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OVERVIEW

PLTW prepares students for the

global economy through:

• World-class curriculum

• High-quality professional

development

• Engaged network of

educators, students,

universities and professionals.

Why Do We Need PLTW?

• According to the American Youth Policy Forum,

there are currently 1.3 million engineering

technology jobs available in the U.S. without

trained people to fill them.

• By 2020, there will be a shortage of 13 million to

15 million skilled workers.

• With more than 79% of future jobs expected to

be in the areas of math, science and technology,

STEM preparation is the edge that students

need.

“Of the 4 million 9th graders who

began their high school careers in

2004, only 4% (167,000) will graduate

in 2012 with a bachelor’s degree in a STEM major.”

- National Center for Education Statistics

Why Do We Need PLTW?

• Ten of the 20 fastest growing occupations are

healthcare related. (U.S. Dept. of Labor, Bureau of Labor Statistics, 2011)

• Healthcare will generate 3.2 million new wage

and salary jobs between 2008 and 2018, more

than any other industry.

• Biomedical engineers are expected to have

employment growth of 72 percent over the

projections decade, much faster than the

average for all occupations.

Overview

more than 5,000 schools

More than 400 schools in California alone

more than10,500 PLTW teachers trained

48 university affiliates

4 in California

More than 500,000 students take a PLTW course every day.

with100s of partners

California PLTW as of Oct 2013

• 178 School Districts

• 874 PLTW Teachers

• 461 programs ( 172 GTT, 225 PTE, 61 BMS, 3 Elementary)

• 61 Schools in the San Diego area

Science and Technology in Our Society

Research

Complex Design

Development

Manufacturing Test and Evaluation

Routine Design

Production

Operation, Service,

And Maintenance

Distribution and

Sales

Our colleges and universities are well aligned with this…

But how is this connected to high schools?

Complex Analysis

Science and Technology in Many High Schools

Wood shop, Auto shop, Machine shop & Drafting

Chemistry,

Physics, &

Biology

Next Generation Science Standards

Until the NGSS, PLTW had to consistently lobby for its value in high school education.

“…the intent of the new standards is to motivate all students to fully engage in the very active practice of science and engineering”

“What is different in the NGSS is a commitment to fully integrating engineering and technology into the structure of science education by raising engineering design to the same level as scientific inquiry in classroom instruction …”

Increased Engagement in School University of Wisconsin-Madison Center on Education and Work (2007)

More Interested in Math and Science Evaluation of PLTW in Rockwell-Sponsored Schools (2008)

Closed the Achievement Gap University of Wisconsin-Milwaukee Report (2009)

Increased College Enrollment, Persistence and Performance True Outcomes (2009), MSOE, RIT

Program Benefits

THE PLTW SYSTEMS APPROACH

RELEVANT AND RIGOROUS CURRICULUM

K-12

Project/Problem-based

PARTNERSHIPS

Schools/Universities/

Business & Industry

PROFESSIONAL DEVELOPMENT

Course-specific two week

training institute

PLTW Aligns Key Learning Concepts

to National Standards

National Science Education Standards

Principles and Standards of School Mathematics

Standards for Technological Literacy

Standards for English Language Arts

National Content Standards for Engineering and Engineering Technology

National Health Care Cluster Foundation Standards

ABET, Inc. Accreditation Criteria*

PLTW is Alligned to Common Core and the NGSS Core State Standards Alignment

17

Activities give the

students what they need

to traverse the “phases”

in a design process.

Projects and Problems

utilize the process itself.

Example of STL Standard 8 Benchmark H design process

Activities/Projects/Problems Focused on Design Process

18

Activities, Projects, and Problems

Activities are written and designed to provide students the experience needed to acquire the skills they will use throughout a course.

Projects are written and designed to aid students in developing and beginning to apply critical thinking skills and knowledge.

Problems are written and designed to utilize all skills and knowledge acquired through activities and projects in an open-ended format that aids students in developing full understanding of the main concepts and principles of the course.

PLTW® AP2 Modality

What Students do Well in PLTW?

• Show interest in STEM (Science, Technology, Engineering, or Math) career fields.

• Are creative – Like art and design.

• Enjoy working with computers.

• Learn best in “hands-on” classes.

• Are in the upper 80% of their class.

