stem investment council - oregon's chief education...
TRANSCRIPT
STEM Investment Council
September 15, 2017 9:00am – 12:00pm
Labor and Industries Building, Room 260 350 Winter St NE, Salem, OR 97301
LOG IN HERE: https://global.gotomeeting.com/join/127844869
Call-In Information: Dial 1 866 899 4679 ; Code 127-844-869
JIM PIRO, Chair CELESTE EDMAN ROMANNA FLORES HERB FRICKE LISA GRAHAM DWAYNE JOHNSON ERIC MESLOW THOMPSON MORRISON Staff: MARK LEWIS
*REVISED* AGENDA 1. Introductions & Welcome Chair Jim Piro, Portland General Electric
2. Director’s Updates Mark Lewis, Chief Education Office 3. CTE Director Introduction Laura Foley, Oregon Department of Education 4. CTE Revitalization Committee Updates Tenneal Wetherell, South Coast Education Service District
5. STEM Innovation Grant Allocations Deb Bailey, Oregon Department of Education 6. Council Work Plan Development – Working Session 7. Engaging the Business Community – Working Session 8. Computer Science Project Plan Update Andrew Sholer, Oregon Computer Science Teachers Association 9. Public Comment Members of the public wanting to give public testimony must sign in. There will only be one speaker from each group. Each individual speaker or group spokesperson will have three (3) minutes. All meetings of the Chief Education Office are open to the public and will conform to Oregon public meetings laws. The upcoming meeting schedule and materials from past meetings are posted online. A request for an interpreter for the hearing impaired or for accommodations for people with disabilities should be made to Angela Bluhm at 503-373-1283 or by email at [email protected]. Requests for accommodation should be made at least 48 hours in advance.
CTE-STEM Career Connected Learning Request for Applications (Due Date: November 1, 2017)
The Oregon Community Foundation (OCF) seeks proposals from Regional STEM Hubs in Oregon that wish to support
the development or expansion of Career Connected Learning that is focused on serving girls, low-income youth, youth
of color and/or rural youth. Implementation grants ranging from $25,000 to $75,000 per year will be awarded for
three years. Alternately, Hubs may apply for one-year planning grants of $20,000 and apply for implementation
grants in 2018.
OCF will invest $10 million through a number of strategies over the next few years to advance CTE-STEM education for girls, low-income youth, youth of color and/or rural youth around the state in alignment with the priorities of Oregon’s STEM Education Plan. Career Connected Learning (CCL) is the first strategy. Oregon’s Vision for STEM education is to: reimagine and transform how we educate learners in order to enhance
their life prospects, empower their communities, and build an inclusive, sustainable, innovation-based economy.
Oregonians of all races, economic status, and regions will develop the fundamental STEM-enabled skills and mindsets
necessary to: 1) Improve the prosperity of all individuals and communities across the state; 2) Become creative life-long
learners who can adapt to changing social and economic conditions; 3) Fully contribute to an increasingly complex and
technologically rich global society; and 4) Address high-demand, competitive workforce and industry needs. Oregon’s STEM Education Plan lays out four goals to get to that vision; 1) Inspire and empower our students; 2) Ensure equitable opportunities and access; 3) Continuously improve the effectiveness, support and number of formal and informal P-20 STEM educators; and 4) Create sustainable and supportive conditions. Quality CTE-STEM CCL supports many of the priority outcomes Oregon has laid out to achieve those goals. The entire Oregon STEM Education Plan can be found here: http://education.oregon.gov/portfolio/2016-stem-education-plan. CTE-STEM CCL helps students explore career pathways and possibilities, develop work-related knowledge and skills (problem-solving, critical thinking, collaboration, communication, entrepreneurship) and connect their classroom learning to the world of work. It enables educators to gain and maintain current knowledge of CTE-STEM workplaces related to their discipline and link their curricula to real-world applications, enhancing student engagement and connecting student learning to future career options. When intentionally designed with an equity focus, CCL is one critical element of creating a pathway for girls, low-income youth, youth of color and rural youth to aspire to and enter the CTE-STEM fields. CCL is a continuum of experiences for youth and educators that progressively builds their career awareness and skills. Each experience along this continuum is an opportunity to develop non-cognitive skills as well as subject-specific job skills. CCL occurs in both in-school and out-of-school time. Experiences typically increase in intensity as youth and teachers progress (either by age or interest). At the earlier stages, these are often group-based activities, while experiences further along frequently involve individual participation in identified career tracks. This grant opportunity is primarily focused on the first three stages of the following graphic:
High Quality CCL often includes the following elements: • Equity: addresses disproportionate impact or outcomes among identified groups (e.g., girls, low-income
youth, youth of color and rural youth) by expanding access to culturally relevant CCL. • Student/Educator Centered Approach: puts participant empowerment as an essential element of
any successful program to engage them in activities and actions that are relevant to their goals, passion, values and situation.
