HIGH SCHOOL PROGRAMS OF STUDY

Transcription

1 HIGH SCHOOL PROGRAMS OF STUDY

2 CONTENTS INTRODUCTION.. 3 EMPLOYMENT PROJECTIONS 3 ALIGNMENT TO POST- SECONDARY EDUCATION 4 STUDENT MOTIVATION & INTEREST.. 5 PATHWAYS & SCHEDULING. 6 Graduation Requirements... 7 Bell Schedules in the Brandywine School District... PROGRAMS OF STUDY Perkins IV Requirements Brandywine School District STEM Programs of Study... 8 ASSURANCES 10 Assurances of the Brandywine School District.. 10 Program Review 12 CONCLUSION.. 12 APPENDIX Appendix I - ABET Student Outcome Criteria for Accrediting Programs. 13 Appendix II STE(A)M Program of Study.. 14 Appendix III Alignment with Institutes of Higher Education. 15 Appendix IV Course Descriptions Central to the STEM Programs of Study

3 INTRODUCTION The Brandywine School District Programs of Study in STEM provide a cluster of critical courses that contribute to the development of common STEM related skills and experiences. The purpose is to ensure that students who complete the program are significantly prepared for careers in Life & Physical Sciences,, and Computer Science and have a solid understanding of what is involved in the pursuit of such careers. It is also necessary as a way to communicate that students who do not complete a STEM Program of Study may find it exceptionally challenging to pursue such career goals after High School. EMPLOYMENT PROJECTIONS The Center on Education and the Workforce at Georgetown University, conducted a 2011 state- level analysis on STEM for Delaware. The report uses the Delaware Occupation and Industry Projections for 2018 and the Occupational Information Network sponsored by the U.S. Department of Labor (O*NET). Their findings show the breakdown in STEM jobs (see Figure 1a) and the level of education necessary for those jobs (see Figure 1b). Figure 1a: Breakdown of Delaware STEM Jobs for 2018 Mathematicians 3% Life & Physical Scientists 14% Engineers & Technicians 23% Architects, Surveyors, & Technicians 5% Computer Technicians, Programmers, and Scientists 55% Source: cew.georgetown.edu Figure 1b: Breakdown of Necessary Education for Delaware STEM Jobs in 2018 Doctoral Degrees 4% Master's Degrees 18% Some College 26% Bachelor's Degrees 40% Associate's Degrees 12% Source: cew.georgetown.edu 3

4 These findings are necessary to help us identify where to align student interests, passions, and talents in STEM areas and help to fill vacant STEM related jobs. Currently, Delaware employers are struggling to find the needed skills for employment in STEM areas. According to ChangeTheEquation.org in partnerships with the American Institutes of Research, in Delaware, STEM skills have stayed in demand even through the economic downturn. (See Figure 2) Figure 2: Job Availability in STEM and Non-STEM Areas in Delaware Source: ALIGNMENT TO POST- SECONDARY EDUCATION Our Colleges and Universities are similarly aligning their degree offerings to meet employment demands. Knowing the expectations of STEM degree earners helps us to backmap coursework in the secondary school system. Figure 3 illustrates the most common courses amongst and Technology degrees. Notice the crosscutting of STEM areas such as physical science, mathematics, computer- based subjects, and technology. (Greater detail is shown in Appendix III) Figure 3: Common Subjects Amongst Degrees in and Technology Subject Area The Number of Degrees that Require Subject at: U of D DSU DTCC Computer Aided Design Electronics and Physical Computing Material Sciences Physics - Mechanics Physics Electricity and Magnetism Physics Thermodynamics Chemistry Calculus Computer Science

