Maker State Alignments Identifying the STEM Rigorous Common Core Literacy, 21 st Century, ISTE, PARCC, UDL a “Real Education Estate” in Maker State Engineering Programs, Grades 3-8.

Who We Are: An education company grounded in decades ongoing educational

digital literacy, content, critical thinking and engineering expertise of its owner

master educator, Maker State infuses rigorous content CCSS aligned, ISTE, 21 st Century, UDL and PARCC standards into real world captivating project and product driven. engineering design and inquiry education. Our instructors deliberately include licensed content professionals and state of the art technology innovators who bring to this brave new Stem frontier, exhilarating and invigorating state of the art engineering expeditionary learning (from a classroom or school lab setting) plus a new dimension of makerspace driven engineering design and inquiry driven education (think Danielson frameworks inquiry authenticated) excitement. This curricula excitement built on a customized curriculum with specific components for differentiated special needs, gifted and talented, ESL, Newcomer and spectrum of autism behaviors, was developed for the Title one school population by veteran NYC educators and administrators. It also includes Arts components such as banner design and project based aesthetic literacy artifacts.

The goal of Maker State as a company developed by a dedicated veteran educator and a team of NYC inner city veteran educators and administrators, is to address and to equalize the much-needed skills engagement playing field for NYC Title 1 and other public school students who do not currently have in school day access to high quality, licensed expert, STEM educator courses in: rocketry, Scratch, inventions, robotics, and other evolving Stem offerings. Unlike other Stem companies who do after school programming , Maker State run by an educator retains a team of expert NYC veterans designing curriculum and offering ongoing formative and summative assessment. The company takes pride in explicitly aligning after school offerings to rigorous literacy, science, engineering, social studies and other standards. Maker State addresses culturally resonant global NYC student needs and fosters social and emotional learning conditions as well. Maker State training for its licensed Fellow instructors, its students termed engineers. Its collaborating school staff and administrators, its family literacy parent and guardian participants and others is grounded in the following theory and research: SIOP, EQ, Inquiry Based Education, Expeditionary Learning, Project Based Instruction, Buck Institute Practices, UDL (CAST), Backwards Design,, GRR (Gradual Release of Responsibility Model), and Gay (culturally relevant pedagogy).

Distinctive Academic Contribution to Makerspace Studies:

Maker State makes a Key Contribution to the increasingly crowded Maker Space and Stem educational company provider landscape. Maker State taps the latest technology student driven engineering design prototypes and stem science centered challenges to differentiate across a broad spectrum of learners in partnership with parents- as after school, and summer school partners. Stem topics are used that immediately connect to real world life social and technology issues (robots as desired friends and companions, a better working water fountain, an invention to recover lost graphics not saved to a drive) –

the better to captivate and engage visual learners, ESL learners and special needs students. Maker State trains its Fellows and participant school teachers to incorporate intensive pre-targeting of objectives and special domain Stem

vocabulary/engineering terms as part of a structured SIOP/Literacy lesson format. Maker State STEM activities and projects are filled to the brim with different Whiteboard Guiding Questions, Key Terms and Diagrams that are reading, writing, speaking, listening, literacy and knowledge rich plus allow participant students to bond together in an explicitly respectful team community. This anticipates and authenticates the real work, global and social environment they will enter. Circle start meetings and culminating debriefing meetings plus rubrics and prototypes assure inherent student spoken, collaborative/collegial collaboration and written/communicated reflection /evaluation. Unlike many programs which originate in schools or are imported from educational companies, Maker State actually includes students reporting back to parents each session and invites parents to be on the side coaches and commentators. As structured, Maker State has a real-world audience beyond school peers and staff from day one. Students are positioned by their instructors as school engineers who will ready a prototype product or service or design for a set deadline MAKER STATE EXPO or FAIR done either in the school or at a local convenient to school public space such as a library, museum setting or commercial space. This promise and date for real world adult and distanced peer feedback authenticates and validates the specific PARCC real world college and career preparation goals of the Maker State student projects and

prototype building so that as in real life social and workplace settings the activities of Maker State Stem video game, rocket building, robotics, Scratch programming, Eco-Engineering, and other instructor continually developed and added offerings often inspired by student input. It takes a visual high resolution and discussion WOW to enthrall kids into the necessary Common Core State Standards and PARC preparation for college and career skills research, fact checking, primary source and secondary resource investigation that will transform “who cares?” lethargic classroom bound students into impassioned “I dare” technology prototype inventor advocates, international children’s rights, school environment anti bullying oversight protectors, and concerned robotics in the workplace debaters. Access to a broad and evolving menu of makerspace project, building, inventions, explorations and aesthetic design engineering opportunities, empowers and enables learners from a spectrum of learning styles and strengths as well as ESL international backgrounds to immediately without regard to verbal English language and print text proficiencies, “power up” as capable , critical thinking, analytical challenge responders. Maker State offers ESL and visual learners immediate opportunities to literally exhibit at

the Fair and be contributing respected school community members, not just as a part of an ESL or visual learner only community. This is key social and emotional as well as ESL learning estate which Maker State has deliberately developed for the ESL Community.