• Structured Learning Component: involves an intentional and ongoing strategy to align and coordinate all elements of the experience to build and reinforce skills, knowledge and abilities.
• Business/Industry and Community Based Connections: is built on authentic, quality partnerships that leverage the full range of resources across sectors.
• Partnership Agreement: provides clarity and structure to the employer relationships to support safety and learning for participants and to clearly align the work and education experiences.
CAREER AWARENESSlearning about workThese experiences help teachers and students build awareness of the variety of careers available. These activities are normally one-time interactions between workforce partners and a teacher, or group of teachers or students.
Activities for educators and students might include…career fairs, career presentations (panels & speakers) and worksite tours.
CAREER PREPARATION learning through work These experiences support college and career readiness and include extended direct interaction with professionals from industry and the community. This is designed to give teachers and students supervised practical application of skills and knowledge.
Activities for educators and students might include…worksite-based projects, virtual or onsite internships, externships, extended learning, out-of-school time, youth or adult apprenticeships and paid work.
CAREER EXPLORATIONlearning for workThis provides teachers and students with short-term direct interaction with workforce partners and the opportunity to explore career options in a way that motivates students both to learn more and choose classes and experiences to support their career goals.
Activities for educators and students might include…informational interviews, networking events, job shadows, career prep workshops, project-based learning and career-related learning embedded in Gen Ed classes.
CAREER TRAINING & EDUCATION
learning in workThese experiences prepare students for employment in a specific range of occupations. Career Training experiences often occur after high school.
Activities for educators and students might include…clinical experinces, apprenticships, paid work and on-the-job training.
• Assessment of Effectiveness and Recognition of Skill: provides structure for programs to continuously improve quality and to track their success primarily through the lens of clear, measurable student success and participant skill gains.
• Part of Continuum, Not a Stand-Alone Effort: supports community wide partnership as well as participant support to ensure sequenced and progressive skill development.
• Design Fidelity: allows for flexibility and innovation within unique contexts yet emphasizes clarity and precision in design to ensure intended outcomes and consistently high-quality programming.
• Sustainability and Implementation at Scale: provides basic principles and strategies for sustaining, growing or replicating programs over time including authentic partnerships and strategies for leveraging investment across multiple sectors.
