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Transcript of Washington STEM 2014 Annual Report
WASHINGTON STEM
2014 ANNUAL REPORT
WELCOME LETTER 01
TABLE OFCONTENTS
WASHINGTON STEM 2014
ANNUAL REPORTSmarter Together, Stronger Together, Faster Together.
Ninety four percent of Washington voters believe every child should have access toa high-quality STEM education in our public schools. We agree. Over the last year, Washington STEM has gained momentum in improving science, technology, engineering, and math (STEM) education across Washington state. Through innovative work and key partnerships, we are reaching underserved students and young people from backgrounds that are underrepresented in STEM fields. Our work is growing and making an impact as we collaborate with more partners and take on some of the toughest education challenges in our state.
In the last year we worked with experts around the state and nation to finalize the Washington STEM Framework for Action and Accountability (the Framework), which was also adopted by the Governor’s STEM Education Innovation Alliance. It is at the nexus of everything we are doing – bringing people together around a common goal, vision, and metrics driving better outcomes for young people across Washington. The Framework is a guiding strategy for our work at Washington STEM, as well as our STEM Networks, the state, and our partners.
Our seven STEM Networks across Washington are comprised of education, business, and community leaders in seven regions of Washington and are committed to sharing promising practices and advancing against common goals. The districts in our Networks serve over 490,000 students and 45,000 teachers across Washington; low income and students of color are overrepresented when compared to the state average.
Our STEM-PD initiative is in 50 schools, serving 500 teachers, and helping them take charge of their own professional development. Through our policy work with key partners we have seen a 181% increase in the number of Washington students taking AP Computer Science, and that number continues to grow.
In this year’s annual report we are highlighting our STEM Summit, the third annual statewide convening of educators, business, and community leaders; and STEM-PD, our initiative focused on supporting teachers with high-quality professional development. Each have grown through the work of our STEM Innovation, STEM Network, and STEM Policy teams. These only scratch the surface of the work from the last year but were possible and successful through the work of many across Washington.
Together we are making a difference. Together, we will ensure that all Washingtonians have the STEM skills necessary to live a life of opportunity and success in the state’s thriving innovation economy and democratic society. Thank you for your support so far; we can’t do it alone. Join us today.
Dean Allen Patrick D’AmelioCEO, McKinstry CEO, Washington STEMBoard Chair, Washington STEM
02.04.07. 10.12.13.
Theory of ActionSTEM SummitSTEM-PDDonorsFinancialsBoard of Directors
THEORY OF ACTION 02
GROWING GREAT IDEAS TheoryofAction
At Washington STEM, we identify innovative and effective educational ideas and practices in science, technology, engineering, and math (STEM) and spread them at scale. We do it smartly and efficiently thanks to our powerful connections, extending from grassroots community networks to grass-top educational and political leaders.
Together, we put innovations to work. We identify what’s working in STEM education based on research and findings across Washington and the United States. We rely on the Washington STEM Framework for Action and Accountability to prioritize our investments and efforts. We use this research-based tool to establish a common goal, identify key activities, and identify common indicators to focus our work and measure progress.
Together, we build partnerships to provide pathways for greater impact. We work with teachers, school and district administrators, business leaders, community organizations, and policymakers from early learning through higher education to spread promising practices and develop a strategic policy agenda. Through collaboration, our partners can quickly implement new practices and programs in their communities.
Together, we shape policy. We serve our policymakers as a vital resource and non-partisan advocate for STEM education. We bring community needs forward and work with lawmakers to turn those into high-impact policies. We’ve advised policymakers in Olympia on ways to address computer science, high-quality teacher professional development, and capital grants to improve STEM facilities in schools. Through our new STEM Policy Committee, we collectively shape an educational advocacy agenda, looking at more ways to systematically embed STEM in a state education system where only 40 percent of high school students graduate with competency in science, mathematics, technology, and engineering subjects.
