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Maple Crest STEM school strives to create a culture of inventiveness and creativity in all aspects of our school. From our interdisciplinary units to our daily lessons STEM is incorporated. We push the STEM model so our students will think outside of the box to come up with new ideas. We are trying to create students who will leave our school with the ability to problem solve and succeed not only in the classroom but in their lives.
1.1 Decision-Making
1.1 Decision-Making
Decision making regarding planning and implementing the school's STEM program is the work of a school team, comprised of administrators and teachers and includes the opportunity for feedback on the program from at least 95% of the certified staff.
At Maple Crest STEM Middle School all staff play an active role in the STEM process. In our building we encourage all teams to revise, rethink, and elevate the STEM units from years previous. This allows for all departments and all staff including administrators and other certified staff to give invaluable input into the STEM activities and units. We are proud of the fact that our teams are primarily made up of educators, but also regularly includes feedback from students and families, as well as input from our community partners and includes our administration and support staff in our STEM planning process.
Team Meeting 2_26_2020.pdfEach grade level team collaborated on a showcase for the community called the Slice Of STEM to demonstrate what students accomplished throughout the year at Maple Crest STEM Middle School. Since all certified staff is on a grade level team this means that 100% of the certified staff was involved. While our STEM leadership team is the forefront of gathering information for STEM Certifiaction and submission, our whole teaching staff is included on the STEM meetings, feedback and guiding decisions for our STEM plan. Being a STEM school, it is important to us that all members are active participants and voices in our program as a whole.
staff list 2020-20201.pdfMaple Crest STEM Middle School Staff
1.2 Continuity of Learning Plan
1.2 Continuity of Learning Plan
The school's continuity of learning plan includes all three of the following:
1) Integrated STEM lessons in the context of solving a real world problem or challenge
2) Students to work in teams either synchronously or asynchronously
3) A variety of methods are used to assess student STEM learning
Continuous Learning Plan.pdfContinuous Learning Plan
Continuous Learning Plan
In our Continuous Learning Plan, we outline expectations for staff to continue implementing PBL units of study on a quarterly basis. We also address how students will leverage technology to continue working in teams/groups. Multiple assessment methods are laid out.
At Maple Crest STEM Middle School our learning plan includes lessons and units that deal with real world problems, where teams of students have to think critically to solve the challenges placed in front of them. These lessons incorporate a variety of methods in order to make sure all students are growing a knowledge base that will allow them to be college and career ready.
Ag, Sustain,CSI.pdfHere are a few samples of our STEM units that covers all three grade levels. Students have to solve real world problems (hunger, water shortage, and solving a murder). In all three units students work as teams and individuals to meet the criteria of the challenge. Students are assessed both through projects, research and peer evaluations.
Pictures of students working as teams on various STEM activities.
1.3 Common Work Time
1.3 Common Work Time
Common work time is provided, on a weekly basis, where teachers plan integrated STEM learning opportunities as an interdisciplinary team.
Each grade level team meets once a week to discuss STEM planning. On each grade level team there is a teacher from each department including Science, Social Studies, English, Math, and specials. As a grade level the teachers planned STEM lessons, units, and other events.
MCSMS staff collaborates together on all STEM units and curriculum during a common time before school once a week. This includes all team members insuring the STEM units are interdisciplinary.
MASTER SCHEDULE
MASTER SCHEDULE
ElA/Math have common planning built in to master. We also have grade level planning and subject area planning built within the collaborative work time.
Sports,Animals,Mars.pdfThis is one example of an interdisciplinary STEM unit that was planned by all members of the sixth grade team.
Team Meeting 2_26_2020This is simply one example of the collaboration during team meetings. In these detailed minutes the team decides on which projects will be showcased and how the Slice of STEM will be implemented.
1.4 Sustainability Plan
1.4 Sustainability Plan
There is a five-year STEM certification sustainability plan in place identifying funding sources for both technology and STEM curriculum and training needs due to staff turnover
Sustainability Plan
Sustainability Plan
Attached is our 5 year STEM sustainability plan. It outlines our plan to scale our STEM & Technology programming and instruction for our students.
1.5 Measurement of Students' Attitudes/Interests
1.5 Measurement of Students' Attitudes/Interests
Formal measurement of students' attitudes toward STEM and/or interest in STEM classes/career pathways are measured at least two times per school year and the school's STEM program is revised, as needed, based upon analysis of this data.
During the course of the school year the guidance counselor with the help from general education teachers walk students through Career pathways and interest surveys as well as career exploration in STEM fields. These are two of the tools that she uses in multiple grade levels ay different ties in the school year.