5 The Brandywine School District relies on two other sources to help us understand the expectations at the post secondary level. One source is the Advanced Placement (AP) course descriptions from the College Board and the other is the International Baccalaureate (IB) Diploma Program from the International Baccalaureate Organization. Both seek to maintain high level expectations, assess student proficiency at these levels, provide teachers with training, and maintain accountability through audits and reviews. Figure 4 gives an example of how a handful of AP courses in STEM subjects align with multiple STEM majors at the University of Delaware. Keep in mind that the purpose of the STEM Programs of Study is not to get students to test out of college level courses but to ensure that sufficiently high expectations are in place in strategically beneficial areas. Figure 4: Connection between AP Subjects and STEM Majors AP Course AP Score College Course U of D Course College Credit Required Courses by Major AP Calculus AB 3, 4, or 5 Calculus A MATH241 4 AP Calculus BC 4 or 5 Calculus B MATH242 4 AP Chemistry 4 or 5 General Chemistry I CHEM103/104 8 AP Chemistry 5 General Chemistry I CHEM111/112 6 AP Physics B 4 or 5 Introductory Physics PHYS201 4 AP Physics C-Mech 4 or 5 Fundamentals of Physics I PHYS207 4 AP Physics C-E&M 4 or 5 Fundamentals of Physics II PHYS208 4 AP Comp. Science 3, 4, or 5 General Computer Science CISC105 3 Chemical Civil Electrical Mechanical Technology Computer Science Mathematics Chemistry Physics Total Pre-College Credits Available STUDENT MOTIVATION AND INTEREST When students have a high level of interest in a subject we know that these interests can grow into a passionate thirst for deeper understanding and can help students overcome many academic obstacles in very challenging courses. We also know that these interests are piqued and cultivated in the middle school years. One of the strengths of the Brandywine School District is our ability to invest in our middle school programming in mathematics, the sciences, and the arts, and particularly in & Technology Education. How has this investment paid off? Let us consider what the Brandywine School District Seniors of 2012 indicated as their intended major when they took the SATs. Over 19% indicated that they would major in a STEM area as their 1 st choice. See Figure 5 for a breakdown of their choices (and compare to Figure 1a). When considering top two choices, 24% of BSD seniors are considering a STEM Major. Many of these high school seniors have taken the rigorous honors, AP, and IB course offerings, which the district has become known for, but not all. Articulating a Program of Study would ensure that these courses are more accessible and describe a cross curricular plan that would strengthen students understanding and likelihood of achieving their career goals related to STEM. 5

6 Figure 5: College Plans of Brandywine School District Seniors - SAT Survey (2012) Mathematicians 5% Life Scientists 21% Computer Technicians, Programmers, & Scientists 16% Physical Scientists (Chemistry&Physics) 7% Engineers and Technicians 42% Architects, Surveyors, & Technicians 9% Source: data obtained from College Board PATHWAYS & SCHEDULEING In looking at what the STEM Programs of Study look like at Brandywine High School, Concord High School, and Mount Pleasant High School, we have to be clear on a number of parameters. One is the high school requirements for graduation, and the other our unique bell schedules of the schools. Graduation Requirements In order to graduate, all students are required to take a minimum number of courses in core subject areas like math and science AND three additional courses in a career pathway. According the Delaware Department of Education, a career pathway must be three credits of pre planned and sequential courses required for graduation designed to develop knowledge and skills in a particular career or academic area. The amount of instructional time is also defined so that a credit is awarded for the completion of a course when the acquisition of skills and knowledge at a satisfactory level as determined by the district through 135 hours of actual classroom instruction. Career and Technical Education (CTE) courses have been established in each high school in the Brandywine School District to help meet these Career Pathway requirements. These include Business Education, Family & Consumer Sciences, and of particular interest to STEM, & Technology Education. What makes these pathways unique is that each one is carefully aligned to introductory course offerings in our Middle Schools. For example, Figure 6 illustrates the Design and Pathway that is introduced in 7 th and 8 th grade at P.S. DuPont Middle School, Springer Middle School, and Talley Middle School and extends into the Processes of Design and Pathway offered at Brandywine High School, Concord High School, and Mount Pleasant High School. Note that there is a capstone course called the Design Lab that does not earn a pathway credit. This course is particularly important for the overall STEM Programs of Study described later and for students who choose not to complete the Design and Pathway. 6

