TheSTEM I

mmer
sionGui
de
Acol
labor
ati
onoftheAri
zonaSTEM NetworkledbySci
enceFoundat
ionAr
izona
andMari
copaCountyEducat
ionSer
viceAgency
 The STEM Immersion Guide for Schools and Districts
A Collaboration of Arizona STEM Network Led by SFAz and Maricopa County Education Service Agency
Updated December 9, 2014
Exploratory Model Introductory Model Partial Immersion Model Full Immersion Model
The Exploratory Model The Introductory Model describes a The Partial Immersion Model The Full Immersion Model describes a
describes a regular school day regular school day experience, with describes a non-traditional school non-traditional school experience
experience, with STEM-related STEM-related experiences offered experience where STEM-related where STEM-related experiences
EXTRA CURRICULAR in addition to the current experiences are integrated into the determine the school’s curriculum.
opportunities offered to curriculum. These experiences may curriculum. These experiences may Full Immersion schools look more like
students in addition to the include, but are not limited to; include, but are not limited to; 21st Century work-place
regular school day. These integrated STEM units delivered teaching to a school-wide STEM environments rather 20th century K-
experiences may include, but are once the state testing is complete, theme, teaching year-long 12 school environments. Problem-
not limited to; after school clubs, supplementary stand-alone integrated problem/project-based based learning drives the curriculum
summer programs, science fairs, learning units offered through learning units, teaching dual- and instruction. Students constantly
robotics clubs, video production industry or non-profit enrollment programs, teaching in a collaborate to solve authentic
clubs, etc. partnerships, etc. "school within a school" model, etc. problems, propose solutions, and
contribute ideas to the larger
community.
A 1.Exploratory Model A 2. Introductory Model Descriptors: A 3. Partial Immersion Model A 4. Full Immersion Model Descriptors:
Descriptors: •Implementation in addition to the Descriptors: •Whole school approach to teaching
•School or district has defined regular school curriculum during •Integration of problem/project- STEM education through a global
STEM as a priority the school-day based learning into the regular mission and vision
•STEM programs are •Opportunities are provided for curriculum through STEM signature •Participation by all schools staff,
traditionally “stand alone” student participation in problem- programs classroom and special area teachers
•Programs are conducted solving and project-based •Opportunities are provided for •STEM lessons are planned and
outside the regularly scheduled instruction with integrated content student participation in problem- aligned by all grade levels and special
school day across STEM subjects solving and project-based area classes to be integrated, spiraling
•Programs are assigned to staff •Results in teaching through instruction with integrated content in increased complexity and rigor, and
as additional duties product development across STEM subjects constructivist in nature
•Programs are optional (school/parent presentations, •Interdisciplinary instruction •Provides an opportunity for student
•Includes a basic level of family science fairs, evening STEM nights, •Some inter-grade level planning participation in problem/project-
engagement and outreach etc.) •Emphasis on product development based instruction with an end result of
programs (i.e. math and science •Initial collaboration with one or •Several collaborations with teaching through product

© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 1
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
family nights) more business partners, mentors, business and industry partners in development
• Students explore various facets
of STEM from project-based
investigations to possible career
pathways
•Initial collaboration with one or
more business partners,
mentors, and/or STEM
advocates
and/or STEM advocates the geographical area occurs, along •Several collaborations with business
•Includes multiple points of contact
with the families of STEM
participants, and at least one family
integration activity
with mentors and STEM advocates and industry partners in the
•Collaborations and partnerships geographical area occurs, along with
with Higher Education are mentors and STEM advocates
established •Collaborations and partnerships with
•Includes multiple points of contact Higher Education
with families of STEM participants, •Includes multiple and on going points
and a minimum of three family of contact with families of STEM
integration activities participants including several family
integration activities

© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 2
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
 The STEM Immersion Guide for Schools and Districts
Exploratory Model Introductory Model Partial Immersion Model Full Immersion Model
LEADING
Leading within the Exploratory Leading within the Introductory Leading within the Partial Leading within the Full Immersion
Model involves supporting Model involves supporting teachers Immersion Model involves setting Model involves setting the expectation
teachers in the creation of extra- in the planning and implementing the expectation that all staff plan that all staff plan and implement
curricular, after-school STEM- of STEM-related experiences that and implement STEM-related STEM-related experiences that are
related experiences (programs) are in addition to the regular experiences that are integrated into the main curriculum.
