We get this question a lot. PAST has amassed data from schools and communities from California to Texas to New York State. PAST has published its progress in real-time, allowing stakeholders and PAST STEM coordinators to get a sense of what needs to come next. Feel free to look through our archives.
Between January 2014 and September 2015 through the generous support of Ohio Straight A funds in rounds 1 and 2, SOIL (STEM Outdoor Learning Labs) was able to reach out across the state and dynamically utilize space that is traditionally under-utilized at schools to increase the planning and implementation of problem-based learning in grades 5 through 12. The program collectively partnered with 16 school districts, stretching from Lake Erie to the Kentucky border, the Fairfield ESC, COSI, Hocking College, and the PAST Foundation, along with numerous community businesses and organizations. Growing SOIL funded in Straight A Round 2 brought on the growth of the initial program by challenging the first cohort of 9 SOILabs to partner or “buddy” with other local programs in order to more fully utilize the modules and labs created in Round 1. Thus, another 9 buddy programs were established on top of the 15 anchor SOILabs by the culmination of the second grant growing the reach of the program to 24 schools.
During the 2014-15 academic year, K-12 teachers in nine districts in Fairfield and Franklin counties in Ohio, and selected staff of the Fairfield County Educational Service Center participated in year-one implementation of the Math Matters Project. The Project was funded by the Ohio Department of Education Straight A Fund, providing support for transitioning to a blended learning model over a five-year period utilizing the ST Math® Program for math instruction in K-12 classrooms. The PAST Foundation Knowledge Capture Program (KC) conducted formative evaluation of the implementation process across the nine districts during the period beginning August 2014 through June 2015. Read Online or Download
In the 2013 Roadmap to Community Engagement, we begin by considering the role of principals in initiating the transition of their school to STEM instruction. In looking at the experience of CCS schools over a three-year period, from 2012-2014, the first steps toward implementing STEM were initially defined and structured by the principal in his or her role as the building instructional leader (5004-46; 5006-267; 5007- 54). However, to sustain the multiple-year transition to STEM TPBL the overall process must involve 1) supporting a cultural shift for the school as a whole, 2) providing professional development for teachers, and 3) engendering new forms of leadership among teachers as well as their students. Read Online or Download
This report reflects the work of the PAST Foundation with Columbus City Schools (CCS) STEM Transformation Project for the academic year 2012-2013. A significant portion of the material in this report was first compiled in June 2013 as part of our Ohio Race To The Top (RTTT) Year 2 final report deliverable as a service partner with the Ohio STEM Learning Network (OSLN), which is supported and managed by Battelle Memorial Institute. PAST began working with CCS on its STEM Transformation Project in 2009. Since that time, this project’s goals, intended outcomes, scope and scale has changed dramatically. Read Online or Download
The 2013 Roadmap to Community Engagement for STEM Education presents a case study of community involvement in transforming an urban area pre-K through 12 school feeder system in the Linden community of Columbus, Ohio. As the first school feeder system to transition to STEM in a large school district, there is value in looking at the stakeholder process conducted jointly by the community with the school district to evaluate how to best meet the educational needs of Linden’s youth. The Linden community process offers a national “roadmap” for urban communities where public education is ripe for revitalization in ways that must also address multiple related issues that extend to the social and cultural aspects of a community. This case study chronicling the Linden community experience identifies critical components of the process that launched the partnership of agencies, organizations, and individuals who joined in an effort to identify STEM education as a viable solution for Linden’s community schools and its students. Read Online or Download
In fall 2011, the Ballston Spa Central School District opened the Clean Technologies and Sustainable Industries Early College High School (ECHS) at the Hudson Valley Community College TEC-SMART Campus, enrolling the first (25) students. The initial year of the program offered only 11th grade coursework to students in their third year of high school. The ECHS Program was launched by an innovative partnership between the Ballston Spa Central School District with the Hudson Valley Community College (HVCC) and the New York State Energy Research and Development Authority (NYSERDA). The success of the program is also building on support of a collaborative endeavor bringing business and industry, nonprofits, government, and others in the region together to establish the “Early College High School” model for STEM education. Read Online or Download
In June 2010 the PAST Foundation partnered with the Pre-K through 12 Linden Feeder System schools of Columbus City Schools District to transform their educational delivery to problem-based learning using capstone themes and projects connected to the Linden community. This report outlines the vision and results of that year’s work following the steps of the design process. Read Online or Download