Collaboration is key. Our state has one of the highest concentrations of STEM jobs in the nation, but we’re not graduating enough students to fill them. The historically underserved remain consistently underrepresented in the STEM workforce: only one out of five employees are black or Hispanic. We’re determined to right those imbalances, but we can’t do it alone. We need our hundreds of partners, from schoolrooms and boardrooms and legislative floors, to help us accelerate the change necessary to ensure every student in every school in our state, early learning to college, receives a rigorous, relevant STEM education. The work ahead may be hard, but we are confident because we’re in this together.
03THEORY OF ACTION
COMPUTER SCIENCE:
OUR SUPPORT OF WASHINGTON STEM IS AN INVESTMENT IN REAL SOLUTIONS WITH DEMONSTRATED IMPACT ON OUR STATE’S MOST URGENT NEED: PROMOTING INTEREST IN THE VITAL SKILLS NEEDED BY FUTURE ENGINEERS AND OTHER STEM PROFESSIONALS.”Mike DelaneyBoeing
“
Last year, we mobilized with our partners around the urgent need to better prepare students in computer science. Most Washington state students, especially in remote and low-income schools, simply don’t have access to computer science programs.
We partnered with Code.org for their Hour of Code campaign to expand the number of schools participating throughout our Networks.
The result: a 76 percent increase in public school participation and a new generation of computer science enthusiasts eager to build their own games from scratch.
The suggestions of our community partners at two 2014 Washington STEM computer science roundtables in Kirkland and Spokane informed new legislation that directs Washington to adopt K-12 computer science standards and create a computer science endorsement for teachers.
Yarelly Gomez had the crowd’s full attention as she told her story at the 2014 STEM Summit. She was first in her family to attend college. Her parents, living in a small, low-income agricultural town in Yakima Valley, had no idea what computer science was when she said she planned to study it. Even after she entered the computer science program at the University of Washington Bothell, people kept asking why a woman would want to bother. “That stigma is still there -- the idea that girls can’t do computer science,” said Gomez, recipient of a Washington State Opportunity Scholarship, our partner working to promote greater STEM equity in higher education and the workforce.
Equity was a key focus at the annual STEM Summit on December 2. The Rev. Jesse Jackson decried the lack of gender and minority equality in STEM fields, comparing it to a major league sports. “We did not know how good baseball could be until everybody could play,” said the celebrated civil rights leader. “What makes the game so exciting is an inherent sense of justice.”
Governor Jay Inslee addressed what he called disturbing disparities in education and employment. “In a state as diverse as Washington, our STEM workforce has got to be as diverse as well.” State Sen. Andy Hill called for new ideas on increasing STEM college degrees among historically underrepresented students. “We need to look at ways we can innovate and not just do things the same way we’ve done them in the past.”
STEM SUMMIT Informing Action, Inspiring Action
STEM SUMMIT 04
It was a collective conversation that would not have happened without Washington STEM. That’s one of our key roles: bringing STEM stakeholders together for idea-sharing and problem-solving. We did it repeatedly in 2014: convening workshops, roundtables, and public meetings that brought together business representatives, politicians, teachers, superintendents, and community leaders who share our determination to advance STEM learning for all students.
This was our third annual Summit and our largest, with 330 attendees gathered on the Microsoft campus in Redmond. The demand confirmed our reputation as the go-to source and convener in STEM education in Washington.
Boston Consulting Group (BCG) released their new report, “Opportunity for All: Investing in Washington State’s STEM Education Pipeline,” at the Summit. The report focused on the divide between a high concentration of STEM jobs and a dearth of STEM graduates to fill them. In Washington, only nine out of 100 students will work in a STEM job in Washington. The report also showed low-income students are two to three times less prepared for that STEM workforce than their more affluent peers. BCG found that an investment of $650 million in STEM education could double and diversify the number of STEM graduates and yield $4.5 billion for the government in tax revenues and social-spending savings. John Wenstrup, lead author of the report, said, “Trying to fill great jobs with a leaky human-capital pipeline is like living in a boomtown without enough roads, electricity, or water.”