for students that choose to curriculum and taught to students the regular curriculum. Leaders arrange the schedule and set
participate. Leaders must during the school day. Leaders arrange schedules and set the expectation that all teachers plan
embrace a mindset that includes; Leaders arrange schedules so that the expectation that teachers plan integrated yearlong units as a
leading by example, creating an teachers may plan units as a grade- integrated yearlong units as a collaborative school team.
environment of high level or content-area team. grade-level or content-area team. Leaders set the expectation that
expectations, taking Leaders support structures for Leaders set the expectation that teachers act as facilitators in guiding
responsibility for sparking a teachers including common teachers take on more of a student learning through inquiry.
passion for learning, be excited planning time within the school day facilitator role in guiding student Leaders support structures for
to prepare students both to support data-driven learning through inquiry. teachers including common planning
academically and socially for collaboration and professional Leaders support structures for time within the school day to support
their future careers, and creates learning (e.g. Grade level team). teachers including common data-driven cross-curricular
and communicates a "shared Leaders must embrace a mindset planning time within the school day collaboration and professional
vision" of purpose and process. that includes; leading by example, to support data-driven collaboration learning (e.g. whole school model).
creating an environment of high and professional learning (e.g. Leaders must embrace a mindset that
expectations, taking responsibility school within a school model). includes; leading by example, creating
for sparking a passion for learning, Leaders must embrace a mindset an environment of high expectations,
be excited to prepare students both that includes; leading by example, taking responsibility for sparking a
academically and socially for their creating an environment of high passion for learning, be excited to
future careers, and creates and expectations, taking responsibility prepare students both academically
communicates a "shared vision" of for sparking a passion for learning, and socially for their future careers,
purpose and process. be excited to prepare students both and creates and communicates a
academically and socially for their "shared vision" of purpose and
future careers, and creates and process.
communicates a "shared vision" of
purpose and process.

© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 3
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
B 1. Administrative Leadership B 2. Administrative Leadership B 3. Administrative Leadership B 4. Administrative Leadership
provides: provides: provides: provides:
• Decide program • Decide program • Develops a shared mission and • Develops a shared mission and
purpose/content/curriculum purpose/content/curriculum vision and program vision and program purpose/content
• Support structures for students • Support structures for students purpose/content • Establishment of an advisory
• Select target audience • Solo to collaborative, or shared • Establishment of an advisory committee for ongoing monitoring
• Resource allocation decision making committee for ongoing monitoring of mission, vision, scope of project
(materials/supplies) • Professional development plan of mission, vision, scope of project that includes representatives from
• Program location/work space • Program location/work space that includes representatives from school, district, school board,
• Implementation • Resource allocation school, district, school board, community, higher education
timelines/calendars (materials/supplies) community, higher education institutions, STEM industry
• Communication strategies • Implementation institutions, STEM industry • Establishment of a leadership cadre
• Professional development plan timelines/calendars • Establishment of a leadership for collaborative decision making
for teachers/staff • Communication strategies cadre for collaborative decision with defined roles and responsibilities
• Budget development/oversight • Budget development/oversight making matched to program goals
• Program evaluation protocols • Program evaluation protocols • Support structures for students • Support structures for students
• Advocacy and marketing for • Establish mentorships, both face including a non-graded advisory including a non-graded advisory
program to face and virtually (guidance) program that focuses on (guidance) program that focuses on
• Strategies for sustainability • Strategies for sustainability setting and monitoring student setting and monitoring student goals
