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Noyce Grant

To support our STEM Initiative, Vermont Afterschool, Inc. secured a two year Noyce Foundation STEM Afterschool Systems Building Grant. The goals of the grant are intentionally interconnected, supported by data, and informed by nationally research and tools:

  • Partnership and Leadership Development
  • Professional Development
  • Program Implementation and Assessment
  • Communication and Outreach
  • Advocacy and Policy Development
  • Funding and Sustainability

FY17 STEM Opportunities for Afterschool Programs

We are excited to announce several Noyce Foundation funded STEM opportunities for coaching/mentoring, curriculum, leadership, training, and quality improvement in 2017. Please reference Vermont Afterschool’s Definitions to Planning Quality STEM Programs and STEM Levels http://bit.ly/2eGxLTu to identify your program site’s STEM Level before you apply. Feel free to contact Tracy Truzansky (tracytruzansky@vermontafterschool.org) with questions.

List of opportunities and descriptions can be downloaded here.

Engineering Adventures Project

Vermont Afterschool is excited to run the Engineering Adventures project, a curriculum created by the Museum of Science, Boston especially for kids in grades 3-5 in out-of-school time programs.

Vermont Afterschool’s Engineering Adventures Project Overview


STEM Afterschool Survey and Data – We collected data in 2015-16 to support identification of statewide afterschool programs’ initial “STEM Level.” This information helped us design a progression of STEM professional development. Initial data from the sixty programs that responded showed the percentage of programs by STEM Level:

  1. 28% Exploratory –programs who wish to initiate STEM programs and who are at the entry level of STEM training.
  2. 42% Foundational – programs who have at least two STEM offerings and a either staff or partners confident leading STEM experiences. Have identifed a need to build staff capacity, confidence, STEM program variety and/or frequency.
  3. 15% Improvement – programs who have a variety of STEM offerings, sufficient frequency and adequate staff capacity, but have specified needs for both STEM Skill building and STEM content learning.
  4. 15% Unsure – programs who need personal coaching to determine an appropriate entry point for STEM Professional Development and/or coaching.

STEM Assessments – We are implementing two assessment tools from the Massachusetts-based Program on Education and Resiliency (PEAR):

  1. Dimensions of Success (DoS) – an external assessment process that provides data to support quality afterschool STEM instruction.
  2. Common Instrument – a youth survey that Vermont Afterschool adapted to explore youth interest and excitement in STEM, but also 21C skills of perseverance, collaboration, critical thinking and teamwork. To learn more about how to implement the Common Instrument survey in your afterschool STEM program, view a webinar recording or presentation slides from January 2017 led by Vermont Afterschool and PEAR.

STEM PD and Levels – In our first year of the Noyce STEM grant, we developed new STEM trainings that are organized by three STEM Levels. These STEM Levels include training in both content and facilitation skills. Once the STEM Level has been determined, those in leadership can select an appropriate STEM training.

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