Maker State is committed as a company owned by a veteran Social Studies

educator with a team of veteran NYC educators overseeing it, to truly leave no

child behind and “engineer” bridge/abridge technology, literacy and ELA/SS

achievement gaps which make Core Content and Common Core skills come STEM prototype, Maker State Fair “alive.” Who says that Common Core English, Social Studies, Multi-content and Preparation for the World of Work, Entrepreneurship, College and Careers cannot be substantive and also just plenty of FUN? Maker State trains in the necessary literacy and technology skills that can be realized through fun to create and fun to run and fun to navigate student sites, blogs, slideshows, talk shows, inventions, multipurpose robots, rockets, new kid market products, advertorials, hackathons, podcasts, business planning, mythic superheroes and more!!

Most importantly for Scalability and Sustainability of its multiple Standards aligned curricula, Maker State recognizes the practices, activities, outcomes and habits of engineering design and challenges have to be readily infusible by the teacher into ongoing grade and age curricula that make explicit necessary topic and theme connections. These connections are explicitly built into every Maker Space curriculum offering. Furthermore, the Maker State instructors- Fellows- meet with the staff teachers to directly share the Standards alignments connections and to infuse necessary classroom focus ones if they do not exist in the curriculum. It must be noted that the Maker Space in place aligned multiple standards curriculum is always open to and being modified to customize it to specific school grade, student and teacher needs as well as to accommodate shifting technology version and platforms. Maker Space retains a full time highly qualified curriculum coordinator, an expert and published curriculum standards aligner with credentials in literacy, special needs and ESL education and a highly-qualified director of assessments and evaluation to assure ongoing improvement/modifications as needed.

Our onsite Sector Fellow supports teacher staff through launch and Maker Space Course time. Customized on the sport curriculum alignment and assessment and continuous improvement Quality Review rubric assessment support are the specialty of this educator founded and owned company. Maker State will also help design needed teacher evaluation for supervisor or external evaluator Stem skills, content, and other goals assessments-formative and summative. It does and will share Maker State success with a growing community of educators/public schools and participant parents. Maker State includes a Projects in Progress Best Practices gallery. Participant teachers and students have team or individual STEAM (plenty of arts because if needed Maker Space has arts specialist Fellows) projects with a qualitative and quantitative results. These products are assured of a Maker State Cyber Spotlight and feedback from distanced peers and general audience.

Teacher and Administrator feedback will be solicited and surveyed by our Academic support, so our services beyond just the specific Maker State courses will support needs for accountable, student results driven, data collected and owned academic success. Maker State continually retools our teacher and student support services so that teachers are prepared to document for students, parents, administrators and public how using courses address: Common Core Standards for ELA and SS and Multi-content, PARC Standards for College and Careers, 21 st Century Thinking Standards, ISTE, UDL Universal Design for Learning Standards for Multi-content and more.



COMMON CORE STANDARDS- English Language Arts, SS, and Multi-Content 3-8.

Maker State – We make Stem State of the Technology and Real World Engineering Connections to Common Core Standards – ELA, SS and Multi-Content “construct” / come alive through prototype rich events, student collaborative building and modeling projects and purposeful game world play. Students begin aligning for real products, productions, portfolios and performances. Maker State Courses help teachers hit the Common Core Standards racing ground running, meeting challenges to make CCSS standards “live,” “real world audience” friendly and quantifiably and qualitatively accessible.

How can this be, when so much national effort is being put into the implementation and addressing of the Standards?

In what ways do Maker State Courses construct and validate Common Core Skills?

Common Core Standards for English Language Arts, Social Studies and multi-

content including Science and Mathematics Common Core Standards for Reading (READING can reference print, online docs, sheets, Power Point, digital texts, images, graphics, twitter, tweets, product labels, instructions, challenges, diagrams, Stem terms on Whiteboard, Pinterest, Instagram, and other files) . The Common Core Standards for Multi-Content focus on:

READING – either of literature or informational texts for key details, craft and

structure, integration of knowledge and ideas and range of reading and complexity of texts.

Maker State student users use decoding, interpreting skills to : read Google docs, multimedia, print, video, and graphic texts, slides and photos for key details, analyze visual documents, read game requirements and rules, craft and structure integration of knowledge and a range of reading a doc-shared via a community of classroom or beyond users, a downloaded print text, a web site resource , a blog, a Power Point slide, a photo for composition and graphic details, a functional document such as role descriptions, 3D instructions , a menu, a map (Google maps), an architectural plan, artist statement, prototype procedural build steps and a product label. Maker State fellows focus students on needed analysis of graphic document resources and ability to focus/zoom to texts or images. This task focus helps students “engage” with the vibrant materials to correctly interpret details, information, materials, purposes, validity of text claims, capacity to modify or transform instructions for another purpose and investigate further into text/graphic possibility. All of these reading skills are possible within minutes of precious class time and anyplace/anytime student use- mirroring how reading skills are used and infused throughout our lives in and OUT OF SCHOOL. While Maker Space does not specifically assign homework, the captivating nature of creating an invention, building a prototype, designing and testing a solution or alternative solutions for a problem, motivates students to do requisite secondary source and first person research outside of school. This is a valid preparation for real life where learning and work on an issue are not limited by a school period time schedule.


