STEM School Designation (High School)
Criteria
1 Point
2 Points
3 Points
 Evidence of STEM curriculum integration  Evidence of STEM curriculum integration  Evidence of STEM curriculum integration
1. STEM-School
in at least one grade-level.
in at least
at the school-wide level.
Curriculum
 two department-levels.
Integration
Proof or artifacts to quantify STEM efforts: Lesson plans, student artifacts, department goals, school showcase, school STEM goals, pictures
and videos
2. STEM-Science
Offerings
 Fulfill the recommended offerings for the
appropriate grade AP/IB/AICE/DE in
Science Offerings; Biology, Chemistry,
Environmental Science & Physics. (Note:
High schools must offer three of the
above AP/IB/AICE/DE science courses.
HS with populations less than or equal to
500 students may offer two of the above
courses).
 Fulfill the recommended offerings for the
appropriate grade AP/IB/AICE/DE in
Science Offerings; Biology, Chemistry,
Environmental Science & Physics. (Note:
High schools must offer four of the above
AP/IB/AICE/DE science courses. HS with
populations less than or equal to 500
students may offer three of the above
courses).
 Fulfill the recommended offerings for the
appropriate grade AP/IB/AICE/DE in
Science Offerings; Biology, Chemistry,
Environmental Science & Physics. (Note:
High schools must offer four of the above
AP/IB/AICE/DE science courses. HS with
populations less than or equal to 500
students may offer three of the above
courses).
 Minimum of 5% total of students enrolled
in one of the above courses calculated as
follows; number of students enrolled in
an AP/IB/AICE/DE science classes
divided by 11th and 12th grade population.
 Minimum of 10% total of students
 Minimum of 15% total of students
enrolled in one of the above courses
enrolled in one of the above courses
calculated as follows; number of students
calculated as follows; number of students
enrolled in an AP/IB/AICE/DE science
enrolled in an AP/IB/AICE/DE science
classes divided by 11th and 12th grade
classes divided by 11th and 12th grade
population.
population.
Proof or artifacts to quantify STEM efforts: Master Schedule and AP/IB/AICE scores and DE grades
 Fulfill the recommended offerings for the
 Fulfill the recommended offerings for the
 Fulfill the recommended offerings for the
3. STEMappropriate grade AP/IB/AICE/DE
appropriate grade: AICE/IB/AP/DE
appropriate grade: AICE/IB/AP/DE
Mathematics
Mathematics
Offerings;
Calculus,
College
Mathematics
Offerings;
Calculus,
College
Mathematics Offerings; Calculus,
Offerings
Algebra, Statistics. (Note: High schools
Algebra, Statistics. (Note: High schools
College Algebra, Statistics. (Note: High
must offer two of the above
must offer three of the above
schools must offer three of the above
AICE/IB/AP/DE mathematics courses.
AICE/IB/AP/DE mathematics courses.
AICE/IB/AP/DE mathematics courses.
(HS with populations less than or equal to
(HS with populations less than or equal to
HS with populations less than or equal to
500 students may offer one of the above
500 students may offer two of the above
500 students may offer two of the above
courses).
courses).
courses).
 Minimum of 5% total students enrolled in
one of the above mathematics courses.
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 Minimum of 10% total students enrolled
in one of the above mathematics courses.
 Minimum of 15% total students enrolled
in one of the above mathematics courses.
STEM School Designation (High School)
Proof or artifacts to quantify STEM efforts: Master Schedule and AP/IB/AICE scores and DE grades
 Offer at least one of the Career Technical  Offer at least two of the CTE programs
 Offer at least three of the CTE
4. Career &
Education (CTE) program within STEM
within STEM career cluster (see link
programs within STEM career cluster
Technical
career cluster (see link below).
below).
(see link below).
Education
Offerings
 Maintain the minimum district average
 Maintain the minimum district average
 Maintain the minimum district average
passing rate for the accompanying
passing rate for the accompanying ICE.
passing rate for the accompanying ICE.
Industry Certification Exam (ICE).
Proof or artifacts to quantify STEM efforts: Master Schedule and ICE scores, from CTE STEM clusters/courses
http://dcte.dadeschools.net/stem.html
Maintain good standing in related CTSO
 Maintain good standing in related Career
 Maintain good standing in related CTSO
5. STEMand
participate
in
local
competition
in
Technical
Student
Organization
(CTSO)
and participate in local competition in
Competitions
respective organization.
and participate in local competition in
respective organization.
respective organization.
 Full participation (see link for annual
 Full participation (see link for annual
criteria) in Science Fair and SECME:
 Full participation (see link for annual
criteria) in Science Fair and SECME:
Maximum Science Fair project board
criteria) in Science Fair and SECME:
Maximum Science Fair project board
submissions, SECME essay, banner, math
Maximum Science Fair project board
submissions and ALL SECME events.
challenge and four other engineering
submissions, SECME essay, banner,
design event.
math challenge and two other
 Evidence of participation and
engineering design event.
completion of any of the listed M Evidence of participation and completion
DCPS/Community Partnership
of any of the listed M-DCPS/Community
Competitions.
Partnership Competitions.
 Evidence of participation in Vex
 Evidence of participation in Vex robotics
robotics and bionic hand competitions.
and bionic hand competitions.
Artifacts that quantify STEM efforts: CTSO Competition Results & The FAIR competition results; Dream in Green, Fairchild Botanical
Garden, Mu Alpha Theta, Robotics Competitions, School-sponsored clubs, SECME and Science Fair
http://science.dadeschools.net/secme/default.html
 40% of STEM teachers participate in at
 50% of STEM teachers participate in at
 60% of STEM teachers participate in at
6. Teacher
least
one
STEM-focused
professional
least
one
STEM-focused
professional
least one STEM-focused professional
Professional
development
and
there
is
clear
evidence
development
and
there
is
clear
evidence
development and there is clear evidence
Development
of correlation and its implementation in
of correlation and its implementation in
of correlation and its implementation in
classroom instruction.
classroom instruction.
classroom instruction.
Proof or artifacts to quantify STEM efforts: Agendas, sign-in sheets, lesson plans, student work/artifacts, pictures or videos of teachers
incorporating PD information and content in the classrooms.
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STEM School Designation (High School)
7. Partnerships
(Business,
community and
post-secondary)
 At least two business, community, or
 At least three business, community, or
 At least four business, community, or
post-secondary partnerships are involved
post-secondary partnerships are involved
post-secondary partnerships are involved
in an on-going relationship with the
in an on-going relationship with the
in an on-going relationship with the
STEM instructional program and are
STEM instructional program and are
STEM instructional program and are
directly connected to in-class learning.
directly connected to in-class learning.
directly connected to in-class learning.
Proof or artifacts to quantify STEM efforts: Internships, mentors, advisory committee membership list, guest speakers, work-based learning
plan and college/industry visits, research, agendas and sign-in sheets
 Minimum of 3%
 Minimum of 5%
 Minimum of 7%
8. STEM-Science
Minorities/economically
Minorities/economically
Minorities/economically
Equity: Minority
disadvantaged
students
enrolled
in
at
disadvantaged
students
enrolled
in
at
disadvantaged students enrolled in at
and economically
least
one
of
the
STEM-Science
Offerings.
least
one
of
the
STEM-Science
Offerings.
least one of the STEM-Science Offerings.
disadvantaged

Minorities/economically

Minorities/economically

Minorities/economically
(free and reduceddisadvantaged increase of 3 to 5
disadvantaged increase of 6 to 11
disadvantaged increase of 12 or more
price lunch).
percentage points scoring at
percentage points scoring at
percentage points scoring at
Achievement Level 3 or higher on the
Achievement Level 3 or higher on the
Achievement Level 3 or higher on the
State Science Assessment
State Science Assessment.
State Science Assessment.