1.6 Student/Parent Feedback Data
1.6 Student/Parent Feedback Data
There is a formal collection of student and parent feedback regarding STEM integration on an annual basis and the school's STEM program is revised, as needed, based upon analysis of this data.
Student STEM feedback.pdfThis is the results from the student survey given twice a year to allow for teachers to analyze the data and revise the STEM curriculum.
Parent STEM feedback.pdfHere is results from the parent survey sent to Maple Crest STEM School parents annually. The data used in the survey helps to drive changes to the STEM curriculum.
1.7 STEM Instructional Feedback
1.7 STEM Instructional Feedback
All of these indicators are documented:
1) Evaluation indicators have been determined, in the current local evaluation instrument or through modifying the local evaluation instrument, for identifying targeted STEM instructional practices
2) All evaluators are trained in observing targeted STEM instructional practices, using the local evaluation instrument
3) Evaluators incorporate feedback on targeted STEM instructional practices in formative and summative evaluations, using the local evaluation instrument
Amy jot form.pdfThis document is one of the examples of weekly feedback given to teachers. Teachers are evaluated through observations and student input.
Pivot - Admin - Kokomo School Corporation.pdfThis is our teachers evaluation rubric. As we are a STEM focused building, our belief is that best practice instructional strategies should be key to all instruction in our classrooms. Therefore, we currently utilize all elements as STEM/PBL practices.
1.8 Instructional Support
1.8 Instructional Support
At least 75% of teachers experience at least one of these forms of instructional supports, related to STEM instruction, on a quarterly basis.
Peer observations, lesson study, critical feedback, coaching, modeling, action research, mentoring, targeted professional development sessions, and.or curriculum training.
MCSMS encourages all teachers to use a variety of strategies to aid in the STEM activities and units designed for our building.
FritzPSTEMJournalSummer2016.pdfDuring the internship training from Purdue all teachers were journaling about their experiences and how it can help within their grade level's STEM activities and units.
Amy jot form.pdfThis document is one of the examples of weekly feedback given to teachers. Teachers are evaluated through observations and student input.
mcms peer observations.pdfThis document shows our school roster broken down for peer evaluations. Teachers were given opportunities to observe their colleagues and give feedback and take-aways from the experience.
All administrators and 15% of teachers are participating in a year long IPM/Digital Technology STEM/PBL Micro Credentialing System. The 15% of teachers completing the system serve as train-the-trainer models to extend the professional development to all teachers.
IPM STEM/PBL (102620).pdfCREATE2THINK Bi-Monthly PBL Curriculum Training for all staff
CREATE2THINK Bi-Monthly PBL Curriculum Training for all staff
Copy of Manchester C2T December.pptx1.9 STEM Communications
1.9 STEM Communications
Communication tools (e.g., website, newsletters, social media, webinars, meetings, etc.) are used two-three times per month to communicate about STEM education
Maple Crest STEM Middle school uses a variety of communication tools to make sure parents are aware of the wonderful STEM activities going on during the year. We use social media platforms like Facebook, Twitter, and Instagram. We also participate in community events like our Slice of STEM and the Educational Fair. We also have our Robotic team as ambassadors to make sure other schools know about our programs. We also use flyers, School Messenger, and of course our own website.
Maple Crest's Facebook Feed
Maple Crest's Twitter Feed
Maple Crest's Website updated multiple times per month with STEM updates and communication.
Maple Crest's Instagram
1.10 Equity
1.10 Equity
STEM elective enrollment, including AP/dual credit, mirrors school demographics.
Maple Crest has a diverse population with 93% of the students enrolled in at least 1 STEM related elective class and 72% are enrolled in at least 2 STEM related elective classes. STEM courses are offered and open to all students. Beyond the courses, STEM is integrated into core classrooms for 100% of students.
Demographics and percentages were pulled from the IDOE compass site.
Title I Parent Involvement Night 2016.pdfThe "Slice of STEM" flyer that is pictured here represents the showcase that is held every year to allow all students to show the community what they have accomplished during the year in their STEM classes and with their STEM Units.
6th Grade BRIDGES unit.pdfThis is an example of STEM Unit Plans that are incorporated throughout the year. Since all teachers participate in their own classrooms as well as with a culminating activity 100% of students are participating in STEM activities throughout the year.
Ed Fair Brochure.pdfEvery year Maple Crest STEM Middle School promotes their STEM curriculum in multiple ways. For multiple years they participated in an education fair hosted my Kokomo Center Schools. Here our Robotics team would show their skills as well as students would 3D print and be introduced to other STEM activities.
KOKOMO PERSPECTIVE
KOKOMO PERSPECTIVE
STEM activities are frequently posted here. This particular news article highlights the Summer Scientist camp in partnership with Purdue University.
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