Summit participants debated ways to fix the broken pipeline. Discussions focused on our classrooms, where half of fourth-grade educators teach less than two hours of science a week, one of the lowest rates in the nation. Sen. Andy Hill and Rep. Ross Hunter, lead budget writers in Olympia, said education would be a top priority this year as they grapple with funding basic education. For us, STEM is an integral part of basic education, and how to improve access to high-quality STEM education for every student is what we’re focused on in Olympia. “How can we provide a basic education where the STEM pieces are left up to chance?” asked Chief Policy Officer Caroline King. “STEM is the foundation our young people need to succeed in today’s world.”
The Governor’s STEM Education Innovation Alliance (STEM Alliance) launched in August 2014 and met during the Summit. The STEM Alliance is tasked with matching STEM education and workforce needs in Washington. That’s a monumental job in a state where over the next few years, 50,000 jobs will go unfilled due to lack of qualified candidates. Washington STEM is honored to partner with the STEM Alliance as a member and advisor.
05
LINKING STEM WORKSITES AND CLASSROOMS
South Central Washington STEM Network leader Jeff Charbonneau, named National Teacher of the Year in 2013, says he is “too curious” not to be a teacher. Charbonneau is a 9th-12th grade chemistry, physics, and engineering instructor who, with the support of Washington STEM, is connecting classrooms and business communities.
He begins by taking teachers to worksites, then helps them build curricula based on what they learn there. “Getting lesson plans and problems from the shop floor provides students throughout our STEM Network hands-on learning opportunities,” says David McFadden, president of the Yakima County Development Association.
He helps link Charbonneau to companies. Students in Charbonneau’s Network schools also go to work, videotaping CEOs and workers onsite and asking what STEM skills are needed to do their jobs. “I didn’t realize how important the math was when I was taking it in school,” a construction-site machine operator told one student. “Math is probably the number one skill I use (in my work).”
STEM SUMMIT
One obstacle to fixing the pipeline problem is the lack of a common goal and a roadmap. It’s hard to create system-wide change, penetrate best practices at scale, and coordinate and target smart STEM investments with stakeholders doing many different things. What would happen if everyone worked together, against shared priorities and measures? The Washington STEM Framework for Action and Accountability (the Framework) is a research-based tool designed to do just that.
The Framework, formally adopted by the STEM Alliance in December, lays out, in straight-forward language, common goals and indicators to reliably measure those goals. The ultimate aim is for Washington to lead the nation in STEM literacy for all students and foster a diverse, home-grown, world-class STEM workforce in a thriving state economy.
We built the framework over two years, gathering research and input from across the state and nation. We asked for input from state and national thought leaders in STEM education. We worked hand-in-hand with 38 external advisers statewide, including university researchers, educators, policymakers, and more than a dozen representatives from our seven STEM Networks, regional coalitions of educators, business, and community leaders that represent almost 70 school districts across the state. Our STEM Networks will be instrumental in putting the Framework to work over the coming years and providing us concrete ways to observe and measure its impact.
The Networks were strongly represented at the 2014 Summit. They participated in breakout sessions alongside partners from Thrive by Five, Washington MESA, Code.org, Office of Superintendent of Public Instruction, STEMx, and J.P. Morgan Chase. Each session explored ways to advance computer science, work-based learning, effective teacher professional development, and building community capacity and demand for high-quality STEM education.
We’ve set these activities in motion across our state through our funding, our support, and our ever-expanding web of STEM connections. At our Summit, roundtables, workshops, and meetings with Network leaders and legislators, we are gathering a powerful force of STEM champions who, working together, can clear the pathways to an excellent education for all in Washington state. The conversation is underway.
06
BY THE NUMBERS:
THERE IS NOTHING OUR CHILDREN CANNOT LEARN, WILL NOT LEARN, GIVEN THE OPPORTUNITY.” The Rev. Jesse Jackson At the Washington STEM Summit on Dec. 2, 2014
“
STEM SUMMIT
7 STEM Networks (Snohomish, South King County, West Sound, Southwest, South Central, Mid-Columbia, and Spokane) districts reach 44% of Washington Students.
