Standard 16

School/program conducts evaluative activities to ensure the effectiveness of STEM implementation.

Standard 16 Narrative

Everyone that is a part of the B.B. Comer Elementary community participates in some type of survey throughout the school year. The results from these surveys help to guide activities, instruction, and technology usage in every classroom. Teachers view the survey results and collaborate with the DLP Coach, the STEAM teacher, the Librarian, and other staff members to ensure that classroom instruction not only meets the required rigor, but that it also covers the five C’s of the 21st century as well as incorporates the digital literacy standards. At the end of each school year, teachers are asked to reflect on the effectiveness of STEAM implementation both in their classrooms and in the STEAM Labs. These discussions are used to make adjustments to the upcoming school year with regards to our CIP goals, professional development planning, coaching, in addition to STEAM Lab and MakerSpace schedules. We believe reflection is the key ingredient to effective STEAM implementation.

Annual Implementation Form

STEAM instruction was a priority when creating the Continuous Improvement Plan over the past few years. Providing ample opportunities for both teachers and students to participate in STEAM instruction and development is outlined throughout the CIP. Key measures and critical initiatives are also listed in this plan. These factors help insure that students are receiving instruction that will help them be college and career ready.

Teacher & Parent Surveys

SurveyReport.xls

Teacher Surveys

Talladega County BOY Parent Survey .pdf

Parent Surveys

B.B. Comer Elementary School is classified as a Title 1 school. The completion of surveys is one of the requirements of being a Title 1 school. These surveys provide an easy way for students, parents and educators to participate in decisions about the learning activities, strategies, and types of technology being used in the classroom. This survey also provides data on STEAM Attributes. With this data, we are able to create action steps and make decisions from year to year.

Coaching Surveys

Technology Integration Coach, Morgan Herman, kicks off each DLP Coaching Cycle by sending a Google Form to individual teachers. The data from these forms/surveys help to guide instructional practices and other strategies to use during class instruction. These surveys also help the teacher and DLP Coach build professional relationships so they can both better serve the students of BBCES.

STEAM Integration Student Data Results

STEAM Action Research Project

Action Research Teacher Survey

Survey Conclusions

18% increase in students who understood what a scientist does.
37% increase in students who understood what an engineer does.
48% increase in the number of students knowledgeable about STEAM careers.
92% of these students enjoyed collaborating with others.
95% of these students enjoy lessons that allow them to design, make, and create based on their own ideas.
While 60% of these students already enjoy school, 94% of the students involved said this project made learning more fun.
95% of these students want their teachers to imbed STEAM in everyday lessons.
STEAM is highly engaging.
Students’ attitudes about learning change when they are engaged and the content is meaningful to them.

The Power of STEAM Integration

Upon embarking on our STEAM journey, our previous STEAM teacher, Jamie Harbin, conducted an action research project to determine the effects of STEAM instruction on student attitudes about science, technology, engineering, and math.

The research group consisted of seventy-three students, which included one 4th grade class and two 5th grade classes from our school. Three classroom teachers co-taught the weekly lessons and participated in the professional development and planning sessions throughout the implementation process of these lessons. Two of the selected teachers were first-year, non-AMSTI trained teachers and the third teacher was an AMSTI trained eighteen- year veteran.

Once teachers were selected, they collaborated with Mrs. Harbin to discuss the purpose of the study, the “Six Characteristics of a Great STEAM Lesson” model, and to explore the Defined STEM website. The teachers selected a performance task on alternative energy that covered several state standards and could be implemented in both grade levels. Prior to the implementation of the lessons, students were given attitude surveys as well as self description questionnaires that served as pre-survey data for the research group.

Students and teachers worked alongside Mrs. Harbin for six weeks to complete a STEAM-inspired PBL project. The results of the survey were astounding--STEAM instruction was proven to be very impactful on student attitudes, engagement, and learning. This research study sparked the idea of co-teaching STEAM classes for the upcoming school year.

Mrs. Voss conducts similar research through surveys, face to face interactions, and STEAM classes. STEAM instruction still proves to have a positive impact on student attitudes, engagement, and learning.

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