• Outreach to business and • Advocacy and marketing for goals and personalizing the student and personalizing the student
industry program experience experience
• Outreach to business and • Program evaluation • Collaboration with parents and
industry • Establishment of end of families
course/program goals • Selection of grade level participation
• Resource allocation • Establishes program review and
(materials/supplies) evaluation that measures attainment
• Program location/work space of program goals and includes
• Facilitation support with classified metrics such as student achievement,
staff perceptual data, attendance, and
• Implementation demographics
timelines/calendars • Establishment of end of
• Communication strategies course/program goals
• Professional development plan • Resource allocation
• Budget development/oversight (materials/supplies)
• Evaluation protocols • Program location/work space
• Advocacy and marketing for • Facilitation support with classified
© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 4
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
 program staff
• Strategies for program
sustainability
• Outreach to higher education
• Outreach to business and industry
• Implementation timelines/calendars
• Communication strategies
• Professional development plan
• Budget development/oversight
• Outreach to Business and Industry
• Higher education partnerships
• Ongoing strategies for advocacy and
marketing
• Strategies for sustaining program

© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 5
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
 The STEM Immersion Guide for Schools and Districts
Exploratory Model Introductory Model Partial Immersion Model Full Immersion Model
TEACHING
Teaching within the Exploratory Teaching within the Introductory Teaching within the Partial Teaching within the Full Immersion
Model involves sponsoring or Model involves planning and Immersion Model involves planning Model involves planning and
leading extra-curricular, after- implementing STEM-related and implementing STEM-related implementing STEM-related
school STEM-related experiences that are in addition to experiences that are integrated into experiences that are the curriculum.
experiences (programs) for the regular curriculum and taught the regular curriculum. Teachers Teachers plan integrated yearlong
students that choose to to selected students (i.e. grade level plan integrated yearlong units as a units as a school team. The teacher
participate. band) during the school day. grade-level or content-area team. acts as a facilitator in guiding
Teachers may plan units as a grade- The teacher takes on more of a student learning through inquiry.
level or content-area team. facilitator role in guiding student
learning through inquiry.
C 1. The teacher: C 2. The teacher: C 3. The teacher: C 4. The teacher:
•Takes the lead role in planning •Provides direct instruction while •Encourages student participation •Facilitates student participation in
and facilitating the in club or leading students through guided in identification of problem/project identification of problem/project
after school program inquiry investigations •Provides limited direct instruction •Provides a facilitative role while
•Provides direct instruction •Provides an opportunity for while facilitating students moving students move through open-ended
while leading students through students to participate in guided through open-ended STEM STEM investigations
guided inquiry investigations inquiry and problem-solving investigations •Provides an opportunity for students
•Provides authentic, real world •Selects cross-curricular STEM •Provides an opportunity for to participate in open-ended inquiry
experiences with technology content students to participate in guided and and problem-solving
integration •Provides authentic, real world open-ended inquiry and problem- •Assists in selection of rigorous cross-
•Connects business/industry problems within STEM content solving curricular STEM content as the focus
skills to instruction with technology integration •Assists in selection of cross- of the school curriculum
•Provides connections to •Connects business/industry skills curricular content that is embedded •Provides authentic, real world
outreach/service learning to classroom instruction into the traditional curriculum problems within STEM content
projects for students •Involvement in Professional •Provides authentic, real world •Facilitates instruction with the
•Fosters collaboration, Learning Communities (PLC) with problems within STEM content outcome of product development, i.e.
communication and social skills other instructors at their grade •Provides instruction with the models, proto-types, etc.
within the learning environment level in their school, or across their outcome of product development, •Connects business/industry skills to
•Commits to on-going district i.e. models, proto-types, etc. classroom instruction
professional development in •Commits to on-going professional •Connects business/industry skills •Fosters collaboration,
STEM content and pedagogy development in STEM content and to classroom instruction communication and social skills
© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 6
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
 pedagogy •Fosters collaboration,
•Provides service learning communication and social skills
projects for students within the learning environment
•Fosters collaboration, •Involved in Professional Learning
communication and social skills Communities (PLC) with other
within the learning environment instructors at their grade level and
•Embeds a variety of technology in additional grade levels, in their
the instructional process, including school or across their district
presentation tools, i.e. Power •Commits to on-going professional
Points, smart boards, multi-media, development in STEM content and
Prezi, etc. pedagogy
•Provides opportunities and
protocols for students to research
and participate in outreach/service
learning projects
•Embeds a variety of technology in
the instructional process, including
using technology as a facilitation of
student learning in investigations
and problem-solving, i.e. data
analysis, research, creation of multi-
media
© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
within the learning environment
•Involvement in Professional Learning
Communities (PLC) with other
instructors at their grade level and
additional grade levels, in their school.
•Commits to on-going professional
development in STEM content and
pedagogy
•Provides opportunities and protocols
for students to research and
participate in outreach/service
learning projects
•Provides opportunities for students
to conduct research in STEM-based
content with links to university/
college labs
•Embeds a variety of technology in the
instructional process, including using
technology as a facilitation of student
learning in a transformative
instructional manner, i.e. using
technology tools such as
spectrometers, PCR machines, digital
microscopes, robots, etc.
7
 The STEM Immersion Guide for Schools and Districts
Exploratory Model Introductory Model Partial Immersion Model Full Immersion Model
LEARNING
Learning within the Exploratory Learning within the Introductory Learning within the Partial Learning within the Full Immersion
Model involves engaging in a Model involves engaging in a Immersion Model involves engaging Model involves engaging in a student
provided question or problem provided question or problem in selected or negotiated questions posed or negotiated question or
through an extra-curricular or through STEM-related experiences or problems through STEM-related problem through STEM-related
after-school STEM-related that are in addition to the regular experiences that are integrated into experiences that are the curriculum.
experience that may or may curriculum and taught to all the regular curriculum. Learning is Learning is collaborative, engaging,
not be related to the school students during the school day. collaborative, engaging, and is and is relevant and applied, with
curriculum. The learning is The learning is collaborative and relevant and applied, with connections to local issues and/or
collaborative and engaging but engaging and may be relevant and connections to local issues and/or industry.
may not be relevant or applied. applied in a local context. industry.
D 1. The student: D 2. The student: D 3. The student: D 4. The student:
•Engages in STEM content in an •Engages in integrated STEM •Engages in integrated STEM •Engages in interdisciplinary STEM
"out of the traditional content as an addition to the school content as part of the school content as the focus of the school
classroom" experience, i.e. after curriculum curriculum curriculum
school club, summer program •Engages in problem-based, •Experiences the STEM content •Engages in problem-based, student
•Engages in problem-based, teacher directed guided inquiry from cross-curricular, inter- directed open inquiry that results in
teacher directed investigations that may result in solution or disciplinary to trans-disciplinary solution creation or product
that may result in solution or product creation •Engages in problem-based, student development
product creation •Collaborates with peers in groups and teacher directed guided •Collaborates with peers in groups
•Collaborates in predetermined determined by teacher inquiry that results in solution determined by project and intended
groups •Engages in relevant and authentic creation or product development outcomes
•Engages in relevant and learning experiences that may be •Collaborates with peers in groups •Participates in collaborative groups
authentic learning experiences connected at least in part to local determined by teacher and/or that foster innovation and risk in
that may be connected at least in context project and intended outcomes solutions creation and
part to local context •Engages in critical thinking, •Engages in relevant and authentic product/project development
•Uses a variety of technology in problem solving, and in depth learning experiences that are •Engages in relevant and authentic
the investigative process learning while exploring STEM connected at least in part to local learning experiences that are driven at
including virtual, computer- topics/projects/careers context least in part by local context
based, mobile, and data •Learns in the context of real-world •Engages in critical thinking, •Engages in critical thinking, problem
collection devices connections with problem solving, and in depth solving, and in depth learning while
•Participates in a level of self- business/industry learning while exploring STEM exploring STEM
© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 8
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
evaluation •Uses a variety of technology in the
•Multiple in and out of school investigative process including
opportunities to inspire and virtual, computer-based, mobile,
inform under-represented and and data collection devices
struggling students about •Participates in outreach/service
careers in STEM fields learning projects within the school
•Engages in critical thinking, or community
problem solving, and in depth •Participates in multiple points of
learning while exploring STEM contact with the families of the
topics/projects/careers STEM participants, and at least
•May engage in opportunities to three family integration activities
conduct research in STEM based •Multiple in and out of school
content with links to opportunities to inspire and inform
university/college labs under-represented and struggling
•May engage in real-world students about careers in STEM
connections with fields
business/industry •May participate in a level of self-
•May have an opportunity to evaluation
participate in service learning •May engage in opportunities to
projects conduct research in STEM based
content with links to
university/college labs
topics/projects/careers topics/projects/careers
•Learns in the context of real-world
connections with business/industry
with possible opportunities to
contribute to the knowledge base
•Engages in opportunities to
conduct research in STEM based
content with links to
university/college labs and possible
opportunities to contribute to
knowledge base
•Uses a variety of technology in the
investigative process including;
virtual, computer-based, mobile, and
data collection devices, web-based
lessons, computer applications,
researching, and reporting
•Participates in outreach/service
learning projects within the school
or community
•Participates in multiple points of
contact with the families of the
STEM participants, and at least three
family integration activities
•Multiple in and out of school
opportunities to inspire and inform
under-represented and struggling
students about careers in STEM
fields
•Participates in a level of self-
evaluation
•Learns in the context of real-world
connections with business/industry
with opportunity to contribute to the
knowledge base
•Engages in opportunities to conduct
research in STEM based content with
links to university/college labs and
opportunities to contribute to
knowledge base
•Uses a variety of technology in the
investigative process including;
virtual, computer-based, mobile, and
data collection devices, web-based
lessons, computer applications,
researching, and reporting -
communicate, collaborate and create
in ways not possible without the
technology
•Participates in opportunities to
establish protocols for research and
participation in outreach/service
learning projects
•Participates in multiple points of
contact with the families of the STEM
participants, and at least three family
integration activities
•Multiple in and out of school
opportunities to inspire and inform
under-represented and struggling
students about careers in STEM fields
•Participates in a level of self-
evaluation used for goal setting

© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 9
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
 The STEM Immersion Guide for Schools and Districts
Exploratory Model Introductory Model Partial Immersion Model Full Immersion Model
EVALUATING
Evaluating within the Evaluating within the Introductory Evaluating within the Partial Evaluating within the Full Immersion
Exploratory Model involves Model involves formal feedback on Immersion Model involves program Model involves comprehensive
informal feedback on program program success, which includes review that includes qualitative program review that includes
success that may include student assessment data as well as and quantitative data. Measures multiple measures both
measures of self-efficacy, measures of self-efficacy, attitudes, should include student achievement quantitative and qualitative in
attitudes, interest, and interest, and motivation to pursue data as well as measures of self- nature. This would include data
motivation to pursue additional additional STEM related efficacy, attitudes, interest, and related to student achievement,
STEM related classes/experiences. motivation to pursue additional classroom observations, attendance,
classes/experiences. STEM related classes/experiences. and surveys at the student, teacher,
administrator, parent, and community
levels. Data is used to gauge
achievement of program goals and
inform design and implementation
decisions.
E 1. The Evaluative Process E 2. The Evaluative Process includes: E 3. The Evaluative Process includes: E 4. The Evaluative Process includes:
includes: •Alignment of program to •Alignment of program to •Alignment of program to
•Teach- assess-adjust, then re- internationally benchmarked internationally benchmarked internationally benchmarked
teach-assess-adjust Common Standards Common Standards Common Standards
•Invite industry •Pre and post student assessment •Development of curriculum •Development of curriculum support
experts/mentors to evaluate surveys in interest, content, and support materials such as scope and materials such as scope and sequence
program attitudes sequence and pacing guides for a and pacing guide for a vertically and
•Provide professional •Participant and parent feedback vertically and horizontally aligned horizontally aligned curriculum
development for teachers in the surveys curriculum centered on the state’s centered on the state’s adopted
evaluative process and •Peer observation and dialogue adopted rigorous standards, e.g. rigorous standards, e.g. Next
interpreting data included in quality assessment Next Generation Science Standards, Generation Science Standards, 21st
•All teachers and students are •Survey data used to inform 21st Century skills, and STEM Century skills, and STEM integration
immersed in a student-centered program decisions integration (Engineering and (Engineering and Technology
environment that supports the •Research-based authentic and Technology standards) standards)
use of multiple indicators of integrated assessments •Pre and post student assessment •Pre and post student assessment
success, such as performance, •Invite industry experts/mentors surveys in interest, content, and surveys in interest, content, and
project-based and portfolio to evaluate program attitudes attitudes
© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 10
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
assessments •Provide professional development •Participant and parent feedback
•Pre and post student for teachers in the evaluative surveys
assessment surveys in interest, process and interpreting data •Peer observation and dialogue
content, and attitudes •All teachers and students are included in quality assessment
•Include informal and formal immersed in a student-centered •Survey data used to inform
feedback (i.e. participant and environment that supports the use program decisions
parent feedback surveys) of multiple indicators of success, •Research-based authentic and
•Peer observation and dialogue such as performance, project-based integrated assessments
included in quality assessment and portfolio assessments •Goal setting and monitoring driven •Goal setting and monitoring driven
•Survey data used to inform •Performance assessments that by data
program decisions allow students to demonstrate their •Development of an assessment and individualized learning plans that
understandings of STEM content intervention plan to address gaps in include student input
and 21st Century skills student achievement and areas for
extension
•Development and implementation
of student self-assessment
•Plan for analysis of evaluation data
and collaboration with leadership
team to use the data to inform
program decisions
•High Schools: Develops a plan for
student success at the post-
secondary level
•Include industry experts/mentors
to evaluate program (Advisory
Board)
•Provide professional development
for teachers in the evaluative
process and interpreting data
•All teachers and students are
immersed in a student-centered
environment that supports the use
of multiple indicators of success,
such as performance, project-based
and portfolio assessments
•Performance assessments that
© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
•Participant and parent feedback
surveys
•Peer observation and dialogue
included in quality assessment
•Survey data used to inform program
decisions
•Research-based authentic and
integrated assessments
by data, development of
•Development of an assessment and
intervention plan to address gaps in
student achievement and areas for
extension
•Development and implementation of
student self-assessment
•Plan for analysis of evaluation data
and collaboration with leadership
team and advisory team to use the
data to inform program decisions
•Systematic collection of feedback
related to outreach activities
•Development of a process for
program review that includes
attendance, demographics and
student achievement
•On-going evaluations of authentic
student learning and skill
development related to industry
expectations
•Invite industry experts/mentors to
evaluate program (Advisory Board)
•Best /effective practice is employed
for engagement, alignment and rigor
11
 allow students to demonstrate their for instructional improvement
understandings of STEM content •Demonstrate competencies in state
and 21st Century skills high stakes assessments and college
and career readiness (ex: ACT, SAT,
TIMSS, PISA, PIAAC)
•High Schools: Develops a plan for
student success on the post-
secondary level
•Provide professional development
for teachers in the evaluative process
and interpreting data
•Performance assessments that allow
students to demonstrate their
understandings of STEM content and
21st Century skills

© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 12
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
 The STEM Immersion Guide for Schools and Districts
Exploratory Model Introductory Model Partial Immersion Model Full Immersion Model
BUDGETING
Budgeting in the Exploratory Budgeting in the Introductory Budgeting in the Partial Immersion Budgeting in the Full Immersion
Model involves identifying costs Model involves identifying costs Model involves identifying costs Model involves identifying costs
related to personnel, facilities, related to personnel, facilities, related to personnel, facilities, related to personnel, facilities,
equipment and supplies. equipment and supplies. equipment and supplies. Special equipment and supplies. Special
consideration may be necessary for consideration may be necessary for
professional development, travel, professional development, travel, and
and program marketing. program marketing.
F 1. Budget considerations F 2. Budget considerations include: F 3. Budget considerations include: F 4. Budget considerations include:
include: •Lead facilitator at each site •Personnel (all teachers salaries and •School/program administrator
•Lead facilitator •Support staff benefits) (including benefits)
•Support staff •Materials and supplies (dependent •Support staff (salaries and •School/program curriculum
•Materials and supplies on labs and planned activities). benefits) specialist (including benefits)
(dependent on labs and planned District wide programs can save by •Equipment (furnishings/ •Personnel (all teachers salaries and
activities) buying materials in bulk. hardware) benefits)
•Location space (if necessary) •Location space (if necessary) •Materials and supplies (dependent •Support staff (salaries and benefits)
•Determine if you will charge •Determine if needed funding on labs and planned activities) •Equipment (furnishings/ hardware)
participants a registration fee, support from business connections, •Custodial services •Materials and supplies (dependent
apply for grants, donations, or apply for grants, donations, or •Location space (if necessary) on labs and planned activities)
outside funding additional outside funding including architectural and plan •Custodial services
•Travel costs (if necessary) •Travel costs (if necessary) review and permit fees •Location space (if necessary)
•Discretionary funds and other •Discretionary funds and other •Construction costs (if necessary) including architectural and plan
resources are allocated to resources are allocated to advance •Design a strategic plan to apply and Review and permit fees
advance implementation of all implementation of all the STEM manage grants, donations, or •Construction costs (if necessary)
the STEM strategies outlined in strategies outlined in the program outside funding •Design a strategic plan to apply and
the program plan plan •Discretionary funds and other manage grants, donations, or outside
•Specific budgets for canned • Specific budgets for canned resources are allocated to advance funding
programs are also available from programs are also available from implementation of all the STEM •Travel costs (if necessary) for
Community Education Centers, Community Education Centers, strategies outlined in the program researching programs, and

© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 13
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
outside vendors as well as a outside vendors as well as a variety plan marketing/ recruiting.
variety of grant programs of grant programs •Travel costs (if necessary) for •Discretionary funds and other
•Research and applying for a •Research and applying for a researching programs, and resources are allocated to advance
variety of local, state, and variety of local, state, and national marketing/ recruiting. implementation of all the STEM
national grants grants • Specific budgets for canned strategies outlined in the program
•Research and inquire about •Research and inquire about programs are also available from plan
business community funding business community funding and Community Education Centers, • Specific budgets for canned
and partnerships partnerships outside vendors as well as a variety programs are also available from
of grant programs Community Education Centers, outside
•Research and applying for a variety vendors as well as a variety of grant
of local, state, and national grants programs
•Research and inquire about •Research and applying for a variety
business community funding and of local, state, and national grants
partnerships •Research and inquire about business
community funding and partnerships

© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 14
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
 The STEM Immersion Guide for Schools and Districts
Exploratory Model Introductory Model Partial Immersion Model Full Immersion Model
SUSTAINING
Sustaining at the Exploratory Sustaining at the Introductory Sustaining at the Partial Immersion Sustaining at the Full Immersion Level
Level involves program Level involves program Level involves program involves program development with
development with an initial development with a long-term development with a long-term a long-term focus, ongoing program
"start up" focus. By creating focus, ongoing program evaluation, focus, ongoing program evaluation, evaluation, consistent policies, reliable
ongoing program evaluation and consistent policies, reliable data consistent policies, reliable data and data and community interest and
gathering reliable data, the goal and community interest and community interest and support. support.
is to build the initial program support.
into the more comprehensive
levels.
G 1. Sustaining: G 2. Sustaining: G 3. Sustaining: G 4. Sustaining:
•Establishes leadership and •Establishes leadership and •Establishes leadership and support •Establishes leadership and support
support through common goals support through common goals through common goals and mission through common goals and mission
and mission and mission •Establishes collaborative team to •Establishes collaborative team to
•Establishes collaborative team •Establishes collaborative team to provide feedback based on provide feedback based on
to provide feedback based on provide feedback based on assessments and evaluations assessments and evaluations
assessments and evaluations assessments and evaluations •Ensures that strategic plan and •Ensures that strategic plan and
•Establishes plan for materials •Ensures that strategic plan and annual action plan addresses annual action plan addresses
replenishment annual action plan addresses investment in professional investment in professional
•Builds capacity investment in professional development for personnel development for personnel
•Collects feedback and refines development for personnel •Establishes plan for materials •Establishes plan for materials
program implementation from •Establishes plan for materials replenishment replenishment
students, teachers and parents replenishment •Builds capacity •Builds capacity
•Establishes a two year fiscally •Builds capacity •Collects feedback and refines •Collects feedback and refines
responsible budget plan to •Collects feedback and refines program implementation from program implementation from
assure sustainability of program implementation from students, teachers and parents students, teachers and parents
school/program students, teachers and parents •Establishes a three to five year •Establishes a five to seven year
•Establishes connections to •Establishes a two year fiscally fiscally responsible budget plan to fiscally responsible budget plan to

© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 15
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.
businesses and industry responsible budget plan to assure assure sustainability of assure sustainability of
representatives with emphasis sustainability of school/program school/program school/program
on work place competencies •Establishes connections to
•Provides project/product businesses and industry
development protocols to assess representatives with emphasis on
student success in the STEM work place competencies
program •Provides project/product
•Develops grant writing development protocols to assess
initiatives with business, student success in the STEM
industries and university program
partners to fund, expand, or •Develops grant writing initiatives
supplement the program with business, industries and
•Assists in the development of a university partners to fund, expand
K-12 STEM pipeline with an end or supplement the program
in mind to determine whom the •Assist in the development of a K-
students are and where they will 12 STEM pipeline with an end in
be going mind to determine whom the
•Strives to be “future focused” students are and where they will
be going.
•Works with State’s STEM Network
(i.e. Arizona STEM Network),
Higher Education and others to
validate effectiveness of schools
innovative curriculum, instruction
and assessment as evidenced by
student achievement and readiness
for college, career and STEM
industry
•Establishes sustained connections
to businesses and industry
representatives with emphasis on
student mentor/internships, career
counseling and work place
competency skills
•Provides project/product
development protocols to assess
student success in the STEM
program, shadowing and internships
• Develops grant writing initiatives
with business, industries and
university partners to fund, expand
or supplement the program
•Assists in the development of a K-
12 STEM pipeline with an end in
mind to determine whom the
students are and where they will be
going.
•Works with State’s STEM Network
(i.e. Arizona STEM Network), Higher
Education and others to validate
effectiveness of schools innovative
curriculum, instruction and
assessment as evidenced by student
achievement and readiness for
college, career and STEM industry
•Establish sustained connections to
businesses and industry
representatives with emphasis on
student mentor/internships, career
counseling and work place
competency skills.
•Provides project/product
development protocols to assess
student success in the STEM program,
shadowing and internships
• Develops grant writing initiatives
with business, industries and
university partners to fund, expand or
supplement the program
•Assist in the development of a K-12
STEM pipeline with an end in mind to
determine whom the students are and
where they will be going.
•Works with State’s STEM Network
(i.e. Arizona STEM Network), Higher
Education and others to validate
effectiveness of schools innovative
curriculum, instruction and
assessment as evidenced by student
achievement and readiness for college,
career and STEM industry

© 2017 The STEM Immersion Guide document and the information it contains is the work product of The Arizona 16
STEM Network, led by Science Foundation Arizona, in collaboration with The Maricopa County Educational Services
Agency. Permission is granted to reproduce, use and distribute all material within the document for non-commercial,
educational purposes, provided that proper citation of source and copyright is clearly identified. Questions or
comments may be submitted to: info@sfaz.org or steminfo@mcesa.maricopa.gov.