Students who:

GATEWAY TO TECHNOLOGY

PROGRAM

Project Lead The Way

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• Hands-on, rigorous, relevant,

real-world experiences

• The chance to use scientific

sensors, Vex & ROBOTC,

industry software (Revit,

Inventor)

• Opportunities to be creative and

solve problems

• The realization that there isn’t

just one right answer

21

Project-based learning gives students:

Gateway To Technology units

9 week units designed for grades 6-8

Specialized Units

Design & Modeling

Automation & Robotics

Medical Detectives

Flight & Space

Science of Technology

Energy and the

Environment

Green Architecture

Magic of Electrons

Foundation Units

• Design & Modeling

– Apply design process to solve problems

– Work in teams to design a hobby organizer, furniture, new playground

– Use Autodesk® design software to create virtual image of designs and produce a portfolio of solutions

• Automation & Robotics

– Learn about mechanical systems, energy transfer, machine automation, and computer control systems

– Use the VEX Robotics® platform to design, build, and program real-world objects

23

GTT foundation units

• Energy and the Environment – Design and model alternative energy sources and evaluate options for reducing energy consumption

through energy efficiency and sustainability

• Flight and Space – Explore the science behind aeronautics; design, build, and test an airfoil

• Green Architecture – Study dimensioning, measuring, and architectural sustainability; design affordable housing units using

Autodesk’s® 3D architectural design software

• Magic of Electrons – Delve into electricity, the behavior and parts of atoms, and sensing devices; learn knowledge and

skills in basic circuitry design and examine the impact of electricity

• Medical Detectives – Analyze genetic testing results to diagnose disease and study DNA evidence found at a “crime

scene”; learn how to measure and interpret vital signs and diagnose diseases

• Science of Technology – Apply concepts of physics, chemistry, and nanotechnology to activities and projects including making

ice cream, cleaning up an oil spill, and designing, building, and testing a new product

24

GTT specialization units

How do Gateway To Technology students use the

engineering design process to solve a problem?

Students tackle the

Playground Problem

from the foundation

unit Design &

Modeling

Students use the design process to research,

design, and model a playground

GTT grows student interest in PLTW’s advanced

programs and STEM careers

Gateway To Technology Unit Pathway To Engineering and Biomedical

Sciences PLTW Courses

Automation and Robotics Principles of Engineering

Computer Integrated Manufacturing

Computer Science/Software Engineering

Design and Modeling Introduction to Engineering Design

Energy and the Environment Biotechnical Engineering

Principles of Engineering

Flight and Space Aerospace Engineering

Green Architecture Civil Engineering and Architecture

Medical Detectives Principles of the Biomedical Sciences

Human Body Systems

Medical Interventions

Biomedical Innovation

Magic of Electrons Digital Electronics

Science of Technology Biotechnical Engineering

Introduction to Engineering Design

Principles of Engineering

Flexibility

• Implement GTT in the best way to fit your

school

– GTT units as 9 week or semester courses?

– Full school implementation or elective?

– Every class every year?

Training for the GTT units

Starting in 2014, training for the GTT units will be offered as one week or 2 ½ day sessions. These will be:

• AR – automation & robotics, one week

• DM – design and modeling, one week

• FS, ME, ST, GA, and EE are 2 ½ day

• MD –medical detectives, one week

Gateway To Technology Program

Summary of Program Requirements

• Schools have two options for implementation.

– GTT Basic implementation requires schools to offer at least two units, which must include Design and Modeling and Automation and Robotics.

– GTT Advanced implementation requires schools to offer at least four units, which must include Design and Modeling and Automation and Robotics.

• GTT courses shall be taught in conjunction with a rigorous academic curriculum.

Gateway To Technology Program


• All GTT courses are designed as 45 class periods that are approximately 45 minutes long.

• Schools may offer courses from grade six through grade eight in a manner determined reasonable and appropriate for the school. Local schools will determine the PLTW sequence of units which they will implement to fulfill their agreements.