YOUR CLASSROOM EVERY DAY. The focus is on project driven, prototype building, product brainstorming, problem statements, diagram development, listing of materials and ways to implement plans or build prototypes. There is also a deliberate research use of further secondary source or primary source reading to supplement initial resources. This includes a range of literary, informational- math, sciences, engineering, psychology and marketing readings.

Obviously, any content, English literature, leisure life, Marbury v Madison,

Bioengineered products, Juvenile Law, School Law, GNP, a robot that turns on a

laptop or signals five-minute exercise intervals, school suspension /anti-bullying

interventions, MTV videos, electric cars, gluten free products can be the topic or

inquiry Challenge or Design Engineering prompts. Students can use these prompts to do their own independent reading for Common Core news/literary information, facts, details, craft, display of knowledge and get as many examples of a reading range of texts and topics as they desire.

As the students work within the Engineering Design process which is the Stem

Integral Conceptual/Critical Thinking Ligature of Maker State, they inherently have to do text and digital multimedia reading to define and to contextualize the problems/conceptual factors of design challenges. They need to use various ranges of texts (specified in all Standard 10 Common Core) to investigate social, ethical, environmental and economic conditions of the target population and audience for their makerspace product, service, prototype and portfolio.

It should be noted that while most Stem programs include Engineering Design

Process, few tap its actual explicit Common Core Multi-Content reading across a

range of texts for a research purpose as Maker State deliberately does.

WRITING: In tandem, while the majority of makerspace and Stem programs do

include emphasis on Scientific Method and the Engineering Design Process, few

infuse authentic real science and engineering writing. In contrast, Maker State authenticates informational, descriptive procedural and argument plus technical writing. The Common Core in Multi-Content in particular emphasizes in all subjects (Sciences, Social Studies and Technology)- argument/position writing, research (short research) of student initiated arguments, topics /questions, narrative accounts, descriptions, procedural writing (step by steps such as recipes, prototype building, engineering design diagram/planning stages charting, identification of variables, lab procedures, math problem solving steps) memoir (could be focused on a real life engineering solution, alternative solutions to an invention challenge or social issue), reflective essay (can be focused on final prototype or prototype/invention or brainstorming or result of designs/hypothesis formation after experimentation) and more. THIS HOLDS FOR GETTING STUDENTS TO WRITE ABOUT SCIENCE and MATHEMATICS ISSUES which are so crucial for STEM, Standardized Science and Mathematics Tests, and crucial SAT and ACT tests as well as AP exams, Combining Maker State word docs with the high resolution graphic diagrams/illustrations/3D models developed through Maker State STEM course plus related student scripted/narrated videos and audio files will energize, inform and engage students in developing compelling real world engineering, science and mathematical arguments along with social studies/political and literary arguments backed up with maps/diagrams, digital graphics , graphic sheets, video files and more. Imagine reluctant or uncertain STEM students investigating the safety of various vaccines and the reality of a pandemic or zika or West Nile virus spread by creating and curating using Google Chrome sources their own arguments or descriptions of positions on these complex issues using actual voice and footage from YouTube, citations from scholarly papers and images- all accessible to them as individuals or teams in a Maker State real world of engineering and social issue problem course. They can also be creating and be developing alternative solutions /

invention prototypes with a deadline for real audience WRITING /GRAPHIC display of knowledge feedback at a regularly scheduled Maker State Expo that builds in validating audiences- multi-sector adults for real world feedback and writing for a target beyond classroom peers and teacher audience.

Most importantly using the Engineering Design process 5 stages circular graphic (insert on thumbnail rendering), Maker State Stem participants can develop designs, prototypes, model’s interventions, solutions and other engineering artifacts or products/projects/portfolios which integrate docs, image search plus photos. music, and slides. Using this range of digital media platforms and formats, Maker State students can make the key Common Core Writing Production and Distribution standard vibrantly real in terms of exhibits of learning on display at culminating STEM learning fairs which facilitate UDL and Backwards Lesson Design. Now that is Common Core production and distribution that allows students in your classroom to produce products that are almost Sundance film festival ready and Scholastic or another noted publisher worthy. Even better the distribution via the Maker State website community immediately accesses student inventions, prototypes, results and reflections to broad community.

KNOWLEDGE: Had Maker State wanted to adopt a literacy skill name, it might have been Research to Build and to Present Knowledge. Ironically this skill which is the centerpiece of the Common Core Skills is among the most difficult to teach because of students often not being motivated to do necessary unalluring tedious research, becomes a literal leap to locked on literacy curation fascination when students get a chance to Make State curate/critically create, critique, collaborate , team (think virtual museum or movie multiplex) as the setting for a student engineer directed/student engineer driven information display of mandated topic knowledge. Students might research and display the history of the United States through a slide show of its coin historical images with live links to key United States mint history sites and selected videos on particularly valuable coins coupled with audio files of songs that include coin or “change” references. They might anticipate designs for new bit currency or female centered bills or coins Compare and contrast this vivid display of coin history research as a built slide show or a glossy Google doc image and sound rich “show” of knowledge with the traditional information print or orally read aloud report with the poster board stuck in room 122

displays. (do graphic illustration of this very traditional approach to presentation.)