STEM-PD: 50 schools, 500 educators. 70 videos watched 1240 times. 1,034 videos uploaded by teachers, watched 5,700 times and commented on 855 times.
STEM Summit: 330 education, business, and community leaders. 6 elected officials. 491 tweets at #wastemsummit.
STEM-PD 07
STEM-PD Promoting Promising Practices With STEM-PD
In 2014 we expanded STEM-PD, our program focused on effective teacher professional development, to 50 schools, including five teachers who are STEM-PD Pioneers. With the new STEM-PD Pioneer program, we identified and observed exceptional educators whose innovative approaches to teaching are changing what students know and can do in STEM. Then we gave the Pioneers the high-tech tools and training to capture and share their practices with others, setting bold new educational ideas into circulation across the state.
One of those professional development (PD) Pioneers was Andrea Tee, who “flipped” her eighth-grade mathematics class at West Hills STEM Academy in Bremerton. Instead of delivering lectures at the front of her classroom, Tee tapes 10-minute content lessons for students to take home, freeing up classroom time for hands-on exploration, investigation, collaboration, and one-on-one consultation.
At home, on laptops or smart phones or iPods, students can learn the rules of triangle congruence at their own speed, pausing and rewinding. In class, they make it “real,” sorting through triangles to find two they think are congruent and attempting to prove why that’s so.
The result, says Tee, is rich mathematical thinking and discussion. “Math often falls victim, even in Common Core, to teaching a new concept every day and then sending students home to do homework. They don’t get that time to talk to each other or talk to teachers.”
Teachers can now learn from Tee thanks to the web-based video technology from Washington STEM and IRIS Connect. Tee and her Pioneer partner Hannah Meucci, who flipped her own seventh-grade mathematics and STEM classes, use technology to record themselves teaching, then attach lesson plans, annotations, examples, and resources to their videos to help other teachers interested in rethinking their own classrooms. Their videos are a part of the STEM-PD video library focused on best teaching practices aligned with rigorous new Common Core math and Next Generation science standards. Teachers who may never step foot in Tee’s classroom will be able to pay it a virtual visit and learn the logistics and intricacies of flipping a classroom – whether they are working in the same building or across the state.
The cameras capture it all: the daily challenges and the successes. It’s authentic. It’s relevant. And it’s eye-opening. Mike Wierusz, one of our five Pioneers, is modeling ways to structure classes around immersive project-based learning. High school students in Wierusz’s design technology and sustainable engineering and design courses master key STEM principles as they build everything from power-producing composting toilets to off-grid vaccine refrigeration units. His students say they are learning skills to last a lifetime.
“When you go in and watch these classrooms, you see kids engaged. It’s not always perfect, not always pretty, but they are learning and in ways where they feel that they can really be a mathematician, a scientist, an engineer,” says Washington STEM Chief Learning Officer Sandi Everlove.
Our STEM-PD Pioneer program is one more way we are spreading professional learning innovations across our state. In 2013, we launched our STEM-PD pilot, providing IRIS Connect technology to 17 schools. We have shown teachers how to use the technology for meaningful self-reflection and peer-sharing of classroom best practices. We have also demonstrated how teachers can field questions and get real-time feedback while wearing an earpiece as they teach.
In 2014, we more than doubled STEM-PD participation, expanding to 50 schools. This year’s expansion spurred interest in rural and remote schools, where ongoing professional development is often logistically challenging. We’re expanding largely through our STEM Networks – coalitions of PK-20 educators, business, and community leaders focused on improving STEM education in their regions. The Networks are invaluable in helping us get information out and communicate across all levels.
To support the STEM-PD expansion, we held three regionally based demonstration workshops in 2014. We also met with STEM teachers in all corners of the state to better understand their professional learning needs. We talked with College of Education faculty at Washington State University and Eastern Washington University who teach mathematics instruction methods to classroom teachers and pre-service candidates in areas far-flung from campus. The instructors recognized STEM-PD technology as a great opportunity to overcome geographic obstacles. They see STEM-PD as not a ‘nice-to-have’, but rather as a ‘need-to-have’.