PATHWAY TO ENGINEERING

PROGRAM


32

PTE: Rigor & Relevance

• Students see and experience

the real-world application

• PTE brings together critical

thinking skills and authentic

learning

• Skills are transferable to a

variety of fields and

disciplines

PTE Course Structure

Foundation

• Introduction to

Engineering

Design

• Principles of

Engineering

Specialization

• Aerospace

Engineering

• Biotechnical

Engineering

• Civil Engineering

& Architecture

• Computer

Integrated

Manufacturing

• Digital

Electronics

• Computer

Science

Capstone

Engineering

Design &

Development

9th Grade 10th Grade 11th Grade Summer 12th Grade

BIOMEDICAL SCIENCE

ACADEMY Principles of

Biomedical Science Human Body Systems Medical Interventions

Summer

Work Experience

Internship

Biomedical Innovations

ENGINEERING

ACADEMY Introduction to

Engineering Design Principles of Engineering

Civil Engineering and Architecture

or Digital Electronics

Summer

Work Experience

Internship

Computer Integrated Manufacturing

CORE and ELECTIVES

ENGLISH English 9 English 10 English 11

Summer Work Experience

Internship

English 12

MATH Geometry Algebra 2 Trig / Pre Calculus Calculus AP

SCIENCE Biology Chemistry Physics AP Science SOC. SCI. Health World History US History Gov't / Economics

PE PE PE

ELECTIVE Foreign Language 1 Foreign Language 2 Foreign Language 3 Visual / Performing Arts

CAREER FOCUS ACTIVITIES

Career Focus

•Career Interest

Inventory

•College Visits

•Work Site Visits

•Guest Speakers

(Engineering

Professionals)

•College/University

Reps

•Career/Human

Resources

•Resume Writing

•Cover Letters

•Letters of

Recommendation

•College & Work Site

Visits

•Guest Speakers for

College and Career

Prep

•PSAT and PLAN

•Mock Interviews

•Update of Portfolio

•PSAT and PLAN

• SAT I/II - ACT

•College and Job

Application submissions

•Documentation (i.e.

Resume/Cover Letter;

FAFSA, Letters of

Recommendation)

•Portfolio Assessment

Summer

Work Experience

Internship

• Internships

•Senior Presentation

•Portfolio Assessment

•Self & Post Secondary

Planning Evaluation

Introduction to Engineering Design Overview

IED Units

• Design Process

• Technical Sketching and

Drawing

• Measurement and Statistics

• Modeling Skills

• Geometry of Design

• Reverse Engineering

• Documentation

• Advanced Computer Modeling

• Design Team

• Design Challenges

PUZZLE CUBE PROJECT DESIGN EXPERIENCE

Introduction To Engineering Design

Unit 1: Introduction to Design

The design process

Technical sketching and drawing

Puzzle cube project

Unit 2: Design Solutions

Geometric shapes and solids

Dimensions and tolerances

Advanced 3D modeling skills and designs

Principles of Engineering Overview

POE Units

• Energy and Power

• Materials and Structures

• Control Systems

• Statistics & Ballistics

Solar Hydrogen System

Truss Design

Pneumatic Brake Design

Self Propelled Vehicle

Principles Of Engineering

A hands-on, project-based course:

Unit 1- Energy and Power

Mechanisms, simple and compound machines

Energy sources and applications

Unit 2- Control Systems

Machine control

Fluid power

Automated material-sorter design problem

PTE: Specialization Courses

• Aerospace Engineering (AE)

– Learn the fundamentals of atmospheric and space flight through projects such as

designing an airfoil, propulsion system, rocket and glider

• Biotechnical Engineering (BE) to be replaced with Biological Eng’g

(2015)

– Engage in design problems related to biomechanics, cardiovascular engineering, genetic

engineering, tissue engineering, biomedical devices, forensics and bioethics

• Civil Engineering and Architecture (CEA)

– Discover the design and construction industry while designing both residential and

commercial projects using Autodesk® 3D-architectural design software

• Computer Integrated Manufacturing (CIM)

– Explore designing products for manufacturability, manufacturing processes, CNC

machining, factory system modeling, automation, and robotics

• Digital Electronics (DE)

– Learn the fundamentals of combinational and sequential logic circuit design and create

fully-functioning digital circuits

Aerospace Engineering

Unit 1- History and Physics of Flight

Study navigation. Measure lift & drag in a wind tunnel.

Compare results to computer simulation.

Unit 2- Aerospace Design

Composite materials, propellers, turbines, and rocket motors.

Flight physiology; centrifuges, vision systems and human interfaces

Build and launch a rocket with complex sensor package.

