AdvancED® STEM Certification

Executive Summary Questions

Use these prompts to inform the STEM Review Team with additional information about your school’s STEM program. Provide responses to both writing prompts. Save this document in Word and submit to your school’s STEM Lead Reviewer.

1) Provide a general description of the learning experiences in which the STEM students were most successful. Additionally, generally describe the learning experiences that need improvement for greater student success.

Huntley Hills Elementary and Montessori School is a Title I Pre-K-5 public school in Chamblee, Georgia located in the northern region of DeKalb County. Huntley Hills traditionally served the neighborhood of Chamblee and regional self-contained special education classes. In 2001, DeKalb County School District implemented a school choice program, Montessori, within Huntley Hills Elementary due to low enrollment and building capacity.

The Montessori program began with Pre-K and Kindergarten and expanded over the years to Pre-K-5. Students in the Montessori program are selected based on DeKalb County’s School Choice K-5 Montessori Lottery. Montessori K-5 students’ only eligibility requirement is prior Montessori experience. The Pre-K Montessori lottery has no prior Montessori experience requirements; eligibility requirements are from the Georgia Pre-K Lottery. Due to no eligibility requirements for Pre-K Montessori lottery, a majority of local school students attend the Montessori program through the Pre-K lottery. There are 153 students in the Montessori program; however, 146 students are local Huntley Hills’ students.

The regional self-contained special education classes serve severe and profound and intellectually delayed students. DeKalb County School District’s Special Education Department places students in classes determined by Individualized Education Plans (IEPs) to ensure student’s academic success. Students placed in Regional special education classes are from the Region 1 school zone.

In 2007 DeKalb County School District closed a neighboring elementary school, Nancy Creek Elementary. New school zone lines were drawn and many families were zoned for Huntley Hills Elementary’s traditional program. This change brought a more diverse population to the traditional program.

Today, Huntley Hills Elementary and Montessori School serves traditional, Montessori, and regional self-contained special education classes. The school’s total enrollment is 540 students; 359 traditional, 153 Montessori, and 28 regional self-contained special education students. From the total enrollment, approximately 250 students live in five apartment complexes and two extended stay motels. Within the total population, Huntley Hills serves 20 homeless students. There are 50% males and 50% females within Huntley Hills.

Due to the various programs, the school’s population encompasses a wide range of socioeconomic, geographic and academic levels. In 2009, Huntley Hills was named a school-wide Title I school with 68% of the student population qualifying for free and reduced lunch. Huntley Hills’ demographics consists of 37% Hispanic, 27% Black, 19% White, 13% Asian, and 3% bi-racial.

Figure 1: Huntley Hills’ demographics by ethnicity and gender

Academically, Huntley Hills serves students who range from gifted and talented, special education, Early Intervention Program (EIP), English as a Second Language (ESOL), and high achievers. The ESOL population has grown over the years. Approximately 40% of the school’s population is in the ESOL program. Students’ families speak a variety of first languages; such as, African, Amharic, Bengali, Chinese, Spanish, and Vietnamese. The most common first language of our ESOL population are Spanish and Bengali.

Figure 2: Huntley Hills ESOL Student Languages

Huntley Hills believes it is never too early to promote student interest in science and mathematics or STEM jobs. "Recent research has recommended that every effort should be made to start as soon as children enter elementary school" (STEM Smart Brief, 2016). Studies show elementary school is the best time for students to form interests in STEM and STEM careers (Successful K-12 STEM Education, 2016). In addition, research has shown the lack of minority professionals in STEM fields. According to the U.S. Department of Education, all STEM jobs in the U.S. will increase 14 percent from 2010-2020, accounting for millions of positions. Yet, data shows that 3 million of those jobs will go unfilled by 2018. One reason for that is not enough students seriously consider a career in STEM. According to the U.S. Department of Education, only 16 percent of American high school seniors are proficient in mathematics and interested in a STEM career. This is why Huntley Hills promotes STEM education. STEM education also integrates science and math with literacy. Our philosophy is teaching the whole child through inquiry based, self-directed learning.

Figure 3: A Look at Minorities in STEM Fields

“One of the things that I’ve been focused on as President is how we create an all-hands-on-deck approach to science, technology, engineering, and math… We need to make this a priority to train an army of new teachers in these subject areas, and to make sure that all of us as a country are lifting up these subjects for the respect that they deserve.”

-President Barack Obama – Third Annual White House Science Fair, April 2013

In spring 2012, Huntley Hills undertook the process of starting a school-wide STEM program in effort to expose students to STEM related fields and enhance 21st century skills needed in future jobs. Our STEM program goals are to improve math and science achievement, critical and problem-based thinking, and unify our school’s instructional practices to one central program-STEM. A STEM committee was formed encompassing various staff members. Teachers and administrators visited local STEM certified schools to learn more about STEM implementation. Over the summer, the STEM committee met to develop STEM lessons to integrate standards into the engineering design process. The first year, the planning session was supported and led by DeKalb County’s CTAE, Hannah Maharaj. The following year, Huntley Hills created a certified STEM teacher and Technology teacher position to offer more STEM problem-based experiences outside the classroom. Huntley Hills offers additional extended day opportunities for STEM experiences such as: US Navy SeaPerch, Lego Club, FirstLego League, Recycle Club, after school Terrific STEM opportunities, and Technology Club. For the last three years, teachers find new ways to enhance the program. Our STEM program has come a long way since 2012.

