WES STEM - Standard 12: STEM Curriculum Organization

NARRATIVE

The integrated structure of Winfield City School System's curriculum, which is aligned to both state and national standards, is the central axis around which our program is built. As an integrated STEAM school with a focus on both scientific and artistic themes, the use of technology and engineering processes as a method of problem-solving is essential to developing a cohesive experience for all students.

The acronym STEAM is fairly specific in nature referring to science, technology, engineering, and mathematics; however, the concept of STEAM encompasses much more than the sum of its parts. Our STEAM curriculum, at Winfield City Schools, produces high-quality courses where our students use science and math to solve problems that drive our system's innovation and competitiveness. This driving force generates new ideas, new goals, and new successful graduates that are prepared to become competitive employees in the workforce. The foundation for creating a STEAM program is based upon four occupational clusters: computer technology; mathematical sciences; engineering and surveying; and natural, physical, and life sciences. Therefore, at Winfield City Schools, we embrace the integration of technology and engineering in science and mathematics and continuously search out ways to improve the dynamic STEAM curriculum for our students, in an effort to provide them with both the knowledge and confidence they need.

Projects are designed to be problem-based, real-world experiences that integrate a variety of concepts. Cross-cutting competencies necessary for college and career are incorporated in an array of project-based learning activities. Students do not just build, they also create an experiment, examine safety considerations, or use artist concepts to create a theme around their solutions. The basis for these solutions is often underscored by the use of STEAM processes and practices.

Not only do we have a distinct focus on providing STEM projects for our students, but we also focus on the importance of providing cross-curricular STEM projects. Through these projects, students realize how one academic discipline flows into another and how all disciplines can work together toward a common goal. Cross-curricular projects allow educators the opportunity to plan together for a larger scale thematic unit that typically leaves more of a lasting learning impression upon our students.

Strengths: Engagement is a strength for Standard 12 at Winfield City School System. Educators, administrators, community members, and other stakeholders are routinely involved in creating cross-curricular units for our students. Winfield has also implemented a STEM Coordinator for the entire district and a STEM Coach at each school system. In addition to these STEM leaders, each school system has a STEM Leadership Committee to step in and develop or support cross-curricular units.

Opportunities to Improve: Winfield City School System has an opportunity to improve in Embeddedness with Standard 12. We have large and innovative cross-curricular units throughout the year, but these units are not embedded into our everyday culture. STEM teams will take time to meet and provide a more fluid STEM framework for our faculty and staff.

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Rock Your School

Students loved doing Rock Rotations where they used the EDP to create their own instruments and perform for visitors!

First Grade Rock Your School!

Solar Eclipse Day

The Great American Eclipse, provided an opportunity for students, their families, and their teachers in the continental U.S. to participate in a major celestial event without any fancy equipment. Our school captivated on this amazing STEM event, and had an entire district outdoors for "Solar Eclipse Day".

Winfield Board of Education graciously purchased eclipse glasses for both students and faculty/staff in grades K-12. This allowed every child the opportunity to experience the celestial spectacle that swept across the nation: the first total solar eclipse to cross the entire continental United States since 1918.

Scarecrow Project

WCHS and WMS history students created scarecrows based off of Historical Places in Alabama, and displayed the scarecrows at WES.

All students participated in a STEM project that included the scarecrows. Fifth Grade Enrichment students created presentation to go with each scarecrow. Then, the student linked his/her presentation to a QR Code. The QR Codes were glued to the scarecrow signs. The community, students, etc. could visit and scan the QR code to learn more about the place that each scarecrow represented. Third grade students used a map of Alabama to locate a historical place inspired by a scarecrow. They had to use a scale to find the distance from where they lived to the historical place. They used a measuring tape to measure the height of their scarecrow.

House System

Winfield City School System students are sorted into one of four houses. The house system is a school-wide behavior management system where students are awarded house points based on merit. Our school system has put into place the “Super Seven” and students are awarded points when caught using one of them throughout the day. This differs from a typical classroom behavior system in a couple of ways:

This is a team competition.
Weekly, running totals of house points will be displayed throughout the building
End of year celebration for the winning house.

The house system is designed to go beyond the classroom. We hope to be able to have more house competitions that would encourage community service and an attitude of giving back to our community.

4th Grade House Elective Fridays

STEM Coordinator

Winfield City Schools has a STEM Coordinator in place in order to provide school-wide support of the school's STEM program through the coordination, development, and delivery of STEM initiatives. In addition, the STEM Coordinator oversees and assists the STEM Leadership teams at each school building. The STEM Coordinator is involved in developing STEM curricula, planning daily lessons, adopting a data-driven attitude towards measuring learner progress, and developing STEM learning activities.