Biotechnical Engineering … to replaced with

Biological Eng’g in 2015

• Safety and Documentation

Review

• Introduction to Biotechnical

Engineering

• Biochemical Engineering

• Environmental and Agricultural

Engineering

• Biomedical

Projects

• DNA Modeling

• What’s Eating You

Civil Engineering & Architecture Overview

CEA Units

• Overview of Civil

Engineering & Architecture

• Residential Design

• Commercial Applications

• Commercial Building

Systems

Projects

• Green Utility Shed

• Keystone Library

Renovation

Civil Engineering and Architecture

Unit 1 – Introduction and History of Civil Engineering & Architecture

History and careers

Principles of design and architectural styles

Unit 2- Residential Design

Site planning, soils, permits and drainage

Revit -3D Architectural modeling

Residential design and construction including Green technology

Computer Integrated Manufacturing Overview

CIM Units

• Principles of Manufacturing

• Manufacturing Processes

• Elements of Automation

• Manufacturing Elements Projects

• Freight Elevator

• Container Design

• Autonomous Pick and Place

Digital Electronics

Design > Simulate > Prototype > Fabricate

Unit 1- Fundamentals of Analog and Digital Electronics

Safety, electron and circuit theory and breadboarding

Binary, octal and hexadecimal number systems

Data sheets, combinational logic, sequential logic & troubleshooting

Unit 2- Combinational Logic

Basic logic gates, logic circuits and programmable logic

Design, simulate and build circuit to display date of birth

Pathway To Engineering: Capstone Course

• Engineering Design and Development (EDD)

– Research, design, and construct solutions to engineering problems

• Components

– Project Management

– Researching a Problem

– Designing a Solution

– Creating a Prototype and Testing Plan

– Evaluation and Reflection on the Design Process

– Presentation of the Design Process

– Going Beyond Engineering Design and Development

Capstone Course: Students Create an Original Design Solution

Problem Solving in Teams

Juried Presentations

Engineering Design and Development

•Project management

•Problem definition

•Design and prototype a solution

•Test, evaluate and refine

•Communicate the results

Pathway to Engineering Program


• Schools must offer a minimum of three PLTW courses over a three-year period. These three courses must include IED and POE and a minimum of one specialization and/or capstone course of the school’s choice.

• All PLTW courses require concurrent enrollment in college preparatory mathematics. Concurrent enrollment in college preparatory science is strongly recommended.

Pathway to Engineering Program


• All PLTW Pathway To Engineering courses are designed as year-long courses on a standard 45-50 minute schedule. For schools with double period/block scheduling, these courses can be completed in a semester.

• Local schools will determine the PLTW sequence of courses they will implement. – It is recommended that schools offer the required courses in

the order previously listed (IED, POE, then specialization).

– They can be offered concurrently.

– It is recommended that students take at least two required courses prior to taking the capstone course, EDD.

PLTW’s Information and Computer Science Pathway

Year-Long courses currently include:

• Computer Science and Software Engineering

• Principles of Engineering

• Digital Electronics

• Computer Integrated Manufacturing

Other courses are being developed to create a

comprehensive Computer Science and

Software Engineering Pathway

Computer Science and Software Eng

Course Summary and Philosophy

• Hands-on, work in teams to develop computational

thinking and solve problems.

• Does NOT teach a single language (it’s not a C++

class).

• Introduces a wide range of career paths.

• Covers the College Board’s new CS Principles

Framework.

• Written to Common Core standards where applicable.

Four Units of Study

1. Graphics and GUIs

2. The Web

3. Discovery in Data and App Invention

4. Predicting, Understanding and Communicating with

Simulation


Unit 1. Graphics and GUIs

Students work with Scratch and Python languages to solve

a number of Graphics Problems

Unit 1. Units and Activities

• Lesson 1.1 Algorithms – Students use a Scratch

algorithm to manipulate images and audio recordings

of themselves. Introduced to state diagrams, object-

oriented concepts and the software dsign process.

• Lesson 1.2 Data Structures - Introduces Python, data

structures, variable types, and arrays in the context of

creating their own AV project.

• Lesson 1.3 Objects, Methods and Abstractions –

Students create a GUI that implements a Model View

Controller and learn to view any class of objects as an

abstraction.


Unit 2. The Web

Students are introduced to HTML, CSS, JavaScript, SQL

and PHP to learn about the Internet and the Web.


• Lesson 2.1 The Internet and Web – Students learn

how web computers exchange information and

discuss security, search services and web design.