7 Figure 6: Design and Pathway Commitment Required Target Course Name Pathway Credit Core Credit 7 th Introduction to Technology Education th Inventions and Innovations th Processes of Design & I 1 CEU N/A 10 th Processes of Design & II 1 CEU N/A 11 th Processes of Design & III 1 CEU N/A 12 th Design Lab - EDL 0 N/A 3 Sequential Pathway Credits 0 Core Credits Figure 7 shows alternate Career Pathways for students interested in the sciences. Since Science is also a core subject, careful consideration needs to be made to ensure that both core credit requirements and career pathway requirements are met. It may be helpful to state that the Delaware Department of Education defines Science as components of the nature of science through integrated courses or in course titles such as Biology, Chemistry, and Physics. Therefore, each of the pathways below involve Biology, Chemistry, and Physics. For those students who s interests lean towards the Life Sciences, Figure 7a illustrates how the double period of AP Biology and the extra semester lab periods in Honors Chemistry and Honors Physics will minimally meet the needed three core science credits and the three career pathway credits in science. Figure 7b meets the requirements with an emphasis on the Physical Sciences (Chemistry and Physics) and Figure 7c meets the requirements through the Math/Science focus in IB. Figure 7a: Science Pathway (Lean Towards Life Sciences) Target Course Name Instructional Hours Pathway Credit Core Credit 9 th Integrated Science CEU 10 th AP Biology AP Biology 300 1CEU (Biology) 1 CEU 11 th Honors Chemistry + Lab 225 1CEU (Chemistry) ½ CEU 12 th Honors Physics + Lab 225 1CEU (Physics) ½ CEU 900 Science Instructional Hours 3 CEU Sequential Pathway Credits 3 CEU Core Science Credits Figure 7b: Science Pathway (Lean Towards Physical Sciences) Target Course Name Instructional Hours Pathway Credit Core Credit 9 th Integrated Science CEU 10 th Honors Biology 150 1CEU (Biology) 0 11 th AP Chemistry AP Chemistry 300 1CEU (Chemistry) 1CEU 12 th AP Physics AP Physics 300 1CEU (Physics) 1CEU Double Period Block 900 Science Instructional Hours 3 CEU Sequential Pathway Credits 3 CEU Core Science Credits Figure 7c: IB Math/Science Focus Pathway Target Course Name Instructional Hours Pathway Credit Core Credit 9 th IS CEU 10 th MYP Chemistry 150 1CEU (Chemistry) 0 11 th IB Chemistry SL IB Biology I 300 1CEU (Biology) 1 CEU 12 th IB Biology II HL IB Physics SL 300 1CEU (Physics) 1 CEU Science Instructional Hours 3 CEU Sequential Pathway Credits 3 CEU Core Science Credits

8 Bell Schedules in the Brandywine School District Brandywine, Concord, and Mount Pleasant High Schools have seven period rotating schedules. This means that six of seven courses meet in a day with 50 minutes of instruction time each (90 minutes during lunch). The main benefit of seven periods is that it provide nearly 8% more instructional time over traditional eight period block schedules. The rotation also provides over two hours of continuous lab time during double period courses. This schedule will be important as we look at how multiple courses fit into Programs of Study PROGRAMS OF STUDY A Program of Study ties together multiple subject areas that share common skill development and provide opportunities for students to gain an overall deeper understanding and appreciation of the subjects rolls in real world applications. There are a number of frameworks for developing Programs of Study such as the Accreditation Board for and Technology (ABET) and the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). Perkins IV will be the framework used by the Brandywine School District High Schools. ABET is mentioned (see Appendix I) since the and Technology programs at Delaware s Institutes of Higher Education (Delaware Technical Community Colleges, Delaware State University, and the University of Delaware) seek ABET accreditation. Perkins IV Requirements The objectives set forth by the Perkins requirement of Programs of Study are to smooth the transitions for students as they move from secondary to postsecondary education and into the workforce, provide opportunities for teachers at all levels and subjects to collaborate on curriculum, methods and desired outcomes of instruction, and to recognize that students who have goals and a plan to achieve them are more invested and motivated in their studies. According to Perkins IV, Programs of Study must: incorporate and align secondary and postsecondary education elements; include academic and CTE content in a coordinated, non- duplicative progression of courses; offer the opportunity, where appropriate, for secondary students to acquire postsecondary credits; and lead to an industry- recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. Brandywine School District STEM Programs of Study As mentioned in the BSD Introduction to STEM, STEM education must seek to break down the silos that exist between subject areas in Science, Technology, and Mathematics while ensuring that the education system is filling the STEM pipeline with passionate and innovative students. For this reason, STEM education should be more than a course or even a pathway. STEM should be a Program of Study. Figure 8 shows three variations of the Brandywine School District s STEM Programs of Study. Note that each STEM Program of Study requires a sufficiently high level of mathematics (Calculus), the three main science areas (Biology, Chemistry, and Physics), 8