Integral to the engineering design process is gathering relevant research resources for problem solutions and identification of problem constraints including analysis of research found social, economic, science, and other factors that can affect success or viability of proposed interventions. The research hits reality as working within a team the Maker State students weigh how the research impacts on alternative solutions, affects tests of prototypes, and may impact on scalability and replications. All of this is concertized by a written challenge that is mediated by research and the inherent need for the engineers to be actively involved in using the research findings. This mirrors real life. It makes the world of PARCC come real for today’s Maker State student engineer grades 3-8.

Students working on Maker State building and presenting of knowledge as a team sharing their ideas on Google and in the classroom and perhaps even previewing the final slide or video with their peers, are already working as do adults in the global and local workplace as collaborative team members toward a deadline with a real audience beyond the classroom community and teacher. Through Maker State fair invites with real (beyond the teacher and peers) feedback as the informing critique of their work, they are making a real impact.

SPEAKING AND LISTENING: One of the seemingly problematic issues for teachers as they strive to implement the Common Core Standards across multi-content is that each of the strands demand as a culmination, a range of samples and types to be studied. Obviously as part of the Maker State Engineer community students are immersed in a range of writing formats and possibilities as they can choose between text types that are presented initially as videos, audio files, slides, sheets (for mathematical and science knowledge) word docs, web sites, blogs, Pinterest, Facebook or other. In turn as they work to develop their own writing products/prototypes/inventions/ virtual worlds to build and to present knowledge they can draw on these multiple range of communications possibilities and curate a compelling mix of them.

Maker State stands ready to serve, support and literally “seal” students into

seamless Speaking and Listening skills. Ironically these skills emphasized earlier on the history of education in the United States, have been neglected in the late 20 th and for certain in 21 st century. Maker State access students to American and Global Engineering, Science, Inventions, Mathematics personalities in terms of voice and offer them a Listening to Live and Famous or to the Living Dead available through their voices experiences using YouTube, audio files accessible through Chrome and Google search and teacher selected grade, age and curricula content audio files. Not only can Chromebooks support immediate and exciting plus AUTHENTIC Speaking and Listening- for 21 st Century students the voices of Stephen Hawking, Steve Jobs, Alexander Graham Bell, and even living JK Rowling are a revelation- but it can also help train and motivate students in developing oral speaking skills that are a key component for success as proactive citizens, community leaders, business

persons, engineers, scientists, multimedia software and video game designers,

social network entrepreneurs, marketers, social communicators and workplace

participants. How so?

Maker State takes pride in its distinctive built in emphasis on Speaking and

Listening throughout its teaching and learning protocols and model lesson aspects of all its courses regardless of Maker State product, prototype, performance, or portfolio goal. Specifically, student engineers fully and authentically integrate intrinsic speaking and listening skills into their STEM learning as follows:

Circle meetings where student Engineer participants introduce themselves

and share personal data.

Discussion among the participant engineers about how the prototype relates

to real world objects STEM initiatives in real life. All Maker State fellows are

instructed to facilitate student centered discussion and to make certain that

students interact and tag one another. This is also consonant with the

Danielson Framework student interaction and inquiry domain which is

included in the NYC educator rating rubric.

Circle meetings at the conclusion of each Maker State session where the

student Engineers process and reflect in student owned discussion on the

design process. They are facilitated by the Maker Space Fellows to share

their insights aloud and to plan modifications or new actions in the process

using these insights as a guide. Essential lead questions to elicit student

centered discussion includes but are not limited to: What was your best

mistake? What was surprising? What was challenging? What part of the

process got you stuck or stalled? How did you as a team get unstuck? Who

within your team was able to help you? In what way were you as an

individual able to help other team members? As you look back on the

session, how did you as an individual Maker State engineer innovate or how

did your team innovate? What are you going to do to improve next session?

What was a cool feature of what you created?


Exit Maker Session Protocol includes exchange of engineer actual badges with

the student engineers stating what they have learned from the session and

the company closing mantra: “If I can dream it, I can make it happen!”

The Engineering Design Process is inherently speaking and listening centered.

Its first step is inquiry spoken asking of key questions such as: What are the

problems? What are the constraints? Maker State fellow methodology

assures that the student engineers discuss aloud responses to these

questions and interact with one another as the fellow maintains distance as

the Guide on the Side, not the tech Sage on the Stage. The Brainstorming

second stage of the Engineering Design Process involves the students sharing

ideas and then talking among themselves as an engineering design cohort to

come up with the best ideas. Obviously, this involves not only their speaking,

but listening and collaborating and collegially sharing with one another as per

this key necessary often not taught in standard STEM or even language arts

classes. During stage three of the Engineering Design Process the students

have to draw a diagram which requires inherent speaking and listening and

then they need to explicate in speech and in writing the resources and the

materials which they will require implementing their plan /design intervention.

Unlike many other STEM and maker space programs during Stage Four of the

Engineering Design Process the student engineers are facilitated by the

roving Fellows to follow the plan and test it out by talking to one another

about how it is going and what is working/or not working. This embedded

spoken and written collegial collaboration among student engineers is what

sets Maker State apart from other Stem and maker space programs. Finally

Maker State emphasizes the discussion aloud and in follow up writing among

the student engineers about how the process and product can be improved or

enhanced. It is a tribute to the embedded speaking and listening strand of

Maker State that student engineers continue or build friendships and

partnerships beyond the session time and courses offered by the company.