• Lesson 2.2 Web Shopping and Social – Students

modify existing code to create a web page that

satisfys a clinet’s needs.

• Lesson 2.3 Security and Cryptography – Students

view cybersecurity from the perspectives of the user,

developer, business, nation and citizen, In a

simulation, students attenpt to protect their

confidential information from identity theft.


Unit 3. Discovery in data and App Invention

Students study large-scale data collection and analysis in

a variety of applications. They create a mobile app that

stores a large data set concerning themselves.


• Lesson 3.1 Biology and Computation – Students

study the impact of computing on other fields with

a focus on biology and medicine.

• Lesson 3.2 Visualizing Data and Discovering

Knowledge – Students use Python to create a number

of visualizations (charts, graphs, etc.) of data sets.

The goal is to show how visualizations can help

extract knowledge from raw data.

• Lesson 3.3 Inventing Android Apps, Methods and

Abstractions – Students learn to program in the

context of creating a client-directed Android app.


Unit 4. Predicting, Understanding and Communicating with

Simulation Students identify problems and questions that can be addressed

with computer simulation, This final project is student directed

and relevant to their own life.

Unit 4. Units and Activities • Lesson 4.1 Classes and Agents – Students manage code

revisions as the dependencies change. Teams collaborate

and learn to manage complex problems.

• Lesson 4.2 Discrete and Continuous Simulations – Students

explore various games as examples of discrete

simulators and create their own continuous simulator.

• Lesson 4.3 Simulation Design Problem – Students work in

teams to develop software for an application of their own

choosing.

BIOMEDICAL SCIENCES

PROGRAM


58

High School Program Biomedical Sciences (BMS)

Principles of the Biomedical Sciences

Human Body Systems

Medical Interventions

Biomedical Innovation/Capstone Course

Biomedical Sciences Program


• Schools must offer the PLTW courses in sequence.

– Flexible program

• Students can begin the program in 9th, 10th or 11th grade.

• Can take 1 course each year or double up and take 2 consecutive courses simultaneously.

Biomedical Sciences Program


• Schools must offer a minimum of three PLTW courses.

• All PLTW courses require concurrent enrollment in college preparatory mathematics and science courses.

• All PLTW courses are designed as year-long courses (45-50 minute schedule).

– Block Schedule (90 min.): can be completed in a semester

Course # 1: Principles of the Biomedical Sciences

Study of human medicine, research processes and an introduction to bioinformatics.

Investigate the human body systems and various health conditions including: heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases.

Course #2: Human Body Systems

Students study basic human physiology, especially in relationship to human health. A central theme is how the body systems work together to maintain internal balance and good health.

Students use data acquisition software to monitor body functions and use the Anatomy with Clay® Manikens™ to study body structure.

Course #3: Medical Interventions

Investigate various medical interventions that extend and improve the quality of life including: diagnostics, surgery, pharmacology, bio-nanotechnology, prosthetics, rehabilitation, and lifestyle choices.

Course #4: Biomedical Innovation Capstone Course – Apply their knowledge and skills to solve problems related to the biomedical sciences

Work with a mentor/advisor from a university, hospital, physician’s office, or industry as they complete their research and problem-solution process

Present their findings and results in a symposium style format to an audience, consisting of representatives from the local healthcare or business community or the school’s PLTW partnership team

Biomedical Innovation Problems:

Design a more efficient emergency room.

Design an experiment using sensors and data acquisition software to monitor or measure a physiological change.

Design a medical intervention to aid patients.

Evaluate water quality and propose solutions to eliminate contamination of water sources.

Design a solution to a local or global public health challenge.

Updates available at www.pltwca.org

Or the UC “a-g doorways” portal; search under

Project Lead the Way.

Future a-g efforts will focus on changing

interdisciplinary electives to science electives so

they can satisfy the new CSU entry option.

