia technology to produce, review, and revise authentic artifacts that include multimedia using appropriate tools in the form of commercials (Digital Literacy and Computer Science Standard 6). These commercials were a response to our project's initial Ask (as part of the Engineering Design Process), "How can we support our local community?" Students are excited to display their projects on our school website and social media accounts, where we will track viewing data to measure the reach of their commercials.
In art class, math and science standards are regularly taught alongside art standards reinforcing what is being taught in the classroom. Additionally, the art teacher collaborates with grade levels on how to incorporate art standards into PBL.
Seesaw has been utilized in art as a way of assessing standards taught. During 2018-19, in art class, kindergarten and first grade students used Seesaw to assess if art and math standards were met while students collaborated on building cubes and pyramids out of gumdrops and toothpicks. Students posted images of their completed 3-D shapes to Seesaw and answered whether they were able to “compose simple-shapes to form larger shapes'' (Math Standard #22 Kindergarten) and “compose two-dimensional shapes or three-dimensional shapes to create a composite shape” (Math Standard #20 First Grade). Over 95% of students successfully met these standards while also meeting the art standards, including: “engaging collaboratively with exploration and imaginative play with art materials.” (ALCOS Art Standards 1 and 2 for kindergarten and first grade.)
Additionally, students use checklists to self-assess their ability to meet standards in art class. Second and third grade students drew realistic drawings of cubes and pyramids in art class. Out of the eight classes that completed the assignment, an average of 76% of third-graders (ALCOS Art Standard #13) and 80% of second-graders met the art standard (ALCOS Art Standards # 3, 6); while 82% of third-graders (ALCOS Math Standard #24 for grades 2 and 3) and 78% of second-graders met the math standard.
Concept 2 - Trend data indicate student growth and mastery of learning standards and expectations associated with frameworks adopted by the school/program for all STEM disciplines, as well as content areas included in the institution’s integrated model (i.e. STEAM, STREAM).
STEAM Data Survey.pdfTechnology has increased due to the increase in use of Seesaw, Google Classroom and participation in Week of Code and Code.org.
Fairhope West Elementary School-Seesaw Analytics August to December 2020.pdfWe have discovered the use of free resources limits collection of data, so we need to collect data more diligently or acquire more resources that compile data statistics. This year, we purchased Seesaw so we can begin to use the School-wide Skills section of Seesaw for centralized data collection, storage, and administration.
STEAM activity options for students have increased from 2 to over 13 since our STEAM focus began. Before 2016, the PNSL Bay Trip and WFES Live were options. STEAM activity additions for students: Science Olympiad, STEAM for 3rd/4th Grade Girls, 3rd/4th Club Day, 5th/6th Club Day, STEAM at Home Week, Robotics Team, Leader in Me, Student Lighthouse Team, 1st Grade Career Day, Hour of Code, Breakouts, STEAM enrichment classes, Tech Academy, and a plethora of robots and technology opportunities.
Sustaining Current Practice
Google Classroom to connect PNSL planning, lessons, and assessments
Seesaw reflections
Standardized unweighted math score proficiency has improved from 68% to 85%
Reflex data shows an increase in math scores
Learning standards are displayed with STEAM learning
Performance based math assessments
Curriculum maps are designed to address learning standards
Next Steps
Develop systematic data collection and analysis of science data for grades four through six
Systematically develop more assessment rubrics of STEAM learning using Google Forms
Systematically analyze student assessment data from STEAM projects to drive instruction
Develop more student self-assessments
Easier access to pre and post activities for PNSL
Reevaluate the pre and post lab activities for PNSL