The STEM curriculum at Huntley Hills Elementary expands from pre-kindergarten through fifth grade.

The curriculum supports interdisciplinary problem-based activities to promote interest, along with

critical and creative thinking skills. Our curriculum allows students to work in teams to solve authentic

and complex problems. Lessons are focused to include engineering lessons and inquiry-based activities

through science, technology, engineering and math to develop STEM literacy. Students solve real-world

problems in lessons and during monthly STEM Days. Students have an opportunity to extend additional

STEM experiences through the STEM lab and Technology lab where core content is integrated with

engineering.

Additionally, a portion of our STEM curriculum, Engineering is Elementary (EiE), was developed by the

Boston Science Museum. The EiE curriculum provides additional STEM opportunities and experiments

that promote a multi-faceted, hands-on approach to developing real-world problem solving skills in our

students. Staff use our STEM lab and science instruction to deliver a hands-on, inquiry-based science

curriculum. Technology project-based lessons are designed to integrate STEM literacy providing content-

rich science, social studies and engineering experiences. We are proud of the quality and substance of

our STEM curriculum.

Teachers measure student achievement through performance- based assessments which allow students

to demonstrate what they learned. At Huntley Hills, performance assessments are shown through the

following ways:

Group projects enable a number of students to work together on a complex problem that

requires planning, research, internal discussion, and group presentation.

Essays assess students' understanding of a subject through a written description, analysis,

explanation, or summary.

Experiments show how well students understand scientific concepts and can carry out scientific

processes.

Demonstrations gives students opportunities to clarify, elaborate, and or defend their thinking

and conclusions using verbal or products

Microsoft office programs allow students to provide a broad portrait of their performance in

combination with literacy skills.

STEM journals allow students to plan, create, and record their STEM thinking

Math Exemplars allow students to develop problem solving skills with real-world problem

scenarios.

Rubrics assure students are measured on 21st century learning skills and competencies

Correlated with the STEM program, Huntley Hills has seen student performance improvement across the curriculum. Since 2012, standardized tests scores have increased yearly. Students in grades 3-5 are administered the Criterion Referenced Competency Test ( CRCT) assessing ELA, math, science and social studies performance. Since STEM implementation, each year achievement has increased. In addition, students’ data showed high progress growth for three years. Due to continued high growth, Huntley Hills was designated as a 2015 Title I State Progress School. The STEM process has improved student achievement, focused programs in one direction, and created critical thinkers for future success in STEM fields.

Figure 3: Huntley Hills CRCT Pass Rate 2012-2014

In our STEM program, students have been most successful in utilizing the engineering design process to solve real-world problems. For example, all grade levels solved an environmental problem faced by various countries. Fourth grade students researched different irrigation systems using iPads. Students took notes comparing and contrasting the different irrigation systems. Through group collaboration, teams decided on the best system for irrigation. Teams designed a detailed irrigation prototype to scale and tested their prototype for water loss. After finding leaks, students improved their prototype and presented their design to parents and community members at International STEM night.

Technology integration has also been successful in fostering STEM literacy and 21st century skills. Each

classroom has several technology tools at their disposal. Every classroom teacher and many of the

specialists have ActivBoards with direct internet connection. Teachers have laptops and iPads for

research and technology support in addition to computer work stations. Teachers also have NEOs ,

which are portable keyboard devices allowing students to type documents and send straight to the

printer. Huntley HIlls has digital cameras for use in the technology lab, as well as a Padcaster for larger

projects.

Students participate in the Day of Code each year. This year was a Month of Code. All students were

engaged in activities that accentuate understanding of the field of computer science and programming.

Kindergarten students used their bodies to "program" each other to move forward, backward, and side

to side. First grade students worked with BlueBot, a blue tooth, programmable bee, to complete

obstacle course style challenges. Second and third grade students took a look at paper airplanes and

decided the algorithm for making them, then improving them. Fourth grade students created binary

bracelets of their names as they learned how to code more than just directions. Fifth grade students

created tangrams using their coding skills.

Huntley Hills has invested in STEM equipment to provide students with experiences to those of STEM fields. This equipment includes:

- Over 50 Apple iPads school-wide- Computer Lab equipped with Padcaster, Green screen, 32 computers, and 3 Macs- Lego MindStorm EV3 robotics sets- LegosWedo Robotic sets- Engineering is Elementary kits- One 3D printer (including a Form 1+ high resolution printer)- MindcraftEDU license- Programmable Beebots and Dash n Dots robots - Littlebits Circuitry workshop set- US Navy Submersible (SeaPerch)- Sustainable Agricultural Aquaponics system to test ph levels and grow plants

A variety of professionals have partnered with Huntley Hills to extend students STEM experiences.