That is real life real work world and real social PARCC necessary education!!

ESL STUDENT LEARNERS: Many classes of ESL and newcomers can use the

especially for ESL Engineering Design Process to immediately trigger and engage their generally advanced STEM native language science and design understandings and science/mathematical talents. Licensed Fellows many of which share student engineer multiethnic and newly arrived ESL backgrounds, use an explicitly crafted Maker State ESL Engineering Design Process course curricula to facilitate second language acquisition through first language science and mathematics and international experience expertise. Furthermore, the student’s family members often have science and mathematics/design expertise which cannot yet be used in the United States because of licensure and English language capacity, but can be readily tapped for use as a speaking and listening multilingual resource for the Maker State courses. This also nicely folds in and immediately accesses and taps ESL parents as partners in their children’s education as well as rightful capable content and life experience experts. STEM and Maker State courses have the key necessary capacity to leverage first language content for second language acquisition through speaking and listening inherent in Maker State courses. This can then contribute to second language enhanced reading, writing, and knowledge

skills as well. Maker State was among the first Stem companies to recognize as it trained classes of increasingly multilingual ESL learners and newly arrived ESL learners that a special customized Maker State STEM curriculum was necessary for ESL and newly arrived ESL learners. ESL students bring science and mathematical highly developed expertise to the classroom canvas, but need support to transition these to English language expertise. The Especially for ESL learner approach was developed by Maker State using an education expert who has published on ESL student leadership and the SIOP method in Educator Voice IX, 2016.

All of the above shared speaking and listening experiences really “construct”/” build”/”plan out” as Maker State activities, which exemplify the

meaning of Comprehension and Collaboration as mandated by the Common Core multi-content Speaking and Listening Skills. Inherently the core of the Maker State curriculum and teaching methodologies is to seamlessly through prototype build, inventions, creations and design planning assure that students collaborate as a team and can support one another. In terms of speaking and listening and comprehending video /online broadcast or design plan/invention text recording content, Maker State engineer teams connect students as listeners and allow them to converse, respond to questions about design plans or prototypes and develop as a team critiquing one another and with feedback from outside community members, spoken texts for various audiences. It is key that the built-in concept of a Maker State Fair or EXPO infuses a real world audience component for student on the spot adult and distanced peer conversations and explanations.


Maker State courses and activities are a teacher’s and peer student editors’ dream platform as far as addressing quickly and conveniently with the Language Standards of the multi-disciplinary Common Core.

Maker State in partnership with School Staff Grades 3-8.

Teachers in collaboration with Maker State fellows can immediately edit student

design plan and reflections plus signage and brochure fair work for the conventions of written English. They can also confer with student engineers. They can have student peer community comment and edit one another’s work using one or more criteria. The data and individual student writing specific English conventions progress are made immediately accessible by the teacher, the individual student and readily chartable for class data driven analytics and presentation ready for parent review. This is a teacher’s conventions of English assessment data dream come true. Even better by its STEM nature, Maker State focuses on difficult to teach procedural, argument, descriptive, detail, reportorial and diagram development plus learning on display integration of functional, informational and graphics documents. Obviously through student designs all of this becomes compellingly real and immediate to the participant students with inventions, prototypes, plans, exhibits and deadlines for the Fair whose date is announced in advance. For all learners (Born in then USA and elsewhere) vocabulary acquisition of academic and special domain word use is key. Students can draw on the high resolution videos, audio files of game, fellow recorded prompts for ESL or special needs learners (for nuanced word pronunciation in different grammatical uses and for special domain and in different forms of English –British versus USA) , and slides to develop their

own special domain uses for STEM vocabulary say in the engineering, inventions, specific Stem video game or tech social media business parlances as opposed to general language. They can work collaboratively using print grades K-12 specialized vocabulary books to create their own grade, research topic, and/or author private language special vocabulary alphabet book or glossary of words. This topic model’s real world publications that use this vocabulary nuance and acquisition skill to inform general reader as well as STEM YA books about the engineering, inventions, game play or gaming or coding process with such special domain glossaries. To add vocabulary acquisition icing to the curriculum standard cake students can import

illustrations or create their own. Maker State stands ready to curate and to publish in real world format STEM vocabulary research that was once the province of lexicographers alone!! All language power to the students, Maker State enabled and engaged.

Principles of PARCC-Partnership for Assessment of Readiness for College and


The goal of the PARCC Partnership is simply making certain that on every grade

level educators in multiple subject content areas are readying students with specific content skills and investigative verbal and mathematical fluencies so they can be prepared for successful entry to college and capacity to complete college course within a reasonable amount of time. Beyond completion of college or post high school specialized training, the goal of the PARC Standards is for students to emerge from training or college ready to enter careers, which might also include running their own businesses.

As far as literacy the PARCC models for multi-content, multi-grade literacy

instruction, reflects the integrated and seamlessly flowing cycle of reading, writing and research which feed into one another in almost any subject and then feed back into one or another of the key skills strands. As all educators know these key multi- disciplinary skills rest on a foundational skill set that includes citing evidence, analyzing content, using correct grammar, acquiring and applying vocabulary, conducting discussions and reporting findings.”

