K-12 DIGITAL STEM CURRICULUM

The STEM:IT Series Overview

WWW.STEMFUSE.COM
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WHAT IS STEM:IT?
The STEM:IT series is a K-12 library of digitally interactive projects designed to reinforce
core subject matter through STEM (science, technology, engineering, and mathematics)
practices and project-based learning activities.
We understand the questions you might have when selecting a digital curriculum solution
for your institution and we’re ready to field those questions. To make the process even
simpler, we’ve created this resource to lay out some of the questions your district or
school may have. To navigate the document, scroll or click on the tabs below to discover
the following about the STEM:IT program: research behind the program, alignment and
scope of the content, case studies and testimonials, and frequently asked questions.

Research Alignment STEM:IT Frequently

Behind the & Scope of Program Asked
Program Curriculum Case Studies Questions

PAGES 5-9 PAGES 10-15 PAGES 16-18 PAGES 19-21

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 SECTION 1

Foundational
Research Behind
the Program
The STEM Fuse Curriculum Development Team, comprised of former teachers,
curriculum writers, and STEM industry professionals, spent years researching
and identifying proven educational frameworks and digital curriculum design.
Take some time to learn more about what all went into STEM:IT’s design.

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 WHAT IS STEM?
As the world around us has evolved, so have the
ways we approach classroom teaching. Long gone
are the days of reading, writing, and arithmetic and
simply scanning bubble sheets to assess student
learning. With these global changes come great
responsibility. As educators, we must evolve our
teachings to reflect the needs of the world and the
students we guide into it.
Students must be equipped to solve complex
problems using 21st century tools, the latest in
science technologies, and the ability to collaborate
with others to evaluate evidence and develop
creative solutions. Collectively, these skill sets are
commonly found in the subjects the acronym comes
from - science, technology, engineering, and math.
It is important to note that STEM is not the study of
these subjects, but rather the utilization of the skills
found within them. Creative problem solving is the
foundation of STEM, so we often find the most
innovative solvers come from the arts. STEM is
problem solving and this is what we must teach to
our students within our respective subject areas.
Since its conception, STEM has worked its way into
national education initiatives to provide resources
and grants to support STEM programs across the
country. These funds can be utilized in the
purchasing of new STEM curricula, extracurricular
STEM activities, professional development for
teachers and staff, and so much more! At STEM
Fuse, we can help you achieve this goal by
providing those resources and assisting you in
obtaining the federal resources to create a
STEM-centered program in your district.
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 CHALLENGE-BASED STEM LEARNING
The STEM:IT curriculum features STEM challenges expectations (Apple, 2008). Since that study,
where students utilize STEM skills to solve real challenge-based learning has been extensively
world problems tied to core subjects. Our methods researched and implemented in schools around
are grounded in the Challenge-Based Learning the world (Carver et. al, 2017).
Framework. CBL utilizes real world challenges to
Current research in challenge-based learning
channel student interests, explore careers, and
demonstrates that projects can increase student
apply core educational knowledge and skills.
interest in science, technology, engineering, and
In the fall of 2008, Apple, Inc conducted a pilot math (STEM) because they involve students in
study with six schools from across the country solving authentic problems, working with others,
with one-to-one laptop initiatives in place. Both and building real solutions (Laboy-Rush, 2012).
teachers and students found challenge-based
With this research and tested classroom success,
learning effective and engaging. 97 percent of the
the STEM Fuse team utilized the challenge-based
321 students involved found the experience
learning framework to develop the K-12 STEM:IT
worthwhile. Additionally, when disaggregated by
Challenges.
teacher, 73 percent of the faculty were able to
engage every single student in their classes; the REFERENCES
data for those classes shows student satisfaction Apple Education (2008). Challenge based learning.

rates of a remarkable 100 percent. (Apple, 2008). http://ali.apple.com/cbl/global/files/CBL_Paper.pdf.

