Project Lead the Way (PLTW) - OPAS

Superintendents Summer Institute
Portland, Oregon
August 5, 2008
Project Lead the Way
Practicing Literacy, Numeracy, and
Essential Skills
Judith D’Amico,
Director for State and Corporate Relations,
Western Region, Project Lead The Way

Project Lead The Way
PLTW is a not-for-profit organization.
PLTW formally partners with public
schools, higher education institutions and
the private sector to grow the science,
engineering and technology workforce.
Fall of 2008, PLTW is in over 3,000 schools
in 50 States and the District of Columbia.
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The US needs 400,000 engineering, science,
math and technology graduates annually, and
we are currently producing 225,000.
According to “Tapping America’s Potential” report
from the National Business Roundtable
Project Lead The Way is committed
to the goal of 10,000 schools and
1,000,000 students by 2012

Belief in “Education for All”
Understanding engineering is essential for all citizens,
workers, and consumers in a modern democracy
Public support of engineering is necessary if the U.S. is
to continue to play a significant role in the world
economy
Technology and engineering are viable careers only if
students take the appropriate courses in high school
Engineering education for all is an important aspect of
equity for girls and minority students
The capability to formulate and solve problems is a
valuable life skill
Cary Sneider Vice President for Educator Programs, Museum of Science, Boston

Project Lead the Way (PLTW) provides engineering and
biomedical science curriculum based on current cognitive
research and national standards (NSES, ITEA, NCTE,
NCTM, ASEE).
PLTW provides a structure and venue for students to:
• practice reading for meaning;
• apply math;
• test their understanding by physical and virtual application;
• work with peers and technology to create, document and
manage projects;
• cultivate a deeper understanding of technical processes;
• think critically and analytically to solve problems; and
• present solutions in writing, diagrams, and speech.
Learning and using essential skills

What We Know
When business is asked what skills and abilities
they want education to deliver in their workforce,
whether the technical or professional workforce,
the answer is the same:
‣ Ability to think critically
‣ Ability to problem solve, both in predictable and
unpredictable situations
‣ Ability to collaborate effectively in doing both of
the above.
THE ABILITY TO INNOVATE!

The New Oregon Diploma’s Essential Skills
Read a variety of text
Write clearly and accurately
Listen actively and speak clearly and
coherently
Apply math
Think critically and analytically
Use technology to live, learn, and work
Demonstrate civic and community
engagement
Demonstrate global literacy
Demonstrate personal management and
teamwork skills

WHAT SETS PLTW
CURRICULA APART

MANAGED DELIVERY OF PROJECT
LEAD THE WAY CURRICULUM
Quality Control
Rigorous & Relevant Professional
Development – summer and ongoing training
for teachers and counselors
Industry Engagement in Curriculum
Development – updated every 3 years
Program evaluation – shared data among
states; publications; ongoing initiatives

Curriculum based on research
How People Learn
by the National Research Council
Understanding by Design
by the Wiggins & McTighe
Achieving Rigor & Relevance Through
Project-Based Learning
by the Daggett & Blais
ABET, Inc. Accreditation Criteria
National Standards

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
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Quality Standards for Colleges of Engineering Set
By Accreditation Board for Engineering and
Technology (ABET)
College engineering programs must
demonstrate that their students
attain specified outcomes
When PLTW curriculum is
implemented, the foundations for
those postsecondary outcomes are
integrated throughout.

PLTW Math & Science Connections
IED
‣ Algebra I & II
‣ Cartesian coordinate
system
‣ Geometry
CIM
‣ Students apply IED concepts
‣ Algebra I & II
‣ Geometry
‣ Trigonometry
‣ Chemistry
DE
‣ Students need to be
logical thinkers
‣ Need understanding of
Boolean Logic
‣ Physics (electricity) &
(chemistry)
Specialized
Courses
‣ Algebra I & II
‣ Geometry
‣ Trigonometry
POE
‣ Algebra I
‣ Statistics concepts
‣ Physics
‣ Chemistry
EDD
Math depends
on selected
project
‣ Trigonometry
‣ Pre-Calculus
‣ Calculus concepts

