Standard 13:
Students demonstrate STEM content knowledge representative of STEM literacy outcomes that prepare them for the next level of learning and work
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This standard is one that the STEM faculty has improved upon in its execution. Stone Mountain Middle School has acquired numerous formal and informal quantitative assessments of student progress in STEM. Students’ demonstration of STEM literacy and data on students’ achievement of 21st century competencies are evident when disaggregating results obtained by the Measures of Academic Progress (MAP) and the norm-referenced Georgia Milestone test. The measures are based upon Georgia’s longitudinal data showing the progress of STEM students in the K-12 curriculum. Approximately 80% of our students have shown growth on one and/or both the assessment (MAP) and state standardized test (GA Milestone). Since STEM received AdvancED certification in 2016, tracking and monitoring student progress in STEM was initiated. In our school, it continues into the present. STEM students’ assessments are tracked in the following ways:
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Formative assessments such as exit tickets, feedback, observations, and
notebook checks
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Norm-referenced Tests – Measures of Academic Progress (MAP), and the Georgia Milestone
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Final projects/designs
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P.I.R.A.T.E. Engineering Design notebooks
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Standardized testing
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With the inclusion of professional development, we will continue to develop quality in-field measurable methods of tracking our STEM students’ achievement of STEM literacy. As we bridge forward into mainstream fields in education through the STEM initiative, more measurable approaches will become more available. The following is a goal the STEM faculty will use at Stone Mountain Middle School to continue with the process of change. Knowing and understanding student data allow for cross-cutting lesson plans, and to build upon a deeper involvement for student projects.
Goal 1: Continue with data collection methods for longitudinal growth in STEM literacy for the district and local schools.
STEM Students tend to score higher on main Milestones. In the Excel spreadsheet to the right, STEM students were tracked from 2017 to their first year in high school as data allowed. Year after year, the majority of our students gained in all content areas of science, math, and ELA. In addition, they have lower percentiles in behavioral issues. One possibility for this is engagement. When students are engaged, Students are active learners, therefore taking them away from avenues of misbehavior. To do this, teachers must structure their classes, and plan ahead. One example of this practice is the creation of a curriculum/standard roadmap that connects GA state standards to designed unit plans and capstones.
Strengths:
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STEM students tend to do test better Norm-referenced Tests – Measures of Academic Progress (MAP), and the Georgia Milestone than many others in the General Education class.
STEM students learn about the Engineering Design Process and apply what they have learned to solving real-world problems
Main Milestones
EOG Spring 2018 & 2019 Grades 6-8