Carver, S., Van Sickle, J., Holcomb, J., Quinn, C., Jackson, D., Resnick, A., Duffy, S., Sridhar, N. &
Marquard, A. (2017). Operation STEM: increasing success and improving retention among
Teachers unequivocally also rated the experience first-generation and underrepresented minority students in STEM. Journal of STEM Education.
18 (3),. Laboratory for Innovative Technology in Engineering Education (LITEE).
as positive, with every one of the 27 pilot faculty Laboy-Rush D 2010 Integrated STEM education through project-based learning.
http://www.learning.com/stem/whitepaper/integrated-STEM-throughProject-based-Learning
reporting that work of the students exceeded their
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 THE 5E INSTRUCTIONAL MODEL
The 5E instructional model is a model based on the constructivist approach to
learning, which says that learners build or construct new ideas on top of their old
ideas. The 5 E's allow students and teachers to experience common activities, to
use and build on prior knowledge and experience, to construct meaning, and to
continually assess their understanding of a concept (EnhancingEducation, 2002).

ENGAGE
During this phase, EXPLORE
students will make During this phase,
connections with past students actively
experiences and be explore their
introduced to a novel environment or
idea or situation. manipulate materials.
This may involve
experimentation or
outside classroom
experiences.
EVALUATE
During this phase,
students
demonstrate their
understanding
through projects or
other assessments.
EXPLAIN
During this phase,
students have time
to demonstrate their
knowledge and
ELABORATE skills. This should
During this phase, students involve verbalization
practice their skills and of knowledge or
behaviors on the major concepts. processes.

Graphic by Cognitive Performance Group

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 CROSS-CURRICULAR INTEGRATION
Each STEM:IT topic is developed around a multiple
standard-aligned topics across multiple content areas
within that grade level. The evidence for
implementing cross-curricular teaching into core
subjects is compelling and understandable. By
integrating multiple subjects into a single challenge,
we can reinforce the importance of subject matter -
essentially addressing the age-old question of "why
are we learning this?" By applying such subject
matter, we can demonstrate real world applications of
what they're learning in class.
The connections between the silos of knowledge and
skills as social constructs in learning can both inhibit
and allow for understanding. Too often in our
education system such segregation is to an extreme
that the content boundaries prevent valuable and
applicable multidisciplinary learning (David Roy,
2016).
In addition to the core subjects, such as math,
science, social studies, and mathematics, the fine and
creative arts also play an integral role in how STEM:IT
was developed. The research behind this approach is
based on the whole-student approach to learning.
Additionally, it is well understood that arts
integration influences the long-term retention of
complex subject knowledge and performance (Rinne
et al. 2011). All STEM:IT Challenges include a form of
art integration, in addition to the cross-curricular
subjects and engineering design practices.
REFERENCES
Roy, David. “Implementing a Cross-Curricular Approach.” Australian Council for Educational Research -
ACER, 4 July 2016,
Rinne, L., Gregory, E., Yarmolinskaya, J. and Hardiman, M. (2011), Why Arts Integration Improves
Long-Term Retention of Content. Mind, Brain, and Education, 5: 89–96.
doi:10.1111/j.1751-228X.2011.01114.x

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 SECTION 2

Alignment &
Scope of STEM:IT
Curriculum
The STEM:IT curriculum is currently being implemented into K-12 classrooms
across the United States and around the world! To accomplish this, we’ve
aligned each STEM:IT Challenge specifically to state and national standards. In
addition to core standards, challenges also contain other bodies of standards.

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NEXT GENERATION SCIENCE STANDARDS
Within the Next Generation Science Standards (NGSS) are the engineering standards, which apply to all of STEM Fuse’s
curriculum. These foundational skills help students problem solve by utilizing the Engineering Design Cycle (EDC - also
known as the Engineering Design Process) to develop solutions to real world problems, and are featured throughout all
STEM Fuse curriculum. Science standards are also applied in lessons within the STEM:IT series.

GRADES K-2
➔ K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a
simple problem that can be solved through the development of a new or improved object or tool.
➔ K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as
needed to solve a given problem.
➔ K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and
weaknesses of how each performs.

GRADES 3-5
➔ 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and
constraints on materials, time, or cost.
➔ 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the
criteria and constraints of the problem.
➔ 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify
aspects of a model or prototype that can be improved.