PLTW Provides Resources for:
.
Reading Across the Curriculum: Students read, discuss, and reflect on topical writing.
A selection of suggested books
And Suddenly The Inventor Appeared: TRIZ, The theory of Inventive Problem Solving By Henry Altshuller
In this book the reader can work through 78 real problems that have a range of difficulty. An invention is needed
in each. In the process of solving the problems the reader learns to apply 27 practical thinking tools and
techniques.
Success through Failure/; The Paradox of Design By Henry Petroski -- From the clumsy packaging of Aleve
pain reliever to the space shuttle Columbia disaster, this engrossing study mourns and celebrates failed
designs that spur further improvement.
Writing Across the Curriculum: Students research key terms and applications of
concepts in the course as individuals or groups:
If the writing activity is completed individually, then the teacher may want to require the students to
write a story about traveling in a time machine and visiting someone from the past or future. The
teacher may determine the circa. Students will explain the role of the key term or concept played in the
lives of various people they would encounter during their time travel. The students should also explain
how key term or concept may have helped to or could have improved some form of technology present
in the time traveled land they visited.

PLTW Curriculum
• Blueprint that is based on concepts, national
standards (i.e., English, Mathematics, Science,
Technology, and ABET, Inc.), performance
objectives, and essential questions
• Lessons utilize activity-, project-, and problembased
learning (AP 2 )

APPB LEARNING WORKS
In response to the Desired Skills
Identified by Business & Industry:
PLTW Curriculum develops all three
skills: critical thinking, problem solving,
and collaborative abilities through
Activities, Project and Problem-based
Learning.

CREATING THE INNOVATION
GENERATION
ACTIVITIES
LEVEL 1: COGNITIVE
PROJECTS
LEVEL 2: NOVICE
METACOGNITION
PROBLEMS
LEVEL 3: EXPERT
METACOGNITION
Students are engaged in
designing, researching,
investigating, computing,
and comprehending
information in a directed
learning environment
Students begin to monitor
their own thinking and develop
strategies to solve problems
in an environment that is longterm,
interdisciplinary, studentcentered,
and integrated with
real world issues.
Students understand the nature of
a problem and self-assess their
knowledge in an environment that
promotes their investigating,
designing, testing, applying, revising,
and explaining and developing
strategies to enable and direct
their own learning.

Gateway to Technology
Design and Modeling
The Magic of Electrons
The Science of Technology
Automation and Robotics
Flight and Space
Under Development
Energy and Power
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HS Engineering Program
Foundation Courses:
Introduction to Engineering Design
Principles of Engineering
Digital Electronics
Specialization Courses (HS offers 1 or more):
Computer Integrated Manufacturing
Civil Engineering/Architecture
Biotechnology
Aerospace Engineering
Capstone Course:
Engineering Design & Development
Note: Course program
requires college entrance
mathematics each year.
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NEWEST PLTW PATHWAY
BIOMEDICAL SCIENCES

Biomedical Sciences High
School Courses
Principles of the Biomedical Sciences
Students study research processes, human medicine and are
introduced to bio-informatics.
Human Body Systems
Students study basic human physiology, especially in relationship to
human health.
Medical Interventions
Students investigate various medical interventions that extend and
improve quality of life, including gene therapy, pharmacology, surgery,
prosthetics, rehabilitation, and supportive care.
Science Research Capstone Course
Students work with a mentor, identify a science research topic,
conduct research, write a scientific paper, and defend team
conclusions to a panel of outside reviewers.

WHAT RESEARCH IS
TELLING US ABOUT
SUCCESS OF PROJECT
LEAD THE WAY

How Well is PLTW Working
Research Data
Key Findings based upon 450 PLTW students
80% of PLTW seniors plan on attending college
or community college versus 65% nationwide.
54% plan to study engineering or engineering
technology versus 10% nationally.
19% plan on attending Community College or
Technical School.
85% student retention rate in 2 nd year of
Engineering or Eng. Tech. versus ~60%
nationwide.
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How Well is PLTW Working
According to TrueOutcomes (July 2006)
KEY FINDINGS
Students in schools of average affluence (20-
40% subsidized lunches) did as well as
students in more affluent schools (less than
20% subsidized lunches).
College transcripts of PLTW graduates
indicate the average GPA is slightly above 3.0
and average grades in freshman calculus,
physics, and chemistry are B or better.
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How Well is PLTW Working
High Schools That Work (HSTW)
Southern Regional Education Board (May 2005)
PLTW Students -- KEY FINDINGS
Achieved significantly higher in
mathematics than students in comparable
career and technical programs.
Achieved significantly higher in
mathematics, science, and reading than all
students in other CTE programs.
Completed significantly more higher-level
mathematics and science courses.
Included in your handouts
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Project Lead The Way
TrueOutcomes – New Initiative
Collaborating to develop a K-20 data
quality exchange model – state leaders
will share data with national PLTW
Result will be a massive data system
with incredible analytical capabilities
Inclusion for all states and colleges
within the Project Lead The Way®
network.
Most reliable way for STEM educators
and researchers to identify quantitative
indicators and achieve statistically
significant results.

PLTW Closed the Achievement Gap at
Galt Joint Union High School District
At Galt High, PLTW students take one class
per school year, beginning in 9 th grade:
• Digital Electronics
• Principles of Engineering
• Civil Engineering and Architecture
• Computer Integrated Manufacturing
Critical Question: What impact, if any, has
Project Lead the Way had in closing the
achievement gap for Hispanic/Latino
students

Has PLTW helped close the achievement gap
for Hispanic/Latino students
ENGLISH LANGUAGE ARTS 2004 2005 2006
White Students 348.56 357.49 357.10
Hispanic Students 318.98 325.60 325.57
Achievement Gap -25.58 -31.89 -31.53
PLTW Hispanic Students 369.59 381.41 383.31
Achievement Gap Closed Closed Closed
PLTW Hispanic/Latino Students vs. Mainstream White students
+ 21.03 pts. +23.92 pts. +26.21pts.

Has PLTW helped close the achievement gap for
Hispanic/Latino students
MATHEMATICS 2004 2005 2006
White Students 313.89 320.37 322.49
Hispanic Students 301.05 308.10 309.05
Achievement Gap -12.84 -12.27 -13.44
PLTW Hispanic Students 327.35 347.42 351.62
Achievement Gap Closed Closed Closed
PLTW Hispanic Students compared to Mainstream White Students
+13.46 pts. +27.05 pts. +29.13 pts.

Has PLTW helped close the achievement gap
for Hispanic/Latino students
SCIENCE 2004 2005 2006
White Students 326.18 336.42 335.45
Hispanic Students 305.05 313.96 315.43
Achievement Gap -21.13 -22.46 -20.02
PLTW Hispanic Students 340.53 356.43 362.50
Achievement Gap Closed Closed Close
PLTW Hispanic Students compared to Mainstream White Students:
+14.35 pts. +20.01 pts. +27.05 pts.

How has PLTW helped close the achievement
gap for Hispanic/Latino students
Results:
For three consecutive years, PLTW students
scored higher than other students at Galt H.S. in
all 5 subjects on the 2006 California Standards
Tests (CST): English Language Arts, Mathematics,
Science, History/Social Science, and Life Science.
For three consecutive years, Hispanic/Latino
PLTW students scored higher than other
Hispanic/Latino students at Galt H.S. and higher
than the average overall student scores in all 5
CST subject areas.

FROM INTEL CORPORATION
"PLTW is preparing students today to be the
innovators of the future. For California to remain
the innovation leader it is critical for our students
to enter into the workforce pipeline that have not
only math, science and engineering skills, but
are also able to solve problems, work as a team
and take risks. PLTW is a program that gives
the students the tools they need to compete in
the global marketplace.“
Michael Jacobsen, California/Texas
Public Affairs Manager, Intel

Visit these Websites for more
Information
WWW.PLTW.ORG
For more Oregon-specific information:
http://opas.ous.edu///PLTW_Advocacy/index.html
Judith D’Amico, Director
State and Corporate Relations
judithdamico@comcast.net