08
WASHINGTON STEM PROVIDES WONDERFUL RESOURCES TO GUIDE AND DEVELOP TEACHERS IN THEIR PASSIONS AND IN WHAT THEY WANT TO DO AND SHARE.”
“
Andrea TeeSTEM-PD Pioneer
STEM-PD
As we grow our STEM-PD program, we continually turn a critical lens on it, gathering data to refine it. In 2014, we observed STEM-PD teachers as they used the technology, and we had outside evaluators survey them on its effectiveness. Their responses illustrated both the successes and the huge challenges of opening up teaching practice for scrutiny. Teachers have traditionally worked solo behind closed doors. Getting them to share what happens behind those doors can be difficult, especially if there’s no culture of collaboration and mind-sharing in the school. Sadly, that’s too often the norm; there is an epidemic of isolation across education.
Despite those barriers, our research showed STEM teachers are interested in exchanging ideas and trying on new ones, they just need to know how. That’s why, as we move forward, we’re building strong new support structures for STEM-PD, including user-friendly ways to introduce the technology, conversation protocols around it, and ways of using it to build a culture of trust.
Policymakers are paying close attention to our PD work. They know teachers are the number one factor in student learning. They know that new mathematics and science standards require new ways of teaching, and new ways of teaching require new models for professional learning. Research consistently shows old professional development methods based on one-time, in-service workshops aren’t filling the need. We have advised lawmakers on a bill to define professional learning.
We’ve begun to answer the question of how to make teacher professional learning effective, building a 21st-century, research-based, peer-to-peer professional learning system one thoughtful step at a time. Our dedicated teachers need better PD. They deserve it. We’re determined to see them get it. “You can’t ask STEM teachers to adopt new practices aligned with new standards but never purposefully figure out how they are going to learn them,” says Dr. Shawn Edmondson, Director of Strategic Initiatives at Washington STEM. “That’s magical thinking.”
09
I WANT STUDENTS TO SEE THAT MATH AND SCIENCE ARE TOOLS TOSOLVE THE PROBLEMS WE ENCOUNTER EVERY DAY. IT MAKES THE CONTENT RELEVANT.” Mike WieruszSTEM-PD Pioneer
“
STEM-PD
EQUIPPING STUDENTSTO SOLVE REAL-WORLDPROBLEMS
Fourth-grade teacher Kellie Goodman, a 2014 STEM-PD Pioneer, is adapting traditional science kits to rigorous new Next Generation Science Standards, which require students to master real-world scientific thinking and practices. Last year, her students at Gregory Heights Elementary School sought answers to the tragic Oso landside as they studied soil deposition, erosion, and water cycles.
They dug deep, thought hard, and made sense of the science. Using special web-based video tools we provided, Goodman taped and annotated every lesson to share with other educators. It’s what our STEM-PD Pioneers do: take innovative ideas and spread them. “I am excited to be part of this up-and-coming movement, collaborating with others to improve STEM professional development,” she says.
DONORS 10
$5,000,000+Bill & Melinda Gates Foundation
The Microsoft Corporation
$1,000,000+The Boeing Company
$500,000+Dean and Vicki Allen/McKinstry Co. Charitable Foundation
2014 SUPPORTERSCorporations, Foundations, + Organizations
VISIONARY DONORS Bonneville Environmental Foundation - Solar 4R Schools
Bremerton School District
Center for Career Connections atBellevue College
Cheney Middle School
Clark Nuber
Coffman Engineers - David Peden
College Spark Washington
Community Colleges of Spokane Foundation
Coughlin Porter Lundeen
data2insight LLC
Democrats for Education Reform
Desautel Hege Communications
DreamBox Learning
Eastern Washington University
Eatonville School District
Educational Service District 114
Educational Service District 123
Everett Public Schools - Gary Cohn
Employees Community Fund of the Boeing Company
Facing the Future, an independent programof Western Washington University
Fluke Corporation
Frog Prints e!