GRADES 6-8
➔ MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution,
taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit
possible solutions.
➔ MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria
and constraints of the problem.
➔ MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the
best characteristics of each that can be combined into a new solution to better meet the criteria for success.
➔ MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process
such that an optimal design can be achieved.

GRADES 9-12
➔ HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that
account for societal needs and wants.
➔ HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems
that can be solved through engineering.
➔ HS-ETS1-3. Evaluate a solution to a complex real-world problem-based on prioritized criteria and trade-offs that account for
a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental
impacts.
➔ HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with
numerous criteria and constraints on interactions within and between systems relevant to the problem.

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ISTE STANDARDS FOR STUDENTS
The International Society for Technology in Education (ISTE) is a nonprofit organization that serves educators
interested in better use of technology in education. The ISTE Student Standards - 2016 provide a framework for
technology education for K-12 application. ISTE standards are applied throughout all STEM Fuse curriculum to
infuse 21st Century Learning into our learning content.

1. Empowered Learner
➔ Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning
goals, informed by the learning sciences. Students:
a. Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the
learning process itself to improve learning outcomes.
b. Build networks and customize their learning environments in ways that support the learning process.
c. Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety
of ways.
d. Understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and
troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

2. Digital Citizen
➔ Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital
world, and they act and model in ways that are safe, legal and ethical. Students:
a. Cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the
digital world.
b. Engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when
using networked devices.
c. Demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
d. Manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to
track their navigation online.

3. Knowledge Constructor
➔ Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and
make meaningful learning experiences for themselves and others. Students:
a. Plan and employ effective research strategies to locate information and other resources for their intellectual or creative
pursuits.
b. Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c. Curate information from digital resources using a variety of tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions.
d. Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing
answers and solutions.

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ISTE STANDARDS FOR STUDENTS (continued)
4. Innovative Designer
➔ Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative
solutions. Students:
a. Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic
problems.
b. Select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
c. Develop, test and refine prototypes as part of a cyclical design process.
d. Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

5. Computational Thinker
➔ Students develop and employ strategies for understanding and solving problems in ways that leverage the power of
technological methods to develop and test solutions. Students:
a. Formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and
algorithmic thinking in exploring and finding solutions.
b. Collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to
facilitate problem-solving and decision-making.
c. Break problems into component parts, extract key information, and develop descriptive models to understand complex
systems or facilitate problem-solving.
d. Understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test
automated solutions.

6. Creative Communicator
➔ Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles,
formats and digital media appropriate to their goals. Students:
a. Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
b. Create original works or responsibly repurpose or remix digital resources into new creations.
c. Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as
visualizations, models or simulations.
d. Publish or present content that customizes the message and medium for their intended audiences.

7. Global Collaborator
➔ Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working
effectively in teams locally and globally. Students:
a. Use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that
broaden mutual understanding and learning.
b. Use collaborative technologies to work with others, including peers, experts or community members, to examine issues
and problems from multiple viewpoints.
c. Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a
common goal.
d. Explore local and global issues and use collaborative technologies to work with others to investigate solutions.

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COMMON CORE TECHNICAL STANDARDS
Common Core State Standards (CCSS) includes important digital and technological standards throughout the
Math and English Language Arts (including Literacy in History/Social Studies, Science, & Technical Subjects)
standards. STEM Fuse utilizes these standards in addition to building math, reading, writing, and speaking
foundational skills throughout our STEM curriculum.

Kindergarten through 5th Grade

➔ RI 5, RI 7 Evaluate teacher-selected or self-selected Internet resources in terms of their usefulness for research.
➔ RI 5, RI 7 Use age appropriate technologies to locate, collect, organize content from media collection for specific
purposes, citing sources.
➔ RI 7 Use content specific technology tools (e.g. environmental probes, sensors, and measuring devices, simulations)
to gather and analyze data.
➔ W 6 Work collaboratively with other online students under teacher supervision.
➔ W 6, W 10, SL 2, SL 5 Create projects that use various forms of graphics, audio, and video (with proper citations) to
communicate ideas.