Maker State capitalizes on using STEM and prototype. engineering design

challenges as catalysts to production and research platform for all the above-named skills. Using engineering themed or inventions or prototype challenges plus research identified video or You Tube and game platforms as evidence, students can analyze and compare and contrast key inventions or plans They can cite evidence and the text supporting or not supporting the fact that a given snack packaging was effective in raising sales or a certain celebrity endorsed sneaker really improved customer running speeds. They can interview online sneaker designers and also survey current sneaker design sales. Once they integrate this market research into their own sneaker design plans, they can debate their findings among their Maker State course community or post a podcast on their school site or video and post their discussion including perhaps a sneaker store franchise local owner, an actual sports player or marathon runner and others. They can also conduct conversations or hang out with international distanced international and regional community members to find out their experiences and opinions on best sneakers and for what fashion versus fitness purpose. With one speedily, safe and innovative Maker State Course in Engineering process, grades 3-8 students energetically can partake in a worldwide current literacy embedded Stem and real business conversation. They will lose no time in finding evidence for whatever positions they hold and in delivering through audio files blog comments, word docs, photos, video clips their findings. Will this type of Maker State Engineering design with access and commentary from international and local sources and an enabled project with products and a STEM expo audience, model what they need to do for?

college reading survey courses on marketing, product design and engineering

process studies? Absolutely, they may even recycle some of the sources and

products from high school and middle school when they get to college. As for

careers using Maker State methodologies and techniques to identify and vet reliable applicable to design sources, discuss with peer partners and community (including invited, listed outsiders), develop word doc arguments with embedded videos or audio file supports or enhancements and then share these views out; does that sound like career preparation or actual career level work in school? Is that not the essence and product of reporter broadcasts, print, blog posting, podcast debate You Tube discussions and hangout conversations and more!! Maker State courses and licensed Fellow instructors put tomorrow’s needed tech literacy and life living supports in today’s school student hands. Careers future in doing today’s, just a Maker State course offering away. Obviously, students enrolled in Maker State courses today in grades 3-8 are actively training for careers as: coders, software/game designers, product developers, marketing strategists, entrepreneurs, researchers, community activists, guidance counselors, public health, investigators in a broad array of professions, entrepreneurial business startups, fashion design, and infinite number of other 21 st century opportunities. Some of these will be identified and named by the students from these grades 3-8 Maker State Courses.

The PARCC frameworks for ELA /Multi- content literacy focus on the cultivation of students’ literacy skills in preparation for college and career readiness as well as future PARCC assessments. In what ways do Stem courses offered by Maker State authenticate these frameworks?

Maker State fosters its student engineer researchers to read complex informational texts through Google search, uploading digital or print or graphic files or annotating using Google docs, slides or even sheets complex texts.

Maker State STEM and Engineering Design Process makerspace techniques make PARCC “Writing to Texts” real and even fun as students can start from routine writing analyzing print and video ads for hygiene, snack and fast food products, provide their opinions and survey others within their Maker State community, show results of their survey as a sheet , and using the vast Google resources culminate in a Power Point with embedded videos (which could include a class member using the product or applying the makeup), hyperlinked sources, and even audio files to “jazz” up an in-depth real world project that would immerse students in the field of advertising market research, consumer advocacy, and consumer reporting.


Maker State Courses and Product/Portfolio/Performance/Prototype activities are the perfect technology platform for empowering and enabling students as 21 st Century Thinkers.

How do Maker State Stem Courses immediately access students to these skills?

necessary for strategic, social and life success?

21 st Century Thinking Necessitates:


Obviously, Makerspace as facilitated by Maker State is inherently about innovating on the traditional and reinventing or discovering new product, portfolio, performance or prototype aspects of needed as yet untapped problem, issue or market concerns.

They can produce:

A SANDWICH RECIPE complete with a photo of the sandwich, a video of a satisfied eater, a link to a nutritional website and a video of the step by step by step procedure for creating that sandwich plus a slide show detailing other names or versions of that sandwich a heliography done as a sheet of other sandwich sites and for real consumer fun- google map sandwich shops they and their local audience can visit.

A standard any grade k-12 traditional AUTHOR STUDY project can go Maker State Creative by allowing students to access its apps and functions to: develop questions and a commercial/advertisement/trailer for the author’s latest work which can be shared with a living author or contributed to an established author site, recreate a key scene or exchange in the author’s book as a video, develop a bio of the author that links to the chapters of the author’s work, curate an online exhibit about the author using images from author sites and identified through Google or Chrome plus the author’s own voice as found in audio files or You Tube, students can recite an author’s prose or poetry with sound effects and visuals/video and share it as a slide show/part of an author museum. Finally, students can debate or converse about issues in the author’s book as part of a podcast or recorded conversation.