Scope of Applications The Oregon Community Foundation (OCF) seeks proposals from Regional STEM Hubs that wish to support the development or expansion of CCL in their regions. Hubs may fill a variety of roles in their regions; some may be actively involved in CCL and others may apply on behalf of partners who deliver programs. Strong applications will show that CCL is a priority for their region and will have strong local buy-in and partnerships with key leaders across sectors. This funding is primarily focused on the first three stages of Career Awareness, Career Exploration and Career Preparation for both educators and students. Proposals should incorporate strategies across the three stages, ones that only focus on broad career awareness will not be competitive for funding. In addition, proposals should show clear connections to the implementation of the STEM Education Plan and the STEM Hub Partnership Plan in their region. Applications must be focused on serving girls, low-income youth, youth of color and/or rural youth. A match of 20% in year one; 30% in year two and 50% in year three is required for implementation grants. This match may be new financial resources or new in-kind resources. Matches may come from a variety of sources including industry, state grants, district and local government, other foundations, etc. Hub backbone funding is not eligible for the match. Applicants for planning grants do not have a required match amount but must show an element of business and community support (in-kind, volunteer or financial). Eligibility and Application Implementation grants ranging from $25,000 to $75,000 per year will be awarded for three years. Alternately, Hubs may apply for one-year planning grants of $20,000 and apply for implementation grants in 2018. Eligible organizations include STEM Hubs (or their fiscal sponsors) and, in regions without state-sanctioned Hubs, Hub-like entities (contact OCF if you are in one of those regions). Collaborations between individual Hubs may be considered (contact OCF with questions). The legal requirements of the donation to OCF of these funds prevent OCF from making grants to non-STEM Hubs. Completed applications must be received at OCF by the end of the day on November 1, 2017. A funding decision will be made in February 2018. For Additional Information The Oregon Community Foundation, 1221 SW Yamhill, Suite 100, Portland OR 97205 Belle Cantor, Program Officer for Education, 503.227.6846; [email protected] Megan McElroy, Program Associate for Grants and Scholarships, 503.227.6846; [email protected]
CTE Revitalization Grant Changes 2017-2019
Oregon Department of Education | September 2017
On August 17, 2017 the CTE Revitalization Advisory Committee met to discuss possible changes in the CTE Revitalization Grant program for 2017 to 2019. The items listed below are changes that will be reflected in the new Request for Application (RFA). ODE is releasing the information prior to the release of the RFA to help potential applicants begin work on planning. The previous application found on this page might be useful for comparison. The order of this list does not imply a ranking of priorities.
To help mitigate the impact of discontinuing the CTE Summer Program grants, the committee recommended placing a higher emphasis on this strategy in the CTE Revitalization Grant. The 2017 grant RFA will create incentives for summer programs at middle school (particularly 8th grade) through a grant supplement. Applicants can choose to apply for the supplement as a part of their CTE Revitalization Grant or as a project not connected to a CTE Revitalization Grant. The supplement application will be part of the CTE Revitalization Grant application.
Additional emphasis will be placed on how applicants plan to use other available funding to support development and expansion of CTE programs. This will be part of the response required for sustainability.
Applications focused on developing middle school CTE courses or experiences
will be considered as long as there is a corresponding high school program for students to pursue.
The amount of High School Success (Measure 98) funding a district receives will be considered as one of the factors in making final awards. Other factors are identified in the previous RFA.
In the RFA for the previous biennium, sections of the application narrative have
been weighted. The committee recommended raising the weights for Equity and Sustainability to be equal to the weighting for Partnerships.
Maximum awards will be $350,000 for an individual recipient and $450,000 for a consortium.
The Communication section will include a question about how the applicant
provides students with a voice in the implementation of the grant project.
The diploma focus in the application will include requests for information on how the project might address critical factors such as ninth grade on track and chronic absenteeism.
The section on partnerships will be more explicit on inclusion of partners that can help address issues of equity including community-based organizations.
Deborah Bailey, PhD Education Specialist - Applied Sciences/STEMOffice of Teaching, Learning, and AssessmentOregon Department of Education
STEM CouncilSeptember 15th, 2017
STEM Innovation Grants
Math in Real Life STEM Beyond Schools
Computer Science and Digital Literacy
$1.4 Million $1.2 Million $750K
The purpose of the STEM Innovation Grant Program is to award grants that expand the implementation of effective programs relating to science, technology, engineering, and mathematics, that:
(1) Propose innovative approaches to STEM-based education; or
(2) Provide professional development relating to science, technology, engineering, and mathematics.
