Curriculum

The evidence for the curriculum is primarily through PLTW. PLTW is used for four modules for CS and STEM standards, and the Activity, Project, Problem (APB) approach through PLTW is used for classroom STEM integration. All students at Garfield in grades K-5 use this IDOE certified curriculum. Teachers are able to take what students are learning and create real-world applications through problem-based learning with an alignment to employability skills such as communication, group role and responsibility, and collaboration as well as STEM integrated standards. All related arts classes expand on the STEM integration in the classroom to align Art, Physical Education, and Music with Science, Technology, Engineering, and Mathematics.

The curriculum was chosen because it is a high-quality STEM curriculum that prepares students for the real world. In addition to the APB approach, teachers are utilizing the STEM connections with the district adopted curriculum in ELA, Math, Science, and Social studies to foster inquiry and problem-solving. For example, there are culminating projects at the end of each modules for CKLA for students to master these skills. All of these components are included in the Culminating Activity document for each grade level.

2.1 Curriculum Integration

Students in kindergarten through fifth grade engage in a dynamic, high-quality STEM curriculum enhanced by innovative teaching methodologies. Classroom teachers, STEM and Computer Science educators, and Related Arts instructors collaboratively employ the Activity, Project, Problem (APB) Approach, a research-based strategy introduced through the Beyond PBL Training.

During the summer, teachers designed engaging Culminating Activities tailored to the unique needs of their grade levels and schools. With full autonomy to select relevant topics, educators aligned these activities with district pacing guides to ensure consistency with curriculum objectives. This thoughtful planning resulted in the successful and consistent implementation of the Culminating Activities across all grade levels, enriching the learning experience for every student.

Indicator 2.1.pptx

PLTW_Evidence_Paper_v5_050421 (1) (1).pdf

Kindergarten through Fifth Grade Students are completing their Culminating Activities for STEM Integration in their classes.

2.2 Curriculum Implementation

James A. Garfield School #31 has envisioned becoming a STEM-focused institution since the 2017-2018 school year. This vision was spearheaded by former Principal Adrienne Kuchik (now Executive Director of Schools for IPS) and former PLTW Teacher John Murphy (now PLTW Coordinator for IPS), who collaboratively developed a plan to integrate Project Lead The Way (PLTW) as the core of the school's science curriculum.

While the initial implementation faced some challenges, teachers gradually recognized the program's value. Over time, they embraced the Design Process and began incorporating STEM principles into their classrooms. The district's initiative to include Computer Science and STEM teachers, along with the requirements outlined in the STEM rubric, added another dimension to classroom instruction. Educators began aligning their lessons with the district curriculum, identifying connections, and integrating STEM concepts into daily learning.

Project Lead The Way, one of the school's key community partners, took a vested interest in James A. Garfield's progress. In February 2020, a small group of students proudly showcased their work at the PLTW Summit in Indianapolis. The PLTW Board later visited James A. Garfield, witnessing first-hand the authentic and effective implementation of STEM lessons.

Indicator 2.2.pptx

Students building the Roman Colosseum out of Magna-Tiles, aligned to the CKLA unit.

2.3 Computer Science

Every student in kindergarten through fifth grade benefits from daily Computer Science instruction as part of a quarterly rotation with STEM, ensuring a well-rounded and future-focused educational experience. Both the Computer Science and STEM educators leverage the innovative Project Lead The Way (PLTW) curriculum to engage students in hands-on, problem-solving activities that build critical thinking and technical skills.

James A. Garfield Elementary enhanced its STEM initiatives through a generous grant from Cox Enterprises and the TechPoint Foundation for Youth. This funding supported the creation of a fully equipped STEM Supply Room, providing teachers with easy access to essential materials, and upgraded the Computer Science room with advanced resources, expanding opportunities for students to explore cutting-edge technology and computational thinking.

Indicator 2.3.pptx

2.4 Employability Skills

At James A. Garfield School #31, we believe in providing a variety of pathways to support student growth and success. Our Computer Science and STEM classes utilize the Project Lead The Way (PLTW) curriculum, incorporating the Activity-, Project-, and Problem-Based (APB) approach. This hands-on methodology encourages students to embrace challenges, make mistakes, and persevere through complex projects, fostering resilience and problem-solving skills.

Junior Achievement (JA) enhances our students’ educational experiences by introducing real-world concepts and opportunities. All fifth-grade students participate in BizTown, where they experience the responsibilities of being an employee and managing a business. Additionally, JA Board Members visited James A. Garfield #31 to teach engaging lessons to students from kindergarten through fifth grade. These lessons integrate literacy, STEM, and employability skills, providing a well-rounded foundation for future success.

Second Steps, our Social-Emotional Learning program, supports the development of kindness, emotional regulation, and effective problem-solving. This program also addresses age-appropriate mental health topics, equipping students with essential tools to navigate challenges with confidence and empathy.

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2.5 Access and Opportunity for All Learners

James A. Garfield Elementary is committed to providing all students with equitable access to a STEM-focused education. ENL and SPED teachers have diligently integrated and documented STEM-based interventions and supports tailored to their students’ needs. One notable example involved students designing a bed "just right" for Goldilocks after studying fairytales in their ELA class. This hands-on STEM activity seamlessly reinforced literacy concepts, encouraging creativity, critical thinking, and practical application of classroom learning.

Acknowledging the diverse and growing Haitian-Creole population in Indianapolis Public Schools, James A. Garfield proudly displays the letters S-T-E-M in English, Spanish, and Haitian-Creole. This inclusive approach ensures that all students understand the significance of STEM and what is expected of them in their educational journey.

The impact of STEM-based learning is evident in stories like that of a fourth-grade student who previously struggled with reading and writing. Engaged by an activity exploring the mechanics of a pendulum, she not only thrived but also produced more written work than on traditional assignments, highlighting the transformative potential of STEM to inspire and empower learners.

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2.6 Assessments

A wide range of assessments is used to evaluate student learning and ensure appropriate levels of rigor. Many of the Culminating Activity Problems students solve are transformed into models, allowing them to showcase their understanding and application of concepts.

Formative assessments play a critical role in preparing students for these challenges, ensuring they have the necessary prior knowledge to succeed in the Culminating Activity that integrates STEM principles.

Rubrics serve as a primary tool for providing feedback on students' models, offering clear performance criteria. Teachers also supplement rubrics with detailed written feedback to address aspects not explicitly covered in the rubric, providing more comprehensive guidance.

Accountability is an essential component of group projects. Each group member is responsible for contributing to the creation of the model, reflecting on their role, and the expectations for others. These reflections not only foster individual accountability but also help students consider group dynamics and improve their collaboration when selecting teammates for future activities.

Indicator 2.6.pptx