Maker State trains explicitly in intensive Common Core Speaking and Listening

terms students engineer and product/portfolio/performance/prototype developers to immediately, seamlessly and safely communicate with one another and exchange ideas- verbal through docs, visual through graphics and video and multi- sensory through other apps and resources with ease. When grades 3-8 students participate as engineers or makers in a Maker State program, it enables this type of relationship and communication to be real for the student engineers. Without down time for individual platform start, students can work quietly together within the time span of the Maker State class and usually beyond it as their collaboration becomes real world friendship reality. They use the storage and productivity aspects of their Maker State Challenges to build a doc or visual or recorded as voice file portfolio for their communications or blog or post or comment on one another’s file. Often in classrooms invaluable time is wasted in explaining what communication and collaboration is, rather than allowing students to actually communicate and collaborate. With Maker State, communicating as part of Google doc or hangout community or through an exchange of photos or go to videos can happen and take place among the students not be demonstrated by the teacher using up invaluable and unrecoverable class time. In a similar fashion, many teachers model collaboration and explain abstractly to students how it might be done. With shared previous and evolving Maker State prototype, invention, and product files, photos, YouTube access (teachers may prescreen availability), Google maps, diagrams Chrome, and slides, students can get into the media mix sandbox and “play” together to produce a cornucopia of Maker State mandated curriculum related collaboration possibilities. Not only can these collaboration final products, productions, portfolios and performances be shared together at the end of the collaboration as happens with a traditional class collaboration project, but students can also be supported and facilitated in refining and maximizing their collaborative skills by the teacher’s review and development of a classroom connected skills rubric for their ongoing work. This assures end product success and reduces the failed collaborations that end in rifts or collaborations which are in reality solo/boss efforts with one collaborator doing or contributing little to the effort. Each team member’s collaborative contribution and individual tasks completed are transparently accessible through group narration and explicit team member noted, recorded and spoken attribution.


Maker State as a makerspace and Stem company, facilitates students in becoming critical thinkers and decision makers.

Maker State Fellows continual prompts, challenges, design process open ended

questions validate and concretize “construct” critical thinking and the decision

making process for their student users. Student centered work in all Maker State experiences and course is all about critical thinking and decision making with its being manifest in student centered and owned rocket ships, robots, new products, multiple alternative plans for social crises, diagrams to support and “learning on display” represent plans, exhibits for fairs to share critical thinking and decision making with the public and much more.

For example, a student has to explain his or her thinking in Mathematics about whether a percent store discount on merchandise taken at the register is a better buy for the consumer than a fraction off- say one third off regular price. In a traditional math, grades 6-7 classroom students might walk up to the Smart board and write out their thinking with words plus the mathematical comparisons between percent’s and fractions to authenticate given a regular price which discount is more advantageous for the consumer. Using the Engineering Design process and Critical thinking, student math explainers- a key skill on all new mathematics standardized tests and continuing through SAT and ACT testing – can actually scan the coupon discount artifact and the print flyer discount. They can get a product photo or grab a clip art image of the product, they can video themselves or a peer as a consumer or they can audio record their explanations. They have options to choose from in terms of their presentation and can be decision makers as they weight the creative math explanation choices. Who says ratios versus percent versus fractions cannot

be fun problems and creatively real? Who says student consumers in today’s 7 th grade Math classes cannot develop transparent consumer discount labeling

17practices today? Certainly, Maker State student engineers know that is NOT

FACTUAL, not if you are part of the Maker State community!

What about social issues to which at this point in time there are no single clear cut answers? Can Maker State courses model or support the decision-making process that every 21 st century thinker has to be able to use and to use well? Take bioengineering of new and better than naturally grown products? Perfect grapes, gigantic red tomatoes, pit less dates, fruits with coloration that goes beyond that found in nature? Is that a science possible positive and a preferred future trend or is this a science possible negative and a future trend to be stopped in its inception because of health, environmental and ecosystem dangers? While the jury on this decision is out and not even resolvable yet with a doctorate, students can begin as do all adult citizens to consider the factors in making a social decision about this dilemma. They can investigate different perspectives using Google or Chrome. They can query local food suppliers, neighborhood nutritionists, environmentalists, companies that produce these products and more. They can investigate videos or audio files podcasts that debate these issues. They can organize a hangout on this topic. They can then weigh and evaluate the doc, video, site, human resource and printed source references they get. They record their process as they begin to formulate an evidence related perspective and tentative position on this hot topic. Fellow licensed instructors in a given Maker State limited time course may not facilitate decisions- many cannot and should not be facilitated- but they certainly offer the student decision maker a protocol for decision making that will stand him or well, not only academically but also as a current and future 21 st century citizen.

21 st Century- THINKING SKILLS- CREATIVITY and INNOVATION, COMMUNICATION and COLLABORATION, CRITICAL THINKING and DECISION MAKING- Maker State make these key skills real, possible and preferred within the 6 seconds it takes for startup.

ISTE NETS Standards for Students

Maker State is inherently a validation and authentication of technology

infrastructure conditions necessary for 21 st Century success which are beautifully detailed in the ISTE NETS standards for students. Since the product focus is on student run and student directed productivity, here is a detailed aligned of how Maker State supports students in realizing that goal.

  1. Creativity and Innovation- with the plethora of apps and visual slide,

embedded audio, pictures, video, text, hangouts, sheets and more students

can blend or mix or innovate multi-media project products and products to

best display the content knowledge or topic they are presenting. With the

framework of Maker State coding, game development, stop animation, and

other courses, , they can also work together and seamlessly get feedback

from a distanced audience of adults and peers or from their classroom/school

community selected market. They can be creative in presentations and

research because of productivity and flexibility of presentation and audience

access built into the Maker State culminating fair and parent/expert/guest

real world reaction protocol.

  1. Communication and Collaboration- Maker State seamlessly and immediately within 6 seconds connects student engineer teams and student peer audience plus students with interview and human resource subjects.