All PLTW Courses are “A-G”

Approved

Pathway to Engineering – Foundations

• Introduction to Engineering Design

o Computer aided design

[g – Elective: Interdisciplinary; f – Visual Arts]

• Principles of Engineering

o Intro to engineering careers & skills

[g – Elective: Interdisciplinary]

• Digital Electronics

o Computer simulated circuits

[g – Elective: Math]

http://www.pltw.org/educators-administrators/teacher-training

http://www.pltw.org/students/students



Pathway to Engineering -

Specialization & Capstone

• Aerospace Engineering


• Biotechnical Engineering

[g – Elective: Biological Science]

• Civil Engineering & Architecture


• Computer Integrated Manufacturing

[g – Elective: Other]

• Engineering Design & Development

[d – Lab Science: Interdisciplinary]

http://www.pltw.org/model-schools






Biomedical Science

• Principles of Biomedical Sciences (PBS)

[d – Lab Science]

• Human Body Systems (HBS)

[d – Lab Science]

• Medical Interventions (MI)

[d – Lab Science]

• Biomedical Innovation (BI)

[g – elective]





PLTW OUTCOMES SUMMARY REVIEW

Student Impact

Increased Engagement in School University of Wisconsin-Madison Center on Education and Work (2007) More Interested in Math and Science Evaluation of PLTW in Rockwell-Sponsored Schools (2011)

Closed the Achievement Gap University of Wisconsin-Milwaukee Report (2009)

Increased College Enrollment, Persistence, and Performance True Outcomes (2009), MSOE, RIT

Milwaukee School of Engineering 121 former PLTW students

90% Retention (first year)

Average PLTW GPA is 0.18 higher

Oklahoma State University 101 former PLTW students

81.5% Retention (in engineering)

12.3% Transferred (out of engineering)

PLTW Alumni Data

Program Statistics

• 95% intend to pursue a post-secondary degree – Vs. 67% nationally (National Center for Education Statistics)

• 70% say they will study a STEM-related post-secondary degree program – Vs. 32% nationally (Center on Education and Work)

• The percentage of female students in PLTW engineering programs continues to be about 19% – Vs. 18% nationally (American Society for Engineering

Education)

CST Data Overview

PLTW

NEW INITIATIVES

Elementary STEM Program:

PLTW Launch

http://www.youtube.com/watch?v=jEiBf33RM3s

percent of scientists

and graduate

students in a 2010

study stated that

their interest in

science began

before middle school

World-Class Curriculum

• Activity, project, problem-based

• Aligned to Common Core and NGSS

• Allows for flexibility and customization – Designed for Kindergarten to 5th grade

– Four modules per grade. Each module is ~10 hours.

• First module of each grade focuses on the design

process

• Integrates formative and summative assessments

79

80

PLTW Pathway

81

Design Process for Every Age

Design

Process K-5

What it looks like & means K-2 What it looks like & means 3-5

Ask Students ask questions, make observations and

gather information to define a simple problem.

Students define a simple design problem including

specified criteria and constraints.

Explore Students develop simple drawings to generate ideas

of how to solve the given problem.

Students generate and compare multiple possible

solutions.

Model Students develop a simple sketch to illustrate how

the chosen concept will function to solve the given

problem and develop a simple physical model.

Students develop a solution to a problem based on how

well each is likely to meet the criteria and constraints of

the problem and construct a prototype.

Evaluate Students analyze data from tests of two objects and

compare strengths and weaknesses of how each

performs.

Students plan and carry out fair tests in which variables

are controlled. Students consider failure points of data

collected to identify aspects of the design solution that

can be improved.

Explain Students reflect on their design solution including

one or two suggestions for improvement.

Students communicate their design solution including

specific suggestions for improvement.

Launch Pilot Modules

82

Module Titles Aligned to Grade

Structure and Function Kindergarten

Pushes and Pulls Kindergarten

Waves: Light and Sound 1st grade

Observing the Earth, Sun, Moon, and Stars 1st grade

Matter and Materials Science 2nd grade

Engineering Design: Dispersing Seeds 2nd grade

Motion and Stability: Science of Flight 3rd grade

Motion and Stability: Forces and Interactions 3rd grade

Energy: Collisions 4th grade

Energy: Conversion 4th grade

Robotics: The Power of Automation 5th grade

Robotics: Challenge 5th grade

Paintbrush Design Activity

83

Aligned to Kindergarten standards

Animal Rescue Activity

84

Aligned to

3rd grade

standards

Scalable, school-wide model for elementary core training

85

PLTW Master

Teachers Lead

Teachers PLTW

Teachers Trainers

PLTW three-phased approach fully supports elementary STEM teachers:

Readiness Training

– On-demand and live-online

– Focus on core knowledge/skill

Core Training

– 2.5 days in-person training for the program

– Focus on pedagogy and activity, project, problem-based learning

Ongoing Training

– On-demand and live online by module

– Focus on pedagogical-content knowledge by module

Costs

Investment Area Description Price Range

Program Participation Fee

Per school (per unique school

NCES Code)

$750

Professional Development

Lead Teacher Training &

Certification

Additional Classroom

Teachers, Training & Cert.