Future of Flight Foundation - Amanda Goertz
Huawei Technologies
KeyBank Foundation
King County Employee Giving Program
King's Schools
Lake Washington School District
Lowell Elementary School
Mathematics Education Collaborative
Microsoft Matching Gifts Program
Museum of Flight - Reba Gilman
Museum of Flight
NAC Architecture
North Central Educational Service District
North Kitsap School District
Northeastern University - Seattle
Northshore School District
Nucor Steel Seattle
Olympic College
Pacific Metallurgical, Inc.
Paul G. Allen Family Foundation
Pearson
Anonymous (3)
Accenture
AmazonSmile Foundation
Archdiocese of Seattle
Arlington School District
Avista
Battelle - Aimee L. Kennedy
Battelle
Benevity Community Impact Fund
Bezos Family Foundation
Boeing Monetary Gift Match Program
Perkins Coie
Perkins Coie Foundation
Project Lead the Way - Shepherd Siegel, PhD
Puget Sound Educational Service District
Quinault Indian Nation
Raikes Foundation
Renton School District
Resourceful HR
Saltchuk
Sammamish High School
Satori Software, Inc.
Satya and Rao Remala Foundation
Seattle Pacific University
State of Washington Office of the Governor
Stella Schola Middle School - Brigitte Tennis
Structural Engineers Foundation of Washington (SEFW)
Texas Instruments - Brian Dunnicliffe
The Evergreen State College
The Seattle Foundation
Toppenish School District
United Way of Snohomish County Philanthropy Fund
University of Washington
Vulcan, Inc.
Washington Association for Career and Technical Education
Washington's Community and Technical Colleges
Washington Education Association
Washington MESA
Washington Roundtable
Washington State Opportunity Scholarship
Washington State University Extension
Washington Student Achievement Council
West Sound Technology Association - Charles Keating
West Valley School District (Spokane)
Witty Scientists
Women's Funding Alliance
Woodland Park Zoo
Workforce Development Council Seattle - King County
Yakima Valley Technical Skill Center (YV-TECH)
Yoyostring Creative
Zeno
DONORS Washington STEM’s donors make this work possible every day
A special thank you to the following visionary donors whose cumulative giving to Washington STEM since our inception has had an extraordinary impact on STEM education.
Individuals
Anonymous (18)
Cathy Allred
Sarah Andersen
Ann Anderson
Lynette Anderson
Drew Atkins
Constance Awenasa
Rob and Gillia Bakie
Angela Ballasiotes
Charlie Balter
Michelle Bartlett
Patrick Bell
Cynthia Blansfield
William and Debra Bowen
Maurice Broom
Jeff Broome
Alan Burke
Ralph Case
Jacob Clark Blickenstaff
Bev Clevenger
Glenn Coil
Kevin Connor
Mike Couto
Dale Curtis
Patrick and Jeff D'Amelio
Tania de Sá Campos
Jerry Debner
Theresa Deussen
Margo Devine
Sarah Dreger
Vicki Dwight
Melissa Edwards
Allison Elgar
Rebecca Elias
Christine Elliott
Tim and Nicole Engle
Wendi Fischer
Kathy Fisk
Shirlene Forgey
Aimee Foster
Andrew Fugier
Anne Gallagher
Keri Gardner
Matt Manobianco
Sarah Margeson
Suzanne Marks
Christopher Mazzeo
Petra McBride
Ann McMahon
Sally McNair
Debbie Mizrahi
Ron Moag
Priti Mody-Pan
Marc Monday
John Mullin
Kaitlin Murdock
Patrick Murray
Jamie and Jill Nelson
Phil and Diane Ohl
Anthony O'Neil
Maureen O'Shaughnessy
Susan Pagel
Thomas Park
Ruth Parker
Peter Pentescu
Debra Peterson
Naomi Proett
Ben Rarick
Suzanne Reeve
Alyssa Reyes
Lisa Roberts
Zachary Rochler
The Rollins' Family
Luisa Sanchez-Nilsen
Dave Sather
Liz Satterthwaite
Janet Schmidt
Michael Schutzler
Olivia Shaffer
Roxanne Shepherd
Kimberly Shin
Prashant Shukla
Sally Goetz Shuler
Andrew Shuman
Eileen Simmons
Rand Simmons
Kristina Sing
Elana Slagle
Jane Spalding
Heather Stephen
Keni Sturgeon
Andrea Tee
David and Johna Thomson
Elaine Scott
Brigitta Vermesi
Theresa Webb
Dr. Paul L. Weiden
Eric Westphal
Sam Whiting
Paul Whitney
Laurie Wiedenmeyer
Julianna Wiesenhutter
Bruce Williams
Gayna Williams
Rufus Woods
Sheryl Garrison M.Ed.