Legislature’s continued funding of STEM Hubs and STEM Innovation
Known need to move away from competitive funding model
Also relative decrease in STEM funding (per Hub)
Feedback from STEM Hub Directors at August 2017 Convening Candid conversation with STEM Hub Directors Developed a fair and justified funding model
Result Tiered approach Overall decrease in programming dollars
Removed competitive model
Progress measured using CIP – more aligned with outcomes
Expect STEM Hubs have and will continue to build facilitation and coordination effort with regional partners who in turn offer programming
Amounts based on population density and geography
$840,000 Available (discontinued STEM Innovation Grant)
Incentivizes: STEM Hub Programming Innovation Network collaboration State priority areas
Increase cross-Hub collaboration
Increase integration of STEM and CTE (measure 98 implementation and coordination – STEM Ed. Plan Goal #1 Outcome #1)
Increase Leadership Development and Engagement (STEM Ed. Plan Goal #3 Outcome #2)
Increase Equity (STEM Ed. Plan Goal #2)
Increase impact of other three STEM Innovation Grants (Math in Real Life, STEM Beyond Schools and Computer Science and Digital Literacy)
Increase time-on-science in Elementary School (STEM Ed. Plan Goal #1 Outcome #2)
Increase Leadership Development and Engagement (STEM Ed. Plan Goal #3 Outcome #2)
Increase Equity (STEM Ed. Plan Goal #2)
Receiving Backbone Grant Approved Partnership Plan
◦ Competitive GrantDate Action
November 1st, 2017 RFP ReleasedJanuary 1st, 2018 RFP DueJanuary 18th, 2018 Notification of RFP Reviews
February 15th, 2018 Grant period beginsJune 30th, 2019 Last day to expend funds
OregonCSTA Digital Literacy Plan 2.0
OregonCSTA Mission: Inspire and empower all Oregon K-12 students to develop the knowledge, skills, and mindsets necessary to thrive in a rapidly changing, technologically rich, global society.
Goal 1 Grow the number of students with access to quality CS in K-12 classrooms and increase participation in those offerings among underrepresented groups. Goal 1.1 An Increase the number of schools that offer computer science courses and the number of courses offered by those schools. Goal 1.2 Increase the number of K-12 computer science teachers in Oregon. Goal 1.3 Increase participation of students of color and women in CS
Strategies for Goal 1 Providing access to CS students requires means developing and maintaining a teaching corp to deliver those classes. This is accomplished by:
● Offering meaningful and purposeful professional development focused on both broad access introductory courses as well as career focused advanced courses.
● Developing and maintaining a community of professional support among educators to share curriculum and pedagogy across districts.
To make class offerings a reality, teachers need the support of administrators and other district stakeholders. To support this we need to:
● Further develop the CS Playbook to put a spotlight on leading districts and on a model for thoughtful development of K-12 CS pathways.
● Engage and connect districts & administrators around CS through COSA and STEM Hubs to build awareness and model school districts. Provide professional development and support around equity based national curriculum.
● Partner with higher ed and state agencies for support and to drive legislative policy.
● Engage, leverage and collaborate with CS4Oregon, NSF, CS4HS, IBM, Google.
Outcomes for Goal 1 By 2020, Oregon will increase the number of computer science related course offerings by at least 50%. By 2020, double the number of historically underserved and underrepresented STEM students.
Goal 2 Support the development of district plans to deliver high quality CS experiences to all students across the K-12 pipeline. The development of local plans will be guided by existing national work and help to create a shared vision for Oregon CS education. Goal 2.1 Support local development of CS education plans through collaboration with other districts and interaction with the national K-12 CS Framework. Goal 2.2 Provide these intentionally developed plans as models for other districts and part of a shared statewide vision for CS education. Goal 2.3 Leveraging shared goals between OregonCSTA, STEM Hubs, ESDs and regional coordinators.
Strategies for Goal 2 Continue engaging with districts in the CS Playbook project to collaborate as they design, document and share their plans for district wide K-12 CS education. This includes:
● Continuing development and tracking progress for districts already involved.
● Implement plans Use the playbook to spotlight “leading districts” that are implementing K-12 curriculum plans that prepare all students for opportunities in the high tech workplace. Build sustainability thru current successful stakeholders. Connect with other states/regions such as San Francisco Unified, and Chicago Public Schools who are working in similar initiatives.