Partnerships to work with students in class is an area that needs improvement for greater success. We

have reached out to engineers, and STEM professionals to share and support students during STEM

lessons, assemblies, and STEM family nights. This year, Huntley Hills contacted the Chemistry

Department at Oglethorpe University to create a relationship between college students and Huntley

Hills’ students to continue building real-world connections. Huntley Hills also reached out to Eric

Williams, engineer at Panasonic, to work with students and teachers. The school plans to send out more

flyers to industry and universities asking for various STEM-related professionals to partner with us. We

know additional partnership will provide our students with real-world, STEM job related experiences to

enhance STEM learning.

2) Provide examples of how the STEM educators and facilitators implement and sustain the core tenants of an effective and age-appropriate STEM curriculum.

The core tenants of our age-appropriate STEM curriculum utilizes integrated standards combined with the engineering design process to solve real-world problems. Teachers apply STEM lessons with the same core components, which include:

Collaboration and self-direction Creativity and Innovation Critical Thinking and Problem Solving Science, Math, Social Studies and/or Literacy connections Materials and Methods integrating technology Data collections to show success and failure Real-world application

Teachers implement the curriculum through developing student’s research, technological, and problem solving skills. Instead of automatically presenting students with information, teachers facilitate the engineering design process with students in order to reach a conclusion or solution to the problem. The core structure facilitators use to guide problem solving is the engineering design process (EDP). Students use the EDP to answer a real-world problem using collaboration, 21st century, digital, and critical thinking skills. Teachers use higher order questioning techniques to support students during collaboration and problems solving. The engineering design process includes the following five steps:

ASK: What is the problem? How have others approached it? What are your constraints?

IMAGINE: What are some solutions? Brainstorm ideas. Choose the best one.

PLAN: Draw a diagram. Make lists of materials you will need.

CREATE: Follow your plan and create something. Test it out!

IMPROVE: What works? What doesn't? What could work better? Modify your designs to make it better. Test it out!

Figure 4: Huntley Hills Engineering Design 5- Step Process

Our teachers sustain the STEM curriculum by collaborating regularly regarding STEM core tenants, the

engineering design process, and implementing the curriculum consistently across each grade level.

Teachers have daily common planning time that supports collaboration for teachers to discuss vertically

and horizontally instructional practices to plan STEM lessons and units. Lessons and units are

differentiated for special education students and student abilities. Teachers also meet every summer

for a week to plan STEM units. The STEM coordinator and technology teacher support educators with

integration and curriculum development.

An example of implementation of the curriculum is a STEM lesson where second grade students were

given a problem by the teacher on how to transport a six pack of soda without using the plastic carrier

designed by companies. Facilitators supported students while they researched plastic carriers. Students

found plastic carriers are environmentally hazardous to local animals; as animals get trapped in them

and ingest the plastic. The students followed the engineering design process by asking questions,

brainstorming solutions, and creating a plan by drawing a diagram. Students created a holder for the six

pack of soda, solutions included; using rubber bands, strings, and/or cardboard. Facilitators guided

students through the improve stage of their design if they found the six pack holder could not carry

sodas without falling.

Huntley Hills has a wide variety of software available to teachers for project-based learning. Among the

software is Office 365, Edmodo, MinecraftEDU, Tinkercad, and a very large assortment of apps, including

those to teach coding and digital citizenship. Students have access to IPads, laptops and desktop

computers for projects as well. Students in fourth grade researched different historical figures, then

using an app, Aurasma, brought history to life. Fourth grade teachers ensured this project-based lesson

integrated technology, language arts, and social studies. Individual students or teams developed a

speech or puppet show depicting the figure’s life and historical contributions. Teachers guided students

through the process. Students created a video of their speechds and/or play as if they were the

historical person. In addition, the Aurasma app allows students to share their presentations with any

audience including, parents, visitors, and other students, by linking a trigger image to the video.

Students presented their Aurasma to parents and community members during a family outreach

program. Individuals scanned the trigger image with an iPad, and the video “popped” up.

Another example of curriculum implementation is where fifth grade students were challenged to "create

their perfect pet" using webquest. The unit helped students understand classification, and required

them to conduct substantial amounts of research to understand how to classify their own designer pet.

Facilitators supported students with their research and innovative thinking. Some students made a 3D

model of their pet using Tinkercad to use during their explanation of learning.

Successful teaching and learning begins with a vision of providing quality and culturally relevant

opportunities for all students. Huntley Hills strives to provide a quality education by implementing a

STEM program for all students. Students are exposed to real-world problem solving preparing them for

21st century critical thinking and future STEM jobs. Our STEM students are producing the skills,

knowledge, and thinking strategies that prepare them to be innovative, creative, and systematic

problem-solvers in STEM fields of study and work.