$650

$0

Classroom Kits

General Supply Kits (Per

class of 30 students, per

module)

VEX IQ Robotics Equipment

(2-4 students/kit)

$200-350

$120-365

iPads Classroom set of 12 (iPad or

iPad Minis) $4200-4800

87

• Visit www.pltw.org/Launch to follow the PLTW Elementary pilot and learn additional program updates

PLTW Programs

Common Core

Alignment

and Continuous

Improvement

Common Core State Standards Alignment

•As of October 2012, all PLTW courses and units are

aligned to Common Core State Standards for

Mathematics and English Language Arts.

•Alignments are available at alignment.pltw.org.

•Support resources, including answers to general

questions and a video tutorial, are also available at

alignment.pltw.org.

•Alignments to Next Generation Science Standards

(NGSS) will be completed and available soon after

they are released. NGSS are currently in development.

PLTW Standards and Objectives Alignment Tool

Alignment.pltw.org

PLTW Alumni Association

Purpose: Engage PLTW students beyond high school graduation

• Eligibility Requirements: • Must be a past or current PLTW student • Must have completed two or more PLTW courses • Must complete the online registration application

www.pltw.org/alumni

91

Professional

Development

Teacher Professional Development

• The three phases within the PD model are identified as – Readiness

Training

– Core Training

– Ongoing Training

Core Training is an intensive and immersive 76-hour, in-person training experience. As outlined in PLTW school district agreements, educators must successfully pass Core Training for every PLTW course they wish to implement and instruct. During Core Training, educators are immersed in course-specific curriculum and assume the role of the student to directly inform their expertise in content instruction.

2014 Summer Core Training for CA

PTE/GTT:

Cal Poly Pomona

POE, DE, EDD, AR, DM

IED, CIM, FS, ME, MD, ST

San Diego State University

MD, GA, DM, AR, EE, AE, CEA,

IED, POE, DE, CSE, Launch

San Jose State University

tbd

Biomedical:

Cal State East Bay

PBS, HBS, MI, BI

Professional Development Workshops for

San Diego

• VEX Level 2: Mar. 7, 2014

• Inventor Level 2: Feb. 7

• Inventor Level 3: May 9

• CEA: tbd

All professional development workshops are posted in

the calendar section at www.pltwca.org

3rd Annual PLTW California Statewide Conference

• Save The Dates: February 20-21, 2014

• Additional details found on the Events/Calendar Page at www.pltwca.org

Program

Implementation

& Cost

The Most Important Things you will Hear Today…

• PLTW is an Elective and it is NOT “Magic”,

• You must recruit students, especially girls.

• You must have “kid-magnet” teachers.

Versatile Implementation Models

• Combine classes, one teacher in a block; – Teach IED and Geometry

– Teach POE and Physics

• Use at low-performing academies to grab the forgotten middle that sleeps through lecture.

• School within a school.

• Career Pathway in Linked Learning

• Core classes in a CPA

• Use as the core of a magnet academy

Recruiting Techniques

• Recruit a “rock star” teacher

• Take PLTW students and projects to other

classes.

• Student demographics should match the

ones you want to recruit

• Recruit at the Middle Schools


• Help the Middle Schools run the GTT program

• Tell parents using PTA, local papers, and

“Elective Fairs”

• Start a Robotics Team

• Work on making the courses girl-friendly; teach

“Design” not “Pre- Engineering”


• Project Lead The Way has released new

recruitment materials designed to encourage

more girls to take PLTW classes

• Focus Your Future - Designed for hosting a

reception for girls and their parents to learn more

about PLTW

• See also “Engineer Your Life” – A guide to

engineering for high school girls; see more at

www.engineeryourlife.org

• Implement PLTW curriculum

• Support teachers in Professional Development

• Counselors participate in conferences

• Provide teachers with specified equipment

• Form a teacher-led partnership team

• Participate in student evaluation of PLTW

• Commit to on-going training opportunities

• Interact with PLTW State Leader

• Option to become certified PLTW school

School District Commitments

Cost to Schools • Participation Fee - $3,000 PTE, $750 GTT, $2,000 BMS, $750 Elem.