Sally Goetz Shuler
Brad Griffith
Jessica Hall
Erica Hansen
Brian Hardcastle
Rainee Harder
Christi Harter
Sara Hatfield
Erika Heesacker
Mark Helm
Tim Hesterberg
Amy Hirotaka
Kathryn Hobbs
Matt Houglum
Barbara Hulit
Heidi Hunt
Bob Hurlbut
Matthew Inman
Mark Jacobson
Kristen Johansen
Christine Johnson, PhD
Marcia Johnson Witter
Alex Johnston and Tony Wright
Todd Jolley
Amanda Jones
Thomas Kaitchuck
Harshika Kara
Candis Kary
Roberta Kramer
Eileen Kronquist
Elizabeth Kutter
Jody Laflen
Robert Lane
Kat Laxton
Laurel Le Noble
Steve Leahy
John Lederer
Dante Leon
Steve Leonard
Bill Lewis
Noreen Light
Terry Lundeen
Deby MacLeod
DONORS 11
DONORS Washington STEM’s donors make this work possible every day
FUNCTIONAL EXPENSES
Program Services 81%Management & General 9%Fundraising 10%
Program Services 80%Management & General 10%Fundraising 10%
ASSETSCash & InvestmentsPledges ReceivableEquipment & OtherTotal Assets
LIABILITIES & NET ASSETSUnrestrictedTemporarily RestrictedTotal Net AssetsTotal LiabilitiesTotal Liabilities & Net Assets
RevenuesProgram ServicesManagement & GeneralFundraising
ExpensesChange in Net AssetsNet Assets, Beginning of Period
Net Assets, End of Period
STATEMENT OF ACTIVITIES (audited)
STATEMENT OF FINANCIAL POSITION (audited)
2014$ 1,886,328
4,149,63482,552
$ 6,118,514
$ 3,239,3413,410,423393,686
425,110
4,229,219(989,878)6,659,645
$ 5,669,767
$ 1,501,7404,168,027
5,669,767448,747
$ 6,118,514
This financial statement is an excerpt of the full report audited by Clark Nuber PS, which is available at washingtonstem.org
FINANCIALS
2013$ 1,930,436
4,968,14044,984
$ 6,943,560
$ 398,4583,363,382
408,162 437,916
4,209,460(3,811,002)10,470,647
$ 6,659,645
$ 2,079,7414,579,904
6,659,645283,915
$ 6,943,560
12FINANCIALS
2014 2013
Dean Allen, ChairChief Executive OfficerMcKinstry
James DorseyExecutive DirectorWashington MESA
Bill Lewis, TreasurerChairmanLease Crutcher Lewis
Susan Enfield, Ed.D., SecretarySuperintendentHighline Public Schools
Elaine Beraza, Ed.D.SuperintendentYakima School District
Michael DelaneyVice President of Engeineering,Boeing Commercial AirplanesThe Boeing Company
Brad Smith, Vice-ChairGeneral Counsel and Executive Vice President,Legal and Corporate AffairsMicrosoft
Timothy EnglePresidentSaltchuk Resources, Inc.
Barbara HulitSenior Vice President, Danaher Business Danaher Corporation
Christine Johnson, Ph.D.ChancellorCommunity Colleges of Spokane
Phillip C. Ohl, PEChief Operating OfficerKurion, Inc.
Elizabeth TinkhamSenior Managing DirectorAccenture
WASHINGTON STEMBOARD OF DIRECTORS 2014
13BOARD OF DIRECTORS