Executive Summary

Question 1: Provide a general description of the learning experiences in which the STEM students were most successful. Additionally, generally describe the learning experiences that need improvement for greater student success.

A growth mindset of all stakeholders is necessary in a school dedicated to an innovator's mindset. At Lincoln Elementary these shifts in mindset started with the embrace of the Talladega County 1:1 initiative. Throughout this endeavor professional development has been at the forefront equipping teachers with the most current instructional strategies to enhance daily practice through blended learning. Project- based learning is a well established initiative that provides all students with essential skills to become College and Career Ready. As the process of PBL has become substantiated as an effective teaching and learning foundation, the expansion of STEAM has also become exemplary. As a school, we are realizing that leaders serve a purpose larger than ourselves, and we are positively responding to that principle every day!

Lincoln Elementary students are engaged daily with exploration in their classroom, Makerspace, and/or STEAM Lab. Our commitment to the innovator’s mindset involves developing skills of resilience, empathy, observers, risk takers, problem finders, creators, and becoming networked. As leaders we had to define what these skills meant for our students and our classrooms. We recognized we have conditioned kids to expect a controlled learning environment. Innovative teaching and learning involve taking risks. Learning is a process of creation not consumption and if we truly want our students to grow in their knowledge we had to provide consistent opportunities for them to create. Innovation is about blending together ideas and hard work. Without the opportunity to create or act on ideas those creative sparks burn out. LES is a place where students put learning into action.

Makerspace is a very popular spot for kids and adults at LES. The maker movement has been defined as a technological and creative learning revolution. Tinkering is a powerful form of learning by doing, and our makerspace provides that freedom within form for our students. Students have voice and choice as to what they will focus on during maker time. The purpose of our makerspace is for students to create and explore freely with a variety of tools in an area that inspires them. Students can choose to work in partnerships or collaborative groups with tools such as: legos, snap circuits, makey makey, ozobots, 3D printing, as well as creation from recycled or repurposed materials. During maker time students are supported by their teacher and media specialist. These adults are facilitators and are there to support students in their endeavors as the students are the leaders of their learning and creation.

Lincoln Elementary STEAM Lab is another popular place for students and teachers. Critical thinking, creativity, 21st century skills, and the engineering design process are fundamental components to our STEAM Lab. Learning in the lab is student centered however each session has a learning target. Our STEAM teacher works closely with each grade level to plan and prepare for sessions that support and enhance content taught in the classroom. The STEAM teacher and classroom teacher are collaborative partners in the learning process. Visits to the lab are learning experiences for students and teachers, as the STEAM teacher provides embedded learning with resources and concepts that are new for classroom teachers. The role of the teacher as a guide is certainly hard work. It is quite difficult to resist the urge to tell rather than guide with questions. Students document their learning in a digital portfolio preparing them with a productive digital footprint to network.

In the classroom teachers engage students in learning experiences that include authentic resources. Students learn with live animals such as crayfish, mosquito fish, and crickets. In fourth grade students learn about renewable and nonrenewable resources. Students simulate landforms and the effects water can have on the land. Teachers use these experiences to blend math concepts such as rate in an applied learning format. Parents commend us regularly on the value of learning the students receive.

Our commitment to the innovator’s mindset has given us the gateway to tap into talents students were unaware they had and has opened doors to their future that they were unaware of. There are multiple pathways to learning the content that has always been taught. The focus on innovation has changed the way students view subjects such as math and science. It has also shown students that these areas are for all. As a school we recognize the positive effect our commitment has had on engagement, student discipline has decreased significantly.

Lincoln Elementary is a model for any school with goals of developing an innovator’s mindset. Many visitors including teachers, principals, and central office personnel visit our school to talk with our students and teachers about our journey. The feedback is always positive and has enabled us to develop a vast network with fellow educators and stakeholders. Visits have spurred return visits with larger groups to see the vision they have for their schools. Comments like your school is the destination we are headed toward, let us know that what we are doing is to be commended.

2) Provide examples of how the STEM educators and facilitators implement and sustain the core tenets of an effective and age-appropriate STEM curriculum.

Our school is equipped with a STEAM Lab that offers students the ability to explore coding, robotics, the Engineering Design Process, and more. The STEAM Lab is an extension of the classroom, in which the STEAM teacher and classroom teacher work collaboratively to provide students with meaningful challenges that are directly related to the content in which they are leaning. For example, our kindergartners and first graders learn to use directional vocabulary while coding with Beebots, while second and third graders expand the coding with integration of mathematics standards. Fourth graders explore coding and circuitry, in relation to their science standards, while fifth graders investigate coding, create designs for 3D printing with Blockscad, and work with robotics to bring literature to life. The possibilities are endless with these resources in the hands of our creative leaders!

Our Makerspace provides other powerful opportunities for students to communicate and collaborate as they work on various activities of their choice. In Makerspace, students tinker, explore, and create freely. They also have the ability to work in collaboration with partners or groups using various tech tools such as Makey Makey, snap circuits, Legos, K’Nex, origami, Ozobots, and 3D printing. When visiting the Makerspace, you might see kindergartners building towers larger than themselves while fifth graders are tinkering with snap circuits and creating bridges or space rovers. It is our goal to provide opportunities for ALL students to participate in endeavors where they can be creative risk-takers who move away from the fear of failure and become independent thinkers.

Our Physical Education classes have grown to incorporate activities where students compete in challenges that require them to communicate and collaborate in order to problem solve and complete various tasks successfully. Although you might see the traditional jumping jacks, P.E. classes allow students to engage in team-building challenges that harbor a supportive environment.

At the culmination of the 2017-2018 school year, we were able to celebrate an increase of 1.12% in attendance from the previous year. Fourth and fifth graders in the current school year have already increased attendance in the first nine weeks. Furthermore, we can accredit a decrease of 47% in discipline occurrences school-wide to the fact that students are more actively engaged in learning, due to STEAM. Regarding academic growth, third through fifth graders had impressive gains from the Fall to Spring Scantron Performance Assessment. We increased our overall average gain in scaled scores by +155 in Reading and +149 in Math. When evaluating the end-of-the-year Continuous Improvement Plan growth goals, based on the STAR Assessment, all grade levels met their goals in Early Literacy, three out of four met the goal in Math, and all grades met their Reading goal.

Teachers at Lincoln Elementary are continuously and voluntarily participating in professional development related to STEAM due to the fruition that comes from more integration. Every certified staff member has completed extensive AMSTI training. Through an Alabama Technology Survey given to teachers in May of 2018, 100% reported that they “promote, support, and model creative and innovative thinking and inventiveness using digital resources and tools.” One hundred percent of teachers reported they “plan activities that promote individual and collaborative student reflection using digital communication tools.” All teachers are genuinely dedicated to the integration of STEAM.