Proposal

This proposal recommends that the ISD fund a summer camp to encourage middle school students to begin developing the skills needed to be successful in a Science, Technology, Engineering and Math (STEM) setting, as well as provide professional learning in STEM for two classroom teachers, both which will need to apply to participate.

Goal

Directly impact student achievement through enhancement of the learning tools available to students and their teachers. To achieve this, this initiative will provide 2 teachers (1 from each MS campus) and 30 students the following equipment outlined in this proposal--Raspberry Pi mini-computer with identified peripherals and software, and then assess their impact on student learning. Aside from the goal of impacting student learning, this initiative also seeks to do the following:

1. Develop STEM work ethics and attitudes conducive to learning in science, technology, engineering and math so as to impact math, science, and reading core content areas.
2. Transform teaching and learning practices as informed by research and best practices.
3. Provide ubiquituous access to technology at the point of need that extends beyond what is available in a school setting.

Need For The STEM Camp

It is now well established that the Nation is facing a crisis due to the fact that it is not producing enough scientific, technological, engineering, and mathematics (STEM) professionals to remain economically competitive in the global marketplace. While this problem is not new, our high tech economy has been sustained for the last several decades by an influx of STEM graduate students and professionals drawn to the US by the strength of our universities and technology sector built up over the second half of the twentieth century. However, this reliance on foreign immigrants to fill our demand for STEM professionals becomes more precarious as other countries strengthen their own science and engineering infrastructures.

The ISD needs to enhance students' science and math skills to better prepare students to go into STEM-related careers. K‐12 students’ experience with science and mathematics plays a key role in influencing whether students pursue a STEM university degree.

Research

Some research regarding the importance of STEM in K-12 settings:

• Students who focus on STEM in high school and major in one or more of those areas in college are the most highly paid professionals, on average (Source: EducationTechNews.com).
• The [Science Education XIV survey found that the K-12 education system fell short as well, with respondents giving it a "D" for the job it does to encourage minorities to study STEM subjects and a "D+" for girls (Source: Bayer Facts of Science Education XIV Survey).

Pursuing a career in STEM also can have positive long-term consequences in terms of salary since it influences what college majors students will engage in.

Based on this research, as well as others not cited here, it is clear that the role of the principal in effecting use of technology in classrooms is incredibly important. There are also videos that address the importance of STEM:

• STEM - The Choice is Your's
• GoogleTalks - Raspberry Pi - How programming can get kids started in STEM.

Guidelines for Transfer of Data Processing Equipment to Student

Students participating in the program receive approximately $100 investment in equipment, as well as a donated computer monitor and USB keyboard/mouse. Since the equipment being transferred to students was purchased by the school district, the ISD will require student and parents to complete the ISD Transfer of Data Processing Equipment form that includes a student, parent, and Instructional Technology Department.

Pursuant to State Law, school districts may transfer equipment to students that they deem will serve a public purpose and benefit the district and/or a school provided confidential, proprietary information--as determined by the district--is removed. The school district may transfer to a student enrolled in the district 1) any data processing equipment donated to the district/school; 2) any equipment purchased by the district; 3) any surplus or salvage equipment owned by the district; and 4) any equipment donated (including gifts, grants, money) to the district.

Sources include Acts, 2001, 77th Leg., ch. 1272, Sec. 6.01, eff. June 15, 2001. Amended by Acts 2003, 78th Leg., ch. 1276, Sec. 9.020 (f), eff. September 1, 2003. Amended by Acts 2011, 82nd Leg., 1st C.S., Ch. 4, Sec. 29.02, eff. September 28, 2011.

Application Process

Collaboration with District Curriculum Department staff will be sought in developing selection criteria for students and staff. The application process will consist of the following:

Students

Students will need to submit an application form reflecting their interest, as well as a math and/or science teacher recommendation for participation.

Teachers

Only two teachers will be accepted to facilitate the program. These teachers will need to be willing to commit to the following:

• Completing a Memo of Understanding about expectations and participation.
• Adapting a curriculum focused on programming for use with students at the Middle School level based on the Raspberry Pi Education Manual.
• Attend 2 days (12 hours) of professional development (extra duty pay available).
• Facilitate a 2 week, half-day (3 hour) session for students.

Professional Learning for Facilitating STEM Camp Teachers

Participants will attend two 6-hour workshop session. Curriculum Department specialists will also attend training and provide support to this initiative. Professional learning will be geared around the Raspberry Pi Education Manual, but also Wes Fryer's Support STEM Skills with Scratch. Scratch software (scratch.mit.edu) is free software from MIT which can be used by students and teachers to create animations, games, simulations, music, art, stories, and more.

Professional Learning sessions will also be assessed at levels 4 and 5 of the Five Critical Levels of Professional Development Evaluation (Guskey, T, Professional development, Corwin Press, Inc). Those levels include the following:

• Level 4- Participants’ use of new knowledge and skills:
  • Questions Addressed include: Did participants effectively apply the new knowledge and skills?
  • Instruments used will include questionnaires, structured interviews, participant reflections, portfolios, video-or audiotape if appropriate.
• Level 5- Student learning outcomes:
• Questions Addressed include:
  • a) What was the impact on students?;
  • b) Did it affect student performance or achievement?
  • Instruments used include questionnaires, portfolios, and student records.

Assessment and Evaluation

• Ongoing assessment will be provided through the implementation process and conducted by the Curriculum Department team.
• Student products will also be displayed via a web site managed collaboratively by the Curriculum Department team.
• Teacher developed lessons will be published via the ISD STEM web site.

In this 2 week, half-day course, students will learn how to apply grade level math and science in simulated real world projects. Each project utilizes a sample set of applications of Science, Technology, Engineering, and Math (STEM) concepts.

Project based learning methods are used in a lab environment. Students will demonstrate their finished projects to an online global audience and video interviews made available via the STEM Camp web site.

Target Audience

• Grade 7 students who exhibit high academic standards
• Preference will be given to educationally disadvantaged students

Class Objectives

• To have fun playing with a palm-sized learner friendly computer specialized for education
• To learn the basics of computer programming using two intuitive programming languages called Scratch^® and Python^®
• To understand how computers work
• To introduce basic problem solving techniques using computers and computer algorithms
• To introduce the Open Source^® hardware and software including a Linux^®based operating system
• To help build soft skills to work in a team environment

Participants will receive the following:

1. Raspberry Pi computer with WiPi (wireless access)
2. Micro-SD Power Cable
3. 16gig SanDisk SD Card (serves as hard drive for computer)
4. HDMI to VGA Adapter Cable
5. Computer Monitor (donated equipment)
6. USB Keyboard (donated equipment)
7. USB Mouse (donated equipment)
8. Ethernet cable

Estimated total value of equipment: $220

Sample Projects

• Scratch Tours

Curriculum

Get a copy of the Raspberry Pi Education Manual

Resources

• Raspberry Pi Video How To Tutorials (YouTube)
• Scratch

References

• Description and Objectives adapted from Mathbotix
• STEM image adapted from http://goo.gl/63KkM