Outcomes for Goal 2 Increased district understanding and buy-in for computer science learning experiences. Increased awareness of the K-12 CS Framework and national CSTA CS standards.
Goal 3 Connect teachers and administrators to existing and new sources of funding to support their efforts.
Strategies for Goal 3 There are an array of resources available to teachers and districts trying to implement programs. Through our networks, we will help them find and access some of these through work to:
● Advise districts on applying M98 funds and CTE Revitalization grants in high impact ways.
● Mentor teachers through the creation of new CTE programs of study.
● Promote and offer assistance to teachers/districts applying for grants.
● Spotlight opportunities for teachers/districts to join other projects like the NSF project that UofO and PSU are embarking on.
Outcomes for Goal 3 Develop a number of new CS related CTE programs of study.
The Oregon Computer Science Teachers
Association
Terrel Smith-President OCSTA
Kathy Zettl-Schaffer-Executive Director
Andrew Scholer-Incoming President
Jill Hubbard, Don Domes-Leadership Council
It is the current culture’s social responsibility to provide our children with educational pathways to high-
demand high-wage careers.
OregonCSTA MissionThe mission of the Oregon Computer Science
Teachers Association is to increase the number of K-12 Computer Science and Engineering programs in Oregon in order to give our
students the opportunities for careers and college-ready diplomas upon graduation. It is the responsibility of the education system to
offer opportunities for all students to experience high-pay, high-demand career
education.
OCSTA Objectives
OCSTA will: (statewide)
Excite: Get educators excited about offering and supporting technology courses in the classroom.
Educate: Give educators the information and training needed to be successful.
Empower: Give educators the confidence necessary to implement programs.
Employ: Grab those students with an interest in technology courses and give them employable skills.
Influence Decision Makers: Create strategies to encourage administrators to implement and increase computer science programs in Oregon high schools.
OCSTA Strategies: Train high tech educators servicing grades 6-12 Train elementary teachers to infuse high tech content into their
curriculum Help increase the number of CS/Engineering classes and programs in
Oregon secondary schools Help increase Programs of Study in Engineering and Computer Science Promote dual credit and community college enrollment in CS Establish a statewide CS network Provide CS/engineering statewide learning communities with regular
virtual connections Build a K-12 CS curriculum framework (Playbook) including ECS and CS
Principles Inform and Influence administrators to increase high tech education in
their schools Work with partners to get legislation passed to require computer science
courses for high school graduation
OCSTA Accomplishments Over the Last Two Years
TBA(Data is being gathered and will be presented at the STEM Council meeting 9/15)
System Impacts
Statewide Computer Science NetworkRegional CS Coordinators
Oregon Computer Science Regional Coordinators: (Work in Progress)
1. NW Oregon 2. West Metro3. Portland/East County-Jeffery Sens4. South Metro-Terrel Smith5. North Central-Dezirah Remington6. Northeast-Nikie Shira7. Eastern-Nikie Shira8. Southeast9. Bend-Yong Bakos10. Salem-Judson Birkel11. Mid Coast-12. Eugene ESD-13. Eugene Region-Susan Patterson14. Southwest-
Goal 1Grow the number of students with access to quality CS in K-12 classrooms and increase participation in those offerings among underrepresented groups.
Goal 1.1 An Increase the number of schools that offer computer science courses and the number of courses offered by those schools.
Goal 1.2 Increase the number of K-12 computer science teachers in Oregon.
Goal 1.3 Increase participation of students of color and women in CS
Strategies for Goal 1Providing access to CS students requires means developing and maintaining a teaching corp to deliver those classes. This is accomplished by:● Offering meaningful and purposeful
professional development focused on both broad access introductory courses as well as career focused advanced courses.
● Developing and maintaining a community of professional support among educators to share curriculum and pedagogy across districts.
To make class offerings a reality, teachers need the support of administrators and other district stakeholders. To support this we need to:● Further develop the CS Playbook to put a
spotlight on leading districts and on a model for thoughtful development of K-12 CS pathways.
