“Learning is something
students do; not
something done to them”
NSE Standards p.20
 Inquiry
 Critical Thinking
 Communication
 Active and Responsible DecisionMaker
 Engaged Learner
 Collaborator
STEM is about inquiry and delivery—not curriculum
A
Mastery
C
Performance
Performance
B
D
F
Time
WIP
Time
120
120
Mastery Learning Means That…
•
Expectations for learning are the same for all students.
•
Time is flexible; Performance is not
•
Standards guide instructional decisions at the classroom level.
•
The focus of instruction is on student learning.
•
Students may repeat courses, or work on independent studies/short term extensions
on content they did not master.
Term 1
Term 2
Term 3 Option
(15 weeks)
(5 weeks)
Schedules will reflect individual needs—
recovery classes as needed
(15 weeks)
Bio
Recovery Class(es) Chemistry
Intro to Fine Art
OR
Class Five
3D Art
English 9
English 10
Algebra 2
Trigonometry
Possible College Access Schedule
Term 1
Term 2
Term 3
(15 weeks)
(5 weeks)
(15 weeks)
High School Class
College Class 2 and High High School Class
School class
OR College Class 2 and 3 Finish College Start College
High School Class
College Class 1
Classes
Winter
Classes in
Spring
Advisory
Supporting the Academic Content

Advisory Design Challenges
•A class; .25 credits per year 90 minutes per week
•Multi-age groups (grades 9-12)
•Adult Advocate for each student
•Service Learning
•Personal Awareness and Growth
•Academic Progress
•Roundtable
•Gateway
Human Body
Systems/PLTW
Biomedical
Engineering
Botany, Food
Science,
Entrepreneurship,
Urban Agriculture
Engineering, Digital
Electronics,
Automated Systems
and Robotics
Chemistry, Materials
Science and
Engineering
Humanities/Art/En
glish/Government
Bio 113/114
HCS 200/Eng 269
ED PL 259/ Math
151/Eng 110
MSE 205/Chem 121
Variety of OSU
classes
Partner with
Westerville City
Schools
At the Mid-Ohio
Foodbank
At COSI
At Watts Hall on Main
Campus OSU
Uses Downtown
Columbus
 Alignment to standards—not curriculum
 Acceleration and Remediation as needed
 Progress with Middle and High Achievers
 Paper and Pencil Tests—Using QualityCore Standards
 Common Midterm Exams
 Guided Practice/Individual Practice
 End of Course Exams
 Design Challenges—Using QualityCore Standards
 Trans-disciplinary
 Real-World Context
 Formative Strategies Frequently in each class
 Cross Curricular Content Integration
 Math, Science, English, Art, Social Studies,
Spanish, Chinese
Knowledge
Taxonomy
Application
Model
6 – Evaluation
5 – Apply to Real
World
UNPREDICTABLE
Situations
5 – Synthesis
4—Apply to Real
World PREDICTABLE
Situations
4 – Analysis
3 – Apply Across
Disciplines
3 – Application
2 – Apply in
Discipline
2–
Comprehension
1 – Knowledge
1–
Knowledge/Aware
ness
 Framed by the Greater Columbus Context
Design Challenge/Project Development Template is an integration of work by Wiggins and McTighe, the International Center for Leadership in Education, Robert Marzano
and David Conley.
Using Data
1. Map the Value Added and Achievement Data
 Reflect on course scope and sequence
2. Assessment
 Multiple Methods
 Common Assessments
 Nationally normed, locally normed, and Teacher created
3. Instructional Practices
 What is the administration doing
 What are the teachers doing
Demo
Structured
Inquiry
Guided
Inquiry
Open
Inquiry
Question
Teacher
Teacher
Teacher
Learner
Procedure
Teacher
Teacher
Learner
Learner
Results
Teacher
Learner
Learner
Learner
- Douglas Llewellyn, Inquire Within
 Theme – the cross grade level hook.
 Enduring Understanding – The understanding that students will take
forward from the work developed that will make a difference in the way that they make
decisions or how they see the world.
 Essential Questions – Questions that enable students to make the connection
between the content that they are studying and the enduring understanding. Essential
Questions lead to the Enduring Understanding
 Local Context Application – What makes the question relevant to the
student and/or the situation in which the project will be deployed?
 Scope – the processes to insure that the work is successfully defined and controlled
 Time – defining activities, putting them in sequence, making duration estimates, and developing the
schedule
 Cost – resources planning, budgeting, etc.
 Quality – insuring that project meets it quality objectives (rubric)
 Human Resources – all of the necessary processes to handle how the team will work, develop, &
organize themselves
 Communication – performance reporting and information distribution
 Risk – involves all the procedures to handle the project risks, such as identification, analysis, risk
response, risk monitoring
 Procurement – the procedures used to handle equipment and materials used/needed
 Integration – how will the processes work together?
 Project manager - manages (is responsible for) the resources, including time, people
and money, with the goal of excellence around success of the project
 Relationship manager - manages the opportunities the relationship can bring, not
just to this project, but to others that spawn from it. Also manages the client through
the project.
 Logistics Manager—manages (is responsible for) planning and coordinating resources,
and schedules
 Principle investigator - focuses on (is responsible for) the content of the work – is the
subject matter lead
 Roles are fluid based on the size of the groups, the design of the challenge,
and the content area expertise that is needed to successfully complete the
challenge.
 Content-What a student needs to learn
 Process- What a student engages in to master
the content
 Products- What a student produces to show
application and extension of content
Learners need to have opportunities to
progress from concrete to abstract ideas.
Learners construct their own understanding by
taking an active role in their learning.
Metro
2011-2012
•Lottery
•Program
•STEM
•Early College
Class of 2010
Class of 2011
2932 College Credits Earned/GPA 3.21
Average 39 college credits per student
4 million dollars scholarship
3,300 College Credits Earned/3.11 GPA
Average 45 college credits per student
4.2 million dollars scholarship
75 Graduates
93 graduates
Class of 2011 Admissions
Class 2011
•
High Schools represented: 32
•
4 year College: 86%
•
2 year College: 13%
•
In State College: 84%
•
Out of State College: 16%
•
Work/Military: 1%
Graduating class of 2010 – 36 of
the 72 students are currently at
OSU
Graduating class of 2011 – 47 of
the 93 students are currently at
OSU
Student Demographics Fall 2010
Grade Level
Asian
Black
Latino
American
Indian
MultiRacial
White
9th (79)
4
26
2
1
10
36
10th (85)
4
21
3
0
7
50
11th (78)
6
18
4
0
9
41
12th (94)
4
24
3
0
4
59
336 total
18
89 (26.5%)
12
1
30
186
(3.5%)
(.3%)
(9%)
(55%)
(5%)
Metro Staff
2010-2011
•16.66 FTE (licensed teachers)
•1 full time tutor
•19:1 adult to student ratio
•14% Identified Special Needs
•30% Free and Reduced Lunch
Metro Student Achievement