ST 1.8

ST 1.8 - STEM learning outcomes demonstrate students’ STEM literacy necessary for the next level of STEM learning and for postsecondary and workforce readiness.



SC Ready English Language Arts and Math Data

STEM can be found throughout the BLMS curriculum and one measurement tool used for student learning is the SC Ready. The SC Ready is a standardized test that students take once a year in Reading and Math. The data below shows BLMS students exceeding the average percentage of Beaufort County 6th, 7th, and 8th grade students in the Approaches, Met, and Exceeds Expectation category for Math and Reading with the exception of 7th grade Math.

Reading Data

Math Data

Classroom Assessment of STEM Literacy Skills

In addition to standardized testing data, teachers continuously assess skills within the classroom and provide feedback to students.  Unlike standardized tests, which only measure content knowledge, teachers have opportunities within their classrooms to focus on enduring skills, such as communication, collaboration, critical thinking, and creativity. These skills are across all disciplines and help prepare students for real-world application in the future.


Literature Circles

In all classes, students collaborate with peers in many ways, including working on group projects.  They often self- and peer-assess their abilities to work together by reflecting on each person’s contributions to the task, their ability to work through disagreements, and leadership skills.  One place where students do this regularly is through literature circles in ELA classes. At the conclusion of each book, students reflect on the ways in which they each contributed to discussions, how well the group accomplished their tasks, and how well they listened to each other. Since participation in literature circles is an ongoing activity, it is especially useful for students to reflect on their collaboration skills before moving into a new group with the next book.

Literature Circles
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MDC Formative Assessment Learning (FAL)

As part of MDC, each teacher completes a FAL about ⅔ of the way through the unit.  This is complex math assessment which requires students to understand the conceptual skills being taught within the unit. Students work as either partners or small groups to persevere through the problem. The teachers become a facilitator only giving guiding questions when a group gets “stuck”. At the end of the lesson students will analyze other groups’ work before leading into a class discussion.

LDC Instructional Ladder

In each LDC module, teachers follow a four-part instructional ladder: Preparing for the Task, Reading Process, Transition to Writing, and Writing Process.  Each step incorporates cross-cutting skills with the strongest focus on collaboration and critical thinking. For example, during the reading process, students focus on critically analyzing high-level texts using a variety of reading strategies.  During the Transition to Writing portion, students work collaboratively and discuss aspects of the texts in order to prepare them to start the writing process. Often, students also end the activity presenting their ideas to peers, improving their communication skills.


Presentation Rubric

National History Day and the 4 C’s

Students who participated in National History Day, worked together to create projects after conducting extensive research on a topic of their choice.  In this project that spanned an entire semester, the process was a key component and students improved their skills in the 4 C’s along the way.




Socratic Seminar

Following Socratic seminars, teachers focus on giving qualitative feedback on students’ communication skills. In some classes, students also self-assess their progress, giving them a chance to reflect on their own skills. Teachers complete rubrics for scoring students’ contributions to the discussion, but also give verbal feedback to highlight outstanding examples of communication.