9 and the Design Lab. The differences are that Figure 8a centers on the Processes of Design and Pathway, Figure 8b centers on the Life and/or Physical Science Pathways, and Figure 8c centers on the Math/Science Focus Pathway within International Baccalaureate (IB). The PoS requirements are outlined in red. A fourth STEM Program of Study being considered involves a three year Arts pathway (See Appendix II) Figure 8a: STEM Program of Study with Design & Pathway 9th 10th 11th 12th Periods World Algebra I English 9 English 10 English 11 English 12 Civics & Economics World History U.S. History Language I World Language II World Language III Geometry Algebra II Algebra II Pre-Calculus Calculus PoDE I Integrated Science 9 PoDE II Biology Health PoDE III Design Lab Non Conceptual Chemistry Non Conceptual Physics Physical Ed. Driver Ed. Figure 8b: STEM Program of Study with Science Pathway 9th 10th 11th 12th Periods English 9 Civics & World PoDE I Integrated Geometry Economics Language I Recommended Science 9 Physical Ed. English 10 World History World Driver Algebra II AP or Honors Biology Health Language II Ed. English 11 U.S. History World AP Comp. Sci. Pre-Calculus AP or Honors Chemistry Language III Recommended English 12 AP or Honors Calculus Design Lab AP or Honors Physics Figure 8c: STEM Program of Study with IB Math/Science Focus Pathway Periods th 10th 11th 12th English 9 English 10 IB English I IB English II Civics and Economics World History IB Histories of the Americas I IB Histories of the Americas II French II or Spanish II French III or Spanish III French IV or Spanish IV French V or Spanish V Fast Math Algebra II IB Mathematics Standard Level I IB Mathematics Standard Level II AP Calculus AB Integrated Science 9 Chemistry IB Biology I IB Biology II PoDE I Recommended IB Chemistry SL Phys. Ed. Phys. Ed EDL Health Driver Ed. TOK IB Physics SL EDL TOK 9

10 ASSURANCES In order for the STEM Programs of Study in the Brandywine School District to be sustainable and meaningful to students, all stakeholders need to be involved and in agreement of what needs to be in place in order to meet the requirements of Perkins IV. The stakeholders must include school counselors, principals, subject department chairs, district supervisors, the district superintendent and board of education, the post secondary institutions, and the districts Perkins Advisory board that has representation from businesses. Assurances of the Brandywine School District The following are assurances that can be delivered by the Brandywine School District in meeting the STEM Programs of Study using the Perkins IV requirement framework. Perkins IV Requirement 1 Incorporate and align secondary and postsecondary education elements. BSD STEM PoS Adherence Appendix III provides a table that aligns elements found in BSD High School subject areas that are critical to the STEM Programs of Study. Elements found in Advanced Placement and IB courses are also ensured through audits by the College Board and program reviews by the International Baccalaureate Organization (IBO). Appendix III not only illustrates the alignment with post- secondary coursework, but also the majors that require that coursework. BSD Assurance 1a - Students in the BSD STEM PoS will take courses in Science, Technology, and Mathematics that mirror most STEM majors in post- secondary institutions. The Student Outcomes from ABET Criterion 3 found in Appendix I will also be introduced and/or emphasized for Brandywine School District Students in the STEM Programs of Study, particularly in the Design Lab. BSD Assurance 1b Students in the BSD STEM PoS will be introduced to the learned capabilities for associate and baccalaureate programs outlined by ABET. Perkins IV Requirement 2 Include academic and CTE content in a coordinated, non- duplicative progression of courses. BSD STEM PoS Adherence CTE content in and Technology Education (ETE) begins in 7 th and 8 th grades where no less than 85% of Brandywine School District students are exposed to and develop a foundation in the engineering habits of mind, the engineering design cycle, and the use of globally recognized technologies. This continues in all Brandywine School District high schools in the Processes of Design and (PoDE) pathway that includes levels I, II, and III. The capstone course of the PoDE pathway is the Design Lab (EDL). The EDL is a necessary requirement for any students completing the 10

11 STEM Program of Study whether they complete the PoDE pathway or one of the Math/Science pathways. BSD Assurance 2a - Students in the BSD STEM PoS will have access to CTE courses in ETE at all BSD Middle Schools, the PoDE pathway in all BSD High Schools, and the EDL in all BSD High Schools. BSD Assurance 2b - Students in the BSD STEM PoS will have access to ETE courses taught by certified educators who are provided with continual professional development and necessary facilities and equipment required for a quality engineering and technology education. The CTE coursework is coordinated with a minimum of four years of science that includes Biology, Chemistry, and Physics and a sequence in mathematics that culminates with Calculus. BSD Assurance 2c - Students in the BSD STEM PoS will have access to enough science credits in Biology, Chemistry, and Physics to meet graduation core credit requirements AND career pathway requirements. BSD Assurance 2d - Students in the BSD STEM PoS will have access to multiple opportunities to get on target to take Calculus by 12 th grade. Perkins IV Requirement 3 Offer the opportunity, where appropriate, for secondary students to acquire postsecondary credits. BSD STEM PoS Adherence The Brandywine School District has policies in place to allow students to partake in dual enrollment opportunities with post secondary institutions. The courses identified in Appendix III would be particularly appropriate for students in the BSD STEM PoS. Since historically such courses (especially lab based courses) have been difficult for high school students to schedule while participating in high school life, the Brandywine School District has embraced the AP and IB examinations to allow students to acquire postsecondary credits. Delaware Technical Community College, Delaware State University, and The University of Delaware have policies in place that judge the appropriateness of providing postsecondary credit for performance on AP and IB exams. BSD Assurance 3 - Students in the BSD STEM PoS will have access to Math and Science courses associated with AP and IB examinations. Perkins IV Requirement 4 Lead to an industry- recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. BSD STEM PoS Adherence As seen in Figure 1a and 1b above, there is a need to prepare students for certificates and degrees in STEM areas. The Brandywine School District will defer to Tech- Prep Delaware and Delaware s Institutes of High Education to determine whether the proposed STEM Programs of Study do in fact lead to industry- recognized credentials or certificates at the postsecondary level, or an associate or baccalaureate degrees in a STEM area. 11

12 CONCLUSION While other schools and districts have sought to address the needs of STEM education with specialized magnet programs, theme based charter schools, and vocational offerings, the Brandywine School District has stood by its comprehensive model. With a commitment to excellence in education, attracting the best teachers, and providing safe and efficient learning environments, the district can deliver on its goal to embrace, inspire, and challenge every student every day. Establishing a STEM Program of Study within this environment ensures that every student in the program not only has access to rigorous subjects, quality educators and facilities in Science,, and Mathematics, but also an education matched in quality in the Arts and in the Humanities. This document provides the justification and overview for Programs of Study in STEM Education at each High School in the Brandywine School District. Alone, it ties together critical coursework, but with the feedback and support from local institutes of higher education and local businesses, it has the potential to contribute to a pipeline that is vital to Delaware s current economy and its increasingly global and technological future. 12

13 Appendix I ABET Student Outcome Criteria for Accrediting Programs ABET Criteria for Accrediting Programs, Source: General Criterion 3: Student Outcomes The program must have documented student outcomes that prepare graduates to attain the program educational objectives. a. an ability to apply knowledge of mathematics, science, and engineering b. an ability to design and conduct experiments, as well as to analyze and interpret data c. an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability d. an ability to function on multidisciplinary teams e. an ability to identify, formulate, and solve engineering problems f. an understanding of professional and ethical responsibility g. an ability to communicate effectively h. the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context i. a recognition of the need for, and an ability to engage in life- long learning j. a knowledge of contemporary issues k. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. ABET Criteria for Accrediting Technology Programs, Source: General Criterion 3: Student Outcomes The program must have documented student outcomes that prepare graduates to attain the program educational objectives. There must be a documented and effective process for the periodic review and revision of these student outcomes. B. For baccalaureate degree programs, these student outcomes must include, but are not limited to, the following learned capabilities: a. an ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly- defined engineering technology activities; b. an ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies; c. an ability to conduct standard tests and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes; d. an ability to design systems, components, or processes for broadly- defined engineering technology problems appropriate to program educational objectives; e. an ability to function effectively as a member or leader on a technical team; f. an ability to identify, analyze, and solve broadly- defined engineering technology problems; g. an ability to apply written, oral, and graphical communication in both technical and non- technical environments; and an ability to identify and use appropriate technical literature; h. an understanding of the need for and an ability to engage in self- directed continuing professional development; i. an understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity; j. a knowledge of the impact of engineering technology solutions in a societal and global context; and k. a commitment to quality, timeliness, and continuous improvement. 13

14 Appendix II STE(A)M Program of Study The most beautiful thing we can experience is the mysterious. It is the source of all true art and all science. So the unknown, the mysterious, is where art and science meet. - Albert Einstein The STE(A)M Program of Study infuses the Arts (Art and Music) into the requirements set by the Programs of Study set above. The figure below shows that students who complete the minimum three credits in the Arts needed for the Career Pathway, take Calculus, Biology, Chemistry, and Physics at an Honors level or higher, and take the Design Lab, while meeting all other graduation requirements, have successfully completed the STE(A)M Program of Study. 9th 10th 11th 12th Periods Civics & World Integrated English 9 Geometry ARTS Physical Ed. Economics Language I Science 9 English 10 English 11 English 12 World History U.S. History Design Lab World Language II World Language III Algebra II AP or Honors Calculus ARTS Honors Biology Health Pre-Calculus ARTS AP or Honors Physics AP Music Theory or AP Studio Art AP or Honors Physics Driver Ed. 14