September 19, 2012
1914 Association Drive
Suite 201
Reston, VA 20191-1539
Phone:
FAX:
703-860-2100
888-247-2113
Engineering byDesign™
OVERVIEW and FACT SHEET
EbD™-STEM Standards-Based Program Model
The EbD™ program is standards-based. ITEEA developed the national standards for technological and
engineering literacy (funded through the NSF and NASA), which serves as the primary organizer from which
the program is based. Here are more facts about the EbD™ program:
 Curriculum is developed by a team of technology/engineering, mathematics and science (STEM)
educators and business and industry professionals.
 EbD™ curriculum writers base their work on the EbD™ Standards Responsibility Matrix (which assigns
standards and benchmarks to each course) and aligns with the common core standards to ensure that
the curriculum builds knowledge and skills as students progress.
 EbD™ curriculum is on a three-year revision cycle, meaning that curriculum goes through a rigorous
review process, and is updated to meet the needs of participating consortium states and the
profession. This occurs every three years so it remains current with educational pedagogy and everchanging content.
EbD™ and the Common Core
EbD™ is actively engaged in the process of aligning the Common Core Standards with the EbD™ Program. The
two Common Core standards available are Language Arts and Mathematics. Additionally, the program utilizes
the concepts from the Framework for K-12 Science Standards: Practices, Crosscutting Concepts, and Core
Ideas. These Common Core standards are being integrated into all EbD™ development through the revision
process.
Additionally the EbD™ program is currently designed to integrate STEM from development to implementation
(professional development). It is based on:
 Standards for Technological Literacy (ITEA, 2000/2002/2007)
 Project 2061: Benchmarks for Science Literacy (AAAS, 1993/2009)
 Principles and Standards for School Mathematics (NCTM, 2000)
 National Science Education Standards (NAP, 2006)
EbD™ and NAEP 2014
The ITEEA has and continues to be involved with both the Steering and
Planning Committees in the development of the NAEP 2014 policies,
priorities, frameworks and specifications. ITEEA and the STEM Center for
Teaching and Learning will ensure the involvement of teachers and
engineers concerned with education about technology and engineering.
Additionally EbD™, through its standards-based STEM content and
strategies will prepare all students to be successful on all three areas
specified in the NAEP 2014 Technology and Engineering Literacy
Assessment (see Figure 1).
EbD™ and Race to the Top
EbD™ is currently involved with a number of states that are involved with the requirements for Race to the
Top (RTT). RTT focuses on four core education reform areas:
Figure 1
 The nationally-recognized standards upon which EbD™ curriculum
©International Technology and Engineering Educators Association
www.engineeringbydesign.org
Engineering byDesign™ OVERVIEW & FACT SHEET
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and assessments are based help prepare students to succeed in college and the workplace and to
compete in a global economy.
The system for collecting and reporting EbD™ assessment data measures student growth and success
and informs teachers and principals about how they can improve instruction.
– The STEMCTL has formed a coalition of states to develop an assessment system that will
provide real-time data for teachers, and provide data that addresses teacher effectiveness as
determined by RTT and states. This Technology and Engineering Assessment Coalition is separate
from the Consortium of States but is available to them at reasonable pricing.
Recruiting, developing, rewarding, and retaining effective teachers is supported using a variety of
methods:
– Professional learning communities through the EbD™ Network and an online system (ebDonline™)
connects over 300 schools and 500 teachers nationwide that are teaching EbD™ courses.
– Annual workshops (EbDLabs™) at the annual ITEEA conference. Consortium states receive an
identified number of passes to these workshops from their state.
– Opportunities for state, district, and local workshops via a cadre of trained Teacher Effectiveness
Coaches (TECs), or for the STEMCTL to train a cadre of state trainers for in-state workshops.
Lowest achieving schools benefit because EbD™ targets every student. EbD™ continues to support the
mission of the Standards for Technological Literacy, that all students can and should become
technologically literate. EbD™ is not written for only the top 18 percent of the class, although it serves
that population as well through flexibility and advanced course offerings.
EbD™ Endorsements
EbD™ is supported by several states and school systems and agencies. The Standards for Technological
Literacy document was reviewed by the National Research Council and includes a foreword by William A.
Wulf, President of the National Academy of Engineering (at the time of publication). The foreword states,
among other things, that: “[ITEEA] has successfully distilled an essential core of technological knowledge and
skills we might wish all K-12 students to acquire.”
Additionally, EbD™ has been endorsed by the States’ Career Clusters for the STEM and IT clusters.
Additionally, the Technology and Engineering Education Association of Pennsylvania (TEEAP) has endorsed
EbD™.
EbD™ = Flexibility, Affordability, Accountability
The EbD™ program is built on these three simple concepts: flexibility, affordability, and accountability. EbD™ is
made available to states as a model. It is a common rallying point, a consistent program that illustrates very
clearly what integrated STEM education should be.
– Specialized equipment is a plus, not a necessity. If students have access to specialized equipment, the
curriculum is flexible enough that it can be used to increase learning and hands-on application.
– In all cases of required software, free open source software is available to schools that meet EbD™
requirements.
For more information via email (ebd@iteea.org) or telephone
(703-860-2100), or visit www.engineeringbydesign.org .
©International Technology and Engineering Educators Association
www.engineeringbydesign.org