Students have to speak with one another as they create and as part of the

outset circles and the exit protocol they discuss what they particularly

enjoyed and learned from each session. Maker State uses the Think-Pair-

Share technique and as part of the Engineering Design Process emphasizes

participant student engineers asking questions,, developing as a team shared

ideas, creating joint plans and more. Students can opt to use and to

differentiate the type of connecting communication they select be it verbal or

video or word doc or conversation or slide or sheet. They of course can

collaborate distance anytime anyplace or classroom connect.

  1. Research and Information Fluency- Maker State is heavily situated in the

makerspace culture of design and development and building a product,

program, site, video, game or other digital and virtual entity. Much more so

than other superficial makerspace companies, Maker State because of its

teacher founder and its veteran published NYC teacher team, emphasizes

student research and market study of potential projects in terms of context,

social issues, economic factors, ethical concerns and any other pertinent

information. Obviously with Google and Chrome research tools at their

fingertips plus Google Maps, Photos and Videos, students have the chance to

truly not only research a given prompt or better yet a student initiated

question, but also through extensive ready access become fluent in use of

the available and accessible as a research and Information investigation tool.

It should be noted that Maker State fellows and licensed teachers supervise

and evaluate sources used by students engineers to cultivate research and

information fluency. Their goal is to responsibly coach students to become

habituated and comfortable researchers.

  1. Critical Thinking, Problem Solving and Decision Making-

Maker State is all about student engineers and student creators addressing

fellows and licensed instructor challenges and then asking relevant questions,

brainstorming, planning solutions, creating and then debriefing about the

creations. Maker State situates the engineering design process in the real

world. It also empathizes the temporary transient nature of many seemingly

successful interventions.

Obviously in choosing among the format options and in reviewing and

analyzing the multiple digital and textual and graphic resources accessed

through the Maker State experience, students facilitated by their teachers

become critical thinkers. They can use the communication and collaboration

components of Maker State methodology to work in Think Pair

Share/Engineering Design Process teams to brainstorm and then try out in

terms of docs or presentations multiple problem solving solutions which can

get feedback from their Maker State enabled community. The varied

resources and databases plus the capacity to literally conversate with experts

or collaborators, support students in developing decision making strengths

on par with how adult citizens approach the process.

  1. Digital Citizenship- The array of Maker State mediated and supervised by

licensed teacher resources enable students to exercise their rights, creativity

and responsibility as digital citizens. They can comment on blogs or websites

that advocate for various teacher/school selected causes such as: Animal

Rescue, Cyber bullying, Elimination of Suspensions for k-2 students, Animal

Rights, Homelessness help, Children’s Rights, plagiarism, correct attribution

of sources, copyright issues, Educational issues such as school budgets,

standardized testing, school law (test time concerns, specialized high school

exams, entry into gifted and talented programs, availability of physical

education courses, graduation requirements, access to physical education

and arts classes), political campaign support, and more. They can create as

school community citizens or local community citizens slide shows

advocating for various jobs or changes (ie access to outside lunch versus

captive lunch, after school programming and more) plus create their own

Public Service Announcements as videos or develop games with school

success themes.

In terms of use of the PARCC Maker State usable beyond its courses skills,

students continually practice and refine the following array of digital

processes, skills and techniques: keyboarding, file management, jpgs, pdfs,

use of Google images, word processing formatting and pagination, use of a

search engine for research notes, links and visuals.

Maker State’s differentiated and individuated options plus ESL student curriculum make it an ideal center for realizing the goals of UNIVERSAL DESIGN FOR LEARNING Growing numbers of educators as well as the public are coming to share the UDL – Universal Design for Learning Center’s perspective about how the purpose of schooling is not just to have students master the content of a specific curricula body of knowledge or specific set of skills, but also to have them master learning itself. The increasingly adapted national and international Universal Design for Learning model predicates that students must become expert learners who are: strategic, skillful and goal directed, knowledgeable and purposeful wanting to learn more.

A key tenet of Universal Design for Learning is that teachers should and can set

goals in ways that acknowledge learner variability, which is what Carol Tomlinson calls Differentiated Instruction. UDL emphasizes that students of different learning styles and strengths and from different backgrounds and expertise, require multiple options, pathways, tools, and scaffolds for reaching mastery. UDL advocates developing expert learners with expectations that the multiple pathways and alternative options can allow each individual learner to tap strengths and build them for success.

UDL details how the hallmark of materials is their variability and flexibility.

Maker State courses and technology skills creation opportunities immediately allow school staff in tandem with Maker State licensed teachers to infuse UDL as a classroom reality!!

UDL Educator Guidelines and how Maker Space makes them a reality:

  1. Provide Multiple Means of Representation:
  2. Maker State empowers its student creators and family members to use

and to create with visuals, graphics, audio files, conversations in

hangouts, embedded visuals and audio files, videos, games, codes, stop

animation, scratch, robotics and word docs plus photos and slides and

sheets for representations.

Student engineer learners can choose among a group of options for the

single or multiple ones which address their task and their purpose plus

learning preferences and styles.

2.Provide options for language, mathematical expressions, and symbols-

Students in coding, game development and other Maker State course can

clarify mathematical and subject domