Georgia Department of Education
Georgia Department of Education
GEORGIA STEM
SCHOOL
CERTIFICATION
APPLICATION
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
April 4, 2011  Page 1 of 11
All Rights Reserved
Georgia Department of Education
Executive Summary
A science, technology, engineering, and math (STEM) program is one dedicated to the STEM education
and curriculum of select students within the school. A STEM program may be a school within a school
or a group of teachers and students who are designated as instructors and students within the STEM
program, while other students in the school continue in the existing curriculum. Students may participate
in the STEM program by whatever selection process the school chooses. The Georgia Department of
Education recognizes and supports the critical contributions made by our Science, Technology,
Engineering, and Mathematics (STEM) programs and schools throughout the state. In an effort to bestow
recognition upon those exemplary schools and programs, we offer an opportunity for schools to apply for
the Georgia Department of Education State STEM School or Program Certification. State certification
involves an application with appropriate documentation, an exploratory visit by state officials, and a final
alignment consultation analyzing the documentation and the results of the visit by Department of
Education officials.
STEM Business/Industry Advisory Committee
Ann Cramer
IBM
Craig Dean
Translumen
Steve Dolinger
Georgia Partnerships for Excellence in Education
Carol Godfrey
Southwire
Miriam Hodesh
Gulfstream Corporation
Hamilton Holmes
Lockheed Martin
Debra Howell
Georgia Power
Sam Lim
Cisco
Kelly McCutchen
Georgia Public Policy Foundation
Michael Robertson
Technology Association of Georgia
Robert Shults
Intel
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
April 4, 2011  Page 2 of 11
All Rights Reserved
Georgia Department of Education
Georgia Department of Education State STEM Certification
The Georgia Department of Education recognizes and supports the critical contributions made by
our Science, Technology, Engineering, and Mathematics (STEM) programs and schools
throughout the state. In an effort to bestow recognition upon those exemplary schools and
programs, we offer an opportunity for schools to apply for the Georgia Department of Education
State STEM School or Program Certification. State certification involves an application with
appropriate documentation, an exploratory visit by state officials, and a final alignment
consultation analyzing the documentation and the results of the visit by Department of Education
officials.
To apply, complete the enclosed application and return by e-mail or fax to Gilda Lyon,
glyon@doe.k12.ga.us , Fax 404.651.8984. We will contact the school to schedule the exploratory
visit. For further questions or discussion, please contact Gilda Lyon at 404.463.1977.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
April 4, 2011  Page 3 of 11
All Rights Reserved
Georgia Department of Education
Application for Georgia Department of Education STEM School Designation
Timeline for Application

Step 1: Initiate contact with the Georgia Department of Education K-12 STEM
Coordinator (currently Gilda Lyon at glyon@doe.k12.ga.us) to arrange for a preapplication visit

Step 2: Make adjustments to anything recommended by the STEM coordinator
prior to applying.

Step 3: Complete the application.

Step 4: Site visit to the school from team consisting of representatives from math,
science, CTAE (several), technology, business

Step 5: The visiting team re-convenes & looks at your application and compares it
with the evidence we observed during the visit.

Step 6: If recommended for certification, you will develop an award ceremony
where the DOE will present you with a banner from the State School
Superintendent or one of his Deputies.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
April 4, 2011  Page 4 of 11
All Rights Reserved
Georgia Department of Education
STEM School Criteria
Criteria
Number of STEM students
STEM differentiation from non-STEM school
Teacher certification
Teacher Professional Development
Teacher Collaboration
STEM Pathways (Does not apply to elementary and
middle schools)
Standardized Test Scores
Math and science courses
Business/Industry partners
STEM competitions (CTAE does not apply to
elementary)
Performance assessments
CTAE, Math, Science, Technology, and Engineering
Integration (no CTAE for elementary)
STEM Labs
Student Rigor & Relevance and Instructional Quality
Technology
Teacher As Advisor Program
Assessment
To Meet
100% of the student population is involved in STEM.
There are definitive differences in the coursework and
instruction that occur in STEM schools as opposed to a
non-STEM school population.
100% of STEM teachers are certified in his/her subject
area
All teachers have attended at least one professional
development opportunity related to STEM within the
past year.
Time is allocated by the school for teachers to
collaborate and plan together.
Students can become pathway completers via STEM
pathways
Standardized test scores indicate that students are
learning at high levels.
STEM students are required to take advanced math and
science courses that are co-requisites of the CTAE
pathways (Math and science courses for elementary and
middle school would need to prepare students for the
next grade band)
Evidence of industry/partnership involvement with
students including work-based internships.
Students are involved with math, science, and CTAE
competitions on a regular basis.
Assessments are designed for what students should
know and be able to do. Students are assessed in a
variety of ways including project/problem-based
assessments, authentic assessments, or other studentcentered approaches.
The curriculum is multidisciplinary and lessons that are
integrated are the norm.
There is a dedicated STEM lab(s) in the school.
Students are regularly challenged by complex problems
that are related to real world scenarios. Focus is on
competence rather than coverage of curriculum.
There is a pervasive use of technology throughout the
STEM program as tools to facilitate research,
investigation, and design.
There is an organized effort at career exploration schoolwide
There is evidence that STEM students are making
progress on standardized assessments.
Application for Georgia Department of Education STEM School Designation
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
April 4, 2011  Page 5 of 11
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Georgia Department of Education
School Name
Address
City
School District
School Contact:
Phone:
Number of Students in Your
School:
E-mail:
Number of Students In STEM:
Number of non-traditional students impacted by your STEM program (See Appendix for definition):
Describe the characteristics your school has that differentiate it from a non-STEM school.
STEM Teacher’s Names
Certifications
What mechanisms are in place to assure teacher collaboration?
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
April 4, 2011  Page 6 of 11
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Workshops Attended over the
past year:
Georgia Department of Education
List Stem Pathways:
(See Appendix)
List math and science courses required for each pathway:
Mathematics
Science
List your industry/business partners?
List student competitions in which your STEM students participate:
Describe your STEM lab(s). (Be sure to include sq. footage)
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
April 4, 2011  Page 7 of 11
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Results
Georgia Department of Education
Using the Rigor and Relevance Framework in the appendix section, describe where your students are in
the framework and provide evidence.
Explain how you integrate CTAE, technology, math, and science.
Describe in detail at least two different integrated projects that have been implemented among your
STEM students.
Describe your Teacher As Advisor Program (career exploration for elementary schools, career awareness
in middle schools, and career development in high schools).
Provide evidence of STEM students’ progress on standardized assessments.
Appendix
Definitions:
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
April 4, 2011  Page 8 of 11
All Rights Reserved
Georgia Department of Education
Non-Traditional Careers
The term Nontraditional Careers refers to jobs that have been traditionally filled by one gender. The US
Department of Labor defines Nontraditional Occupations as occupations for which individuals from one
gender comprise less than 25% of the individuals employed in each such occupation. Women, Latinos,
and African-Americans in engineering fields and males in nursing are examples of students in nontraditional careers.
STEM Pathways:
High School
Agriculture:
http://www.gadoe.org/ci_cta.aspx?PageReq=CICTAAgriculture
 Agriscience
 Animal Science
 Forestry/Natural Resources
 Plant Science/Horticulture
 Veterinary Science
Computer Networking/Computer: https://www.georgiastandards.org/Standards/Pages/BrowseStandards/ctaebusiness.aspx
 Computer Networking
 Computer Systems and Support
 Computing
Engineering:
https://www.georgiastandards.org/Standards/Pages/BrowseStandards/ctae-engineering.aspx
 Electronics
 Energy Systems
 Engineering
 Engineering, Graphics and Design
 Manufacturing
Health Care Science:
https://www.georgiastandards.org/Standards/Pages/BrowseStandards/ctae-healthcare.aspx
 Diagnostic Services
 Healthcare Informatics
 Physical Medicine
 Therapeutic Services
 Biotechnology Research and Development
Math/Science:
 A pathway of higher level math that includes advanced placement or IB math classes
 A pathway of higher level science that includes advanced placement or IB science classes
Middle School
Engineering and Technology: https://www.georgiastandards.org/standards/Pages/BrowseStandards/ctaemiddle.aspx
Healthcare Science: https://www.georgiastandards.org/standards/Pages/BrowseStandards/ctae-middle.aspx
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
April 4, 2011  Page 9 of 11
All Rights Reserved
Georgia Department of Education
Rigor and Relevance Framework
The Rigor/Relevance Framework is a tool developed by staff of the International Center for
Leadership in Education to examine curriculum, instruction, and assessment. The Rigor/Relevance
Framework is based on two dimensions of higher standards and student achievement. First, there is the
Knowledge Taxonomy, a continuum based on the six levels of Bloom's Taxonomy, which describes the
increasingly complex ways in which we think. The low end involves acquiring knowledge and being able
to recall or locate that knowledge. The high end labels the more complex ways in which individuals use
knowledge, such as taking several pieces of knowledge and combining them in both logical and creative
ways. The second continuum, known as the Application Model, is one of action. Its five levels describe
putting knowledge to use. While the low end is knowledge acquired for its own sake, the high end
signifies use of that knowledge to solve complex real-world problems and to create unique projects,
designs, and other works for use in real-world situations.
Evaluation
6
Synthesis
5
Analysis
4
Application
3
Comprehension 2
Knowledge
1
Quadrant C: Assimilation
Students extend and refine their
acquired knowledge to be able
to use that knowledge
automatically and routinely to
analyze and solve problems and
create solutions.
Quadrant D: Adaptation
Students have the competence
to think in complex ways and
to apply their knowledge and
skills. Even when confronted
with perplexing unknowns,
students are able to use
extensive knowledge and skill
to create solutions and take
action that further develops
their knowledge and skills.
Quadrant A: Acquisition
Quadrant B: Application
Students gather and store bits of
Students use acquired
knowledge and information.
knowledge to solve problems,
Students are primarily expected
design solutions, and
to remember or understand this
complete work. The highest
information.
level of application is to apply
knowledge to new and
unpredictable situations.
1
2
Knowledge
in one
discipline
3
Apply
in one
discipline
Apply
across
disciplines
4
APPLICATION MODEL
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
April 4, 2011  Page 10 of 11
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5
Apply to
Apply to
real-world real-world
predictable unpredictable
situations situations
Georgia Department of Education
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
April 4, 2011  Page 11 of 11
All Rights Reserved