 OR at least 40% of students at
Achievement Level 3 or higher on the
State Science Assessment.
 Minimum of 3%
9. STEMMinorities/economically
Mathematics
disadvantaged students enrolled in at
Equity: Minority
least one of the STEM-Mathematics
and economically
Offerings.
disadvantaged
 Minorities/economically
(free and reduceddisadvantaged increase 3 to 4
price lunch).
percentage points scoring at
Achievement Level 3 or higher on the
State Mathematics Assessment.
 OR at least 40% of students at
Achievement Level 3 or higher on the
State Mathematics Assessment.
 OR at least 60% of students at
Achievement Level 3 or higher on the
State Science Assessment.
 OR at least 80% of students at
Achievement Level 3 or higher on the
State Science Assessment.
 Minimum of 5%
Minorities/economically
disadvantaged students enrolled in at
least one of the STEM-Mathematics
Offerings.
 Minorities/economically
disadvantaged increase of 5 to 7
percentage points scoring at
Achievement Level 3 or higher on the
State Mathematics Assessment.
 Minimum of 7%
Minorities/economically
disadvantaged students enrolled in at
least one of the STEM-Mathematics
Offerings.
 Minorities/economically
disadvantaged increase of 8 or more
percentage points at Achievement
Level 3 or higher on the State
Mathematics Assessment.
 OR at least 60% of students at
Achievement Level 3 or higher on the
State Mathematics Assessment.
 OR at least 80% of students at
Achievement Level 3 or higher on the
State Mathematics Assessment.
Proof or artifacts to quantify STEM efforts: Collected DATA
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STEM School Designation (High School)
10. Science
Accountability
(Spring
assessment and
first-time tester)
 Increase of 3 to 5 percentage points
scoring at Achievement Level 3 or higher
on the State Science Assessment.
 Increase of 6 to 11 percentage points
scoring at Achievement Level 3 or higher
on the State Science Assessment.
 OR at least 40% of students at
Achievement Level 3 or higher on the
State Science Assessment.
 OR at least 60% of students at
Achievement Level 3 or higher on the
State Science Assessment.
11. Mathematics
Accountability
(Spring
assessment and
first-time tester)
 Increase of 3 to 4 percentage points
scoring at Achievement Level 3 or higher
on the State Mathematics Assessment.
 Increase of 5 to 7 percentage points
scoring at Achievement Level 3 or higher
on the State Mathematics Assessment.
 OR at least 40% of students at
Achievement Level 3 or higher on the
State Mathematics Assessment.
 OR at least 60% of students at
Achievement Level 3 or higher on the
State Mathematics Assessment.
Proof or artifacts to quantify STEM efforts: Collected DATA
 Accelerated Courses: Increase of at
 Accelerated Courses: Increase of at
12. STEM
least 3 percentage points scoring at the
least 4 percentage points scoring at the
Accelerated
satisfactory
performance
level
on
the
satisfactory performance level on the
Courses:
Accelerated
STEM
assessments
OR
Accelerated STEM assessments OR
AP/IB/AICE/DE/IC
maintain district average.
maintain district average.
E & CTE
 Maintain the minimum district average  Increase by 1% the number of CTE
number of CTE Concentrators in each
Concentrators in each program.
program.
Proof or artifacts to quantify STEM efforts: Collected DATA
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 Increase of 12 or more percentage
points scoring at Achievement Level 3
or higher on the State Science
Assessment.
 OR at least 80% of students at
Achievement Level 3 or higher on the
State Science Assessment.
 Increase of 8 or more percentage
points scoring at Achievement Level 3
or higher on the State Mathematics
Assessment.
 OR at least 80% of students at
Achievement Level 3 or higher on the
State Mathematics Assessment.
 Accelerated Courses: Increase of at
least 5 percentage points scoring at the
satisfactory performance level on the
Accelerated STEM assessments OR
maintain district average.
 Increase by 2% the number of CTE
Concentrators in each program.