6th Grade through 12th Grade

➔ F, SMP 5, RI 7 Use spreadsheets to calculate, graph, organize, and present data in a variety of real-world settings
and choose the most appropriate type to represent given data.
➔ G, SMP 5 Draw two and three dimensional geometric shapes using a variety of technology skills.
➔ EE, A, F, SP, SMP 5, W 8, SL 5 Explain and demonstrate how specialized technology tools can be used for problem
solving, decision making, and creativity in all subject areas (e.g., simulation software, environmental probes, CAD,
GIS, dynamic geometric software, graphing calculators).
➔ SL 5 Strategically use digital media to enhance understanding.
➔ RI 5, RI 7, SMP 3 Explain how technology can support communication and collaboration, personal and professional
productivity, and lifelong learning.
➔ W 6, W 10, SL 5, SMP 5, RI 7 Use a variety of media to present information for specific purposes.
➔ W 6, W 10, SL 2, SL 5, SMP 3 Demonstrate how the use of various techniques and effect can be used to convey
meaning in media.
➔ RI 5, RI 7 Identify probable types and locations of Web sites by examining their domain name.

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UTILIZED STEM STANDARDS
NGSS Engineering Design ISTE Technology Common Core
STEM:IT Series
Standards Standards Technology Skills
K-2-ETS1-1. Ask questions, make observations, and
gather information about a situation people want to
K-12 K-5
change to define a simple problem that can be solved 1. Empowered Learner (A-D) RI 5, RI 7
through the development of a new or improved object Evaluate teacher-selected or self-selected
or tool. Students leverage technology to take Internet resources in terms of their
K-2 K-2-ETS1-2. Develop a simple sketch, drawing, or
physical model to illustrate how the shape of an object
an active role in choosing, achieving
and demonstrating competency in
usefulness for research.
RI 5, RI 7
helps it function as needed to solve a given problem. their learning goals, informed by the Use age appropriate technologies to locate,
K-2-ETS1-3. Analyze data from tests of two objects learning sciences. collect, organize content from media
designed to solve the same problem to compare the collection for specific purposes, citing
2. Digital Citizen (A-D)
STEM:IT strengths and weaknesses of how each performs.
sources.
Students recognize the rights, RI 7
Elementary 3-5-ETS1-1. Define a simple design problem reflecting responsibilities and opportunities of Use content specific technology tools (e.g.
living, learning and working in an environmental probes, sensors, and
a need or a want that includes specified criteria for
interconnected digital world, and measuring devices, simulations) to gather
success and constraints on materials, time, or cost.
they act and model in ways that are and analyze data.
3-5-ETS1-2. Generate and compare multiple possible W6
safe, legal and ethical.
3-5 solutions to a problem based on how well each is likely
to meet the criteria and constraints of the problem. 3. Knowledge Constructor (A-D)
Work collaboratively with other online
students under teacher supervision.
3-5-ETS1-3. Plan and carry out fair tests in which W 6, W 10, SL 2, SL 5
variables are controlled and failure points are Students critically curate a variety of
Create projects that use various forms of
considered to identify aspects of a model or prototyperesources using digital tools to graphics, audio, and video (with proper
that can be improved. construct knowledge, produce citations) to communicate ideas.
creative artifacts and make
MS-ETS1-1. Define the criteria and constraints of a meaningful learning experiences for
design problem with sufficient precision to ensure a themselves and others.
6-12
successful solution, taking into account relevant 4. Innovative Designer (A-D) F, SMP 5, RI 7
scientific principles and potential impacts on people Use spreadsheets to calculate, graph,
and the natural environment that may limit possible Students use a variety of technologies organize, and present data in a variety of
solutions. within a design process to identify real-world settings and choose the most
MS-ETS1-2. Evaluate competing design solutions using and solve problems by creating new, appropriate type to represent given data.
STEM:IT a systematic process to determine how well they meet useful or imaginative solutions. G, SMP 5

Middle 6-8 the criteria and constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine
5. Computational Thinker (A-D)
Students develop and employ
Draw two and three dimensional geometric
shapes using a variety of technology skills.
School similarities and differences among several design
solutions to identify the best characteristics of each that
strategies for understanding and EE, A, F, SP, SMP 5, W 8, SL 5
solving problems in ways that Explain and demonstrate how specialized
can be combined into a new solution to better meet the technology tools can be used for problem
leverage the power of technological
criteria for success. solving, decision making, and creativity in
methods to develop and test
MS-ETS1-4. Develop a model to generate data for all subject areas (e.g., simulation software,
solutions.
iterative testing and modification of a proposed object, environmental probes, CAD, GIS, dynamic
tool, or process such that an optimal design can be 6. Creative Communicator (A-D) geometric software, graphing calculators).
achieved. Students will communicate clearly
SL 5
Strategically use digital media to enhance
HS-ETS1-1. Analyze a major global challenge to specify and express themselves creatively for
understanding.
qualitative and quantitative criteria and constraints for a variety of purposes using the
RI 5, RI 7, SMP 3
solutions that account for societal needs and wants. platforms, tools, styles, formats and
digital media appropriate to their Explain how technology can support
HS-ETS1-2. Design a solution to a complex real-world communication and collaboration, personal
problem by breaking it down into smaller, more goals.
and professional productivity, and lifelong
manageable problems that can be solved through 7. Global Collaborator (A-D) learning.
engineering. W 6, W 10, SL 5, SMP 5, RI 7
Students use digital tools to broaden
HS-ETS1-3. Evaluate a solution to a complex real-world
STEM:IT their perspectives and enrich their Use a variety of media to present

High School
9-12 problem-based on prioritized criteria and trade-offs that
account for a range of constraints, including cost,
learning by collaborating with others
and working effectively in teams
information for specific purposes.
W 6, W 10, SL 2, SL 5, SMP 3
safety, reliability, and aesthetics, as well as possible Demonstrate how the use of various
locally and globally.
social, cultural, and environmental impacts. techniques and effect can be used to convey
HS-ETS1-4. Use a computer simulation to model the meaning in media.
impact of proposed solutions to a complex real-world RI 5, RI 7
problem with numerous criteria and constraints on Identify probable types and locations of
interactions within and between systems relevant to Web sites by examining their domain name.
the problem.

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 SECTION 3

STEM:IT Program
Case Studies &
Testimonials
STEM:IT was officially released in the fall of 2016 and it’s taken off in
classrooms around the world! Students and teachers alike have provided
positive feedback and our pilot case studies have continued to demonstrate
program effectiveness and student results.

© STEM Fuse 2017 16

 K-8 STEM:IT Case Study
Discovery Charter School K-8 (Inver Grove Heights, MN)
Discovery Charter School opened its doors for the 2016 - 2017 school year.
Discovery’s focus is to raise student engagement by integrating STEM into K-8
subject areas Reading, Science, Social Studies, Math and ELA. Discovery teachers
noted that STEM:IT helped to raise engagement in core subject areas and develop
problem solvers.

How STEM:IT Was Used:

Integration of STEM and technology into core subjects.

STEM:IT in Action
Case Study Blog Discovery Case Study
Video STEM:IT and 3D printing
(Case Study Blog and Video were conducted by VariQuest - a STEM Fuse partner)

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 6-12 STEM:IT Testimonial
Ballinger Junior High & High School (Ballinger, TX)
Ballinger Junior High serves grades 6-8, and is part of Ballinger Independent School
District. Ballinger Junior High put a focus on providing all students opportunities to
learn about STEM and STEM Careers through project-based learning with a career
focus. Ballinger Junior High teachers saw a spark in student engagement, creativity,
collaboration and overall interest in the subject matter.

How STEM:IT Was Used:

Semester Long STEM/Careers intro Course

STEM:IT in Action
Ballinger STEM Website Ballinger STEM
Testimonial See Page 3

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 SECTION 4

Frequently Asked
Questions About
the STEM:IT Series
We understand choosing a STEM program is a big decision, so all questions are
good questions! Here you’ll find a compiled list of questions provided by
teachers, administrators, and districts alike. If you’re still harboring a question
specific to your district, contact us at sales@stemfuse.com.

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FAQs ABOUT THE STEM:IT PROGRAM
Check out some of the frequently asked questions when considering a STEM:IT for your classroom,
school, or district.. Simply locate the topic and read the Q & A. Contact us for additional questions!

STANDARDS: Is the curriculum developed based on state and national standards such as
the Common Core State Standards?
Yes. STEM:IT aligns with all state and national standards. (See Pg.4 of this document.)

ENGAGEMENT: How does the vendor address varied learning styles and ensure students
are actively engaged with — and motivated by — the instructional content?
The STEM:IT digital content includes a variety of colorful visuals, text, animations, videos, clickable links,
and video/audio instruction providing many ways for students to learn. Students navigate through the
digital presentations and actually interact with the instruction. Other aspects of gamification like
onboarding with a tutorial, a progress bar, game show style review questions and congratulation slides
upon completion are included.

FLEXIBILITY: Does the vendor meet the needs of the district’s current programs? Is the
vendor capable of helping the district expand existing programs or start new programs?
STEM Fuse was founded to help generate student engagement in STEM. Our reason for success and growth
comes from our innate way of working with our teachers to fulfill their classroom needs. STEM:IT will
integrate seamlessly into existing courses, and prepare students for other STEM/CTE courses.

ACADEMIC INTEGRITY: What is the vendor’s approach to ensuring academic integrity in a

digital environment, and what features are provided to enforce district policies?
STEM Fuse introduces students to Intellectual Property- Copyright, Patents, Trademarks and Trade Secrets,
and how to correctly identify, use and reference different resources.

ASSESSMENT: Does the curriculum employ multiple methods to assess student

performance, including teacher- and computer-scored assessments? Are test banks
randomized to provide a new test for each assessment attempt?
The STEM:IT K-12 Series offers game show style quizzes meant solely for group/individual review
opportunities. STEM:IT is a digital curriculum supplement designed to enhance learning in core subjects,
but not meant to replace any existing testing a school/district currently has in place. Teachers and Students
will have guidelines and journals available for the assessment of the STEM project-based learning activities.

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FAQs ABOUT THE STEM:IT PROGRAM
Check out some of the frequently asked questions when considering a STEM:IT for your classroom,
school, or district.. Simply locate the topic and read the Q & A. Contact us for additional questions!

COMPREHENSIVE SOLUTION: Is the LMS and formative assessment integrated with the
digital content? Does the solution allow for a variety of implementation models (e.g., from
virtual to in-classroom instruction, from complete courses of study to modular content to
enhance classroom instruction)?
Every STEM Fuse course or resource is digital (working with any device with internet connection) and
downloadable / printable, offering flexible solutions for different classroom technology and teaching styles.
The flexibility of delivery allows for use in every kind of learning environment.

EASE OF IMPLEMENTATION: How much effort is required by district technical staff for
implementation? What impact will the solution have on existing network infrastructure?
The STEM:IT Series requires no experience to teach, and uses digital curriculum and software making
implementation as easy as accessing an internet browser. Suggested browsers are Google Chrome, Mozilla
Firefox or Microsoft Edge.

PROFESSIONAL DEVELOPMENT: How will the vendor ensure programs are set up for
success on day one? What type of professional development and ongoing support is
provided to the district?
Every STEM:IT Subscription includes a detailed webinar training and year-round support. The training
provides an overview of the delivery platform, STEM:IT content and STEM:IT software. After the online
training, teachers will understand how to access the content, how to add student accounts, how to use the
software, how to use the teacher's solutions and how to contact STEM Fuse support for questions that arise
throughout the school year.

COST OF THE PROGRAM: How does the cost of the vendor’s proposed solution relate to the
value the solution will bring to the district?
STEM:IT Elementary, Middle and High School are priced separately at $1,999 per site/ per year. Price
includes unrestricted access to the program, professional development/support, teacher connection and
student competitions.

LOOKING FOR SOMETHING? Still have questions? Send us an email at sales@stemfuse.com!

© STEM Fuse 2017 21