At Washington STEM Academy, our PBLs are the heart of our STEM education. It sets us apart from traditional schools by immersing students into an integrated STEM experience. For example, if students are learning about weather, they are reading about weather in reading time, scripting weather predictions at writing, learning about number lines on a thermometer in math, and giving recess weather reports on morning announcements. Science standards are integrated in the core curriculum of PBLs where students experience cross-curricular learning while becoming experts on their topics and ultimately presenting their learning to an audience. The goal of a PBL is for students to ask "How can I use my learning to make the world a better place?" Teachers also use engineering lessons to provide an opportunity for students to experience employability skills and practice digital learning. Because STEM education is the heart of our school, it is a priority for our schedules to be designed in a way that all students have access to the programs and projects. And the goal of our STEM curriculum is to provide an environment of hands-on, quality instruction where students experience a wide range of skills leading to each child seeing the product of their learning.
2.1 Curriculum Integration
Washington STEM Academy uses the Gold Standard PBL (Project-Based Learning) curriculum as its primary approach for STEM education, focusing on creating PBL experiences that incorporate cross-curricular learning. The staff has completed training in this curriculum twice, first in 2015 and again in 2021, both times with the Buck Institute for Education. In addition to Gold Standard PBL utilized at Washington, PLTW and Picture Perfect Science are WCS’s district adopted science curricula. These programs are integrated into PBLs to deepen learning and ensure alignment with science standards. All three curricula—Gold Standard PBL, PLTW, and Picture-Perfect Science—are based on research and evidence, supporting high-quality educational outcomes.
2.2 Curriculum Implementation
Washington STEM Academy implements its STEM curriculum through a structured Project-Based Learning (PBL) approach. Teachers follow an implementation calendar to guide their quarterly PBL units, beginning with a driving question and an engaging entry event. Students then explore real-world problems, ultimately presenting their projects to peers, parents, or community members. This process is guided by the school's “bricks and pillars” framework, which ensures that key concepts and skills are consistently covered across grade levels and that projects are completed in a timely manner. The STEM curriculum is integrated across various school subjects, providing students with an immersive learning experience. Teachers also use district science curriculum maps to plan when to introduce specific Project Lead the Way (PLTW) and Picture Perfect Science units each quarter. Washington STEM Academy offers additional unique STEM activities, including coding, animal dissections, 3D printing, and annual creek studies. These specialized programs enhance students' STEM experiences, allowing them to engage in hands-on, inquiry-based learning that connects classroom knowledge with practical applications.
2.3 Computer Science
At Washington, students have a 40 minute weekly special in our Innovation Lab so 100% of students are exposed to Computer Science. Each week the Digital Learning Specialist introduces a Computer Science skill and students complete a corresponding activity. Grade 3 - 6 are enrolled in Code.org and are assigned Computer Science courses as well as learning different coding skills. Grade K - 2 work through the Lego Bits & Bricks app on a more foundational level of coding. Teachers have also incorporated Computer Science standards in their Engineering lesson plans and use websites such as PebbleGo and BrainPop to enhance their lessons.
2.4 Employability Skills
Washington STEM Academy places a strong emphasis on developing employability skills, recognizing their importance in preparing students for future careers and social interactions. Teachers prioritize these skills as a foundation for students to succeed in the workforce and effectively collaborate with others. Through engineering projects, lesson plans are designed to foster skills such as decision-making, collaboration, perseverance, and problem-solving. These skills are integrated purposefully within the curriculum, ensuring that students consistently encounter and practice them throughout their education. In addition to engineering projects, employability skills are embedded in grade-level project-based learning (PBL) activities, allowing students to apply these abilities in real-world contexts. This hands-on approach helps students develop critical skills by engaging in authentic, practical activities. To measure progress, teachers at Washington STEM Academy can use employability rubrics provided by PBLWorks and Project Lead the Way (PLTW), which allow them to assess student growth in these essential areas. Through this approach, Washington ensures that students are well-prepared for future professional environments.
2.5 Access and Opportunity for All Learners
At Washington, we understand the importance of collaboration between general education teachers and special education + support teachers. This collaboration ensures that all students, regardless of their learning needs or abilities, receive accommodations that support their learning. Grade level teams have collaborative planning time built into their daily schedule, as well as weekly PLC time to collaborate with special education and support teachers. Grade level teachers, special education teacher, Summer Voss, and ML teacher, Lydia Campbell, are able to collaborate on lessons that are rigorous and meet the needs of all students. This ensures that all students are receiving STEM education with proper supports.
2.6 Assessments
All teachers at Washington use a variety of assessments to promote a well-rounded understanding of student learning. Engineering, PBL, and innovation projects are mainly assessed with rubrics noting look-fors and expectations such as design, presentation, appearance, and knowledge/understanding of the topic. During STEM activities, teachers also use check-ins, exit tickets, and journal entries to take a ‘pulse’ of how students are doing during the project. Finally, teachers implement student reflection sheets and presentations as opportunities for students to demonstrate what they have learned during PBL and STEM experiences.