• Teacher training ($2,500 registration fee + $1,200 housing)

• Facilities (need a computer lab + prototyping/project lab)

• Equipment for 30-35 students (course dependent costs)

•GTT(AR+DM): $18,000

•GTT(All Others): $14,000

•IED: $6,000

•POE: $15,000

•AE: $13,500

•BE: $8,000

•CEA: $3,000

•CIM: $31,000

•DE: $8,500

•EDD : $1,200

•`

•PBS: $20,000

•HBS: $10,000

•MI: $5,000

•BI: $1,000

Typical PLTW High School Implementation Timeline

Academic Year (Aug. – July)

Year 1: - Attend Information Conference

- Sign District Agreement

- Teacher attends Summer Training in IED

Year 2: - Offer IED

- Teacher attends Summer Training in POE

Year 3: - Offer IED and POE

- Teacher attends Summer Training in a specialty

course

Year 4: - Offer IED, POE, and specialty course

High School Program Quality Process

Official Program (New school, data tracking begins)

Signed agreement

Trained teacher

Participation fee paid

Certified Program (Minimum PLTW (or state) requirements met)

Three (3) courses offered (or state requirement above three) *

Students rostered (starting year one)

Assessments administered * (starting year one)

Current version of the curriculum in use

Approved and adequate equipment and software for students and teachers

Evidence of proper use of the engineering / lab notebook

Partnership team in place

Counselors trained

Evidence of program marketing

Note:

- If you are in year one without a trained teacher (i.e. a teacher on an approved PDP), you

are not yet an Official program.

Program Certification for High Schools

PLTW Provisional Program ….. New programs without a fully

developed program will be a PLTW Program upon completion of initial

core training. After completion of the third EoC assessment and

related requirements they will be a Certified Program.

PLTW Certified Program ….. Mandatory quality level awarded upon

successful completion of five key components:

• Program of study with a three course minimum

• Trained teachers for all courses offered

• EoC assessments completed

• Trained counselors

• Partnership team

PLTW Model Program ….Certified program with additional quality

indicators

Some Deadlines

• Summer Training Schedule Posted Jan 15

•New District or School Signups March 1

•Registration for summer training opens March 15

•Signed Agreement (if a new District) May 1

Assessments

PLTW Assessment Overview

• Two Assessment Cycles

• Fall/Winter: December 2013 – March 2014

• Spring: April 22, 2014 – June 21, 2014

• All students are required to take the End-of-Course Assessments

• PLTW requires summative End-of-Course Assessments for 10 of 12

high school courses

• No assessments for EDD, BI, or Gateway To Technology courses

• One assessment per course (40-50 Items)

• All assessments delivered online

• Tests can be broken into 2 segments for short class periods

• Increased security protocol to ensure fair testing

Improvements to the Assessment Program

• Student Rostering via upload of a .csv file at the school

level

• Student First/Last Name

• Student State ID #

• Student Grade

• Gender

• DOB

• Race

• Ethnicity

• Student Free/Reduced Lunch

Status*

• Student IEP Status/504**

• IEP Testing Accommodations

• School NCES Code

• Teacher First/Last Name

• Teacher Email

• PLTW Course

• Course Begin/End Dates

Reporting of Student Data on my.pltw.org

•Principals and District Delegates can submit student roster files for all

students at the school level

•Principals and teachers can access current and historic student level

data at my.pltw.org

State and Regional

Program Support

The California Regional Centers

• Conduct summer training sessions

• Hold informational conferences

• Conduct professional development workshops for the PLTW teachers

• Promote the PLTW program within California

• Provide student programs and benefits

• Scholarships ...Leonhard Scholarship at SDSU

• Design Competitions

• Engineering Compact with SDSU

• Summer Engineering Camps, called Gateway Academies, for middle schools

• San Diego Unified School District Junior ROTC Summer STEM Camp at SDSU

Student Support

Chevron Design Competition State final contest held at Lincoln HS in San Diego

Community College Participation

• Riverside City College, El Camino College, and Cerritos College offer PLTW courses.

• Articulation between HS and CC.

Guaranteed Admissions – an example,

SDSU

• Complete four PLTW courses with a “B” or better

• Complete CSU a-g requirements

• Maintain a 3.0 GPA

• Pass Entry Level Placement Tests

•Take the SAT or ACT





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