● Engage and connect districts & administrators around CS through COSA and STEM Hubs to build awareness and model school districts. Provide professional development and support around equity based national curriculum.
● Partner with higher ed and state agencies for support and to drive legislative policy.
● Engage, leverage and collaborate with CS4Oregon, NSF, CS4HS, IBM, Google.
Outcomes for Goal 1By 2020, Oregon will increase the number of computer science related course offerings by at least 50%.
By 2020, double the number of historically underserved and underrepresented STEM students.
OregonCSTA Digital Literacy Plan 2.0 OregonCSTA Mission: Inspire and empower all Oregon K-12 students to develop the knowledge, skills, and mindsets necessary to thrive in a rapidly changing, technologically rich, global society.
Goals-Strategies-Outcomes
Goals-Strategies-OutcomesGoal 2Support the development of district plans to deliver high quality CS experiences to all students across the K-12 pipeline. The development of local plans will be guided by existing national work and help to create a shared vision for Oregon CS education.
Goal 2.1 Support local development of CS education plans through collaboration with other districts and interaction with the national K-12 CS Framework.
Goal 2.2Provide these intentionally developed plans as models for other districts and part of a shared statewide vision for CS education.
Goal 2.3Leveraging shared goals between OregonCSTA, STEM Hubs, ESDs and regional coordinators.
Strategies for Goal 2Continue engaging with districts in the CS Playbook project to collaborate as they design, document and share their plans for district wide K-12 CS education. This includes:● Continuing development and tracking progress for
districts already involved.● Implement plans
Use the playbook to spotlight “leading districts” that are implementing K-12 curriculum plans that prepare all students for opportunities in the high tech workplace. Build sustainability thru current successful stakeholders.
Connect with other states/regions such as San Francisco Unified, and Chicago Public Schools who are working in similar initiatives.
Outcomes for Goal 2Increased district understanding and buy-in for computer science learning experiences.
Increased awareness of the K-12 CS Framework and national CSTA CS standards.
Goal 3Connect teachers and administrators to existing and new sources of funding to support their efforts.
Strategies for Goal 3There are an array of resources available to teachers and districts trying to implement programs. Through our networks, we will help them find and access some of these through work to:● Advise districts on applying M98 funds and CTE
Revitalization grants in high impact ways.● Mentor teachers through the creation of new CTE
programs of study.● Promote and offer assistance to teachers/districts
applying for grants.● Spotlight opportunities for teachers/districts to join
other projects like the NSF project that UofO and PSU are embarking on.
Outcomes for Goal 3Develop a number of new CS related CTE programs of study.
Obstacles and OpportunitiesObstacle: Administrators need to have the will and the information to make good decisions about implementing and increasing computer science programs.
Opportunity: OCSTA will create communication strategies to get information out to administrators and school board members.
Opportunity: “while 90% of parents see computer science, or CS, as "a good use of school resources" (and 67% say CS should be required learning alongside other core classes), fewer than 8% of administrators believe parent demand is high. They also cite a lack of trained teachers as a top barrier to offering CS courses. Three quarters of principals report no CS programs in their school.” Link to Gallup study
Obstacles and Opportunities Obstacle: The State of Oregon is a local control state.
Oregon has not passed legislation to require computer science for high school graduation.
Opportunity: OCSTA, the STEM Council, Legislators and other partners can work on legislation to require high tech education classes for high school graduation.
Obstacles and Opportunities
Opportunity: Measure 98 is providing funding to all high schools for CTE programs and increasing the graduation rate.
Obstacle: The decisions for spending Measure 98 moneys appears to be made by administrators only and the majority of the funds are going to graduation rate efforts and not to CTE program development.
Opportunity: There is potential here for future shift of more 98 funds going to implement CTE high tech programs and train teachers.
Contact Information:
Oregon Computer Science Teachers Association
www.oregoncsta.org
Terrel Smith-President [email protected]
Andrew Scholer-Incoming President [email protected]
Kathy Zettl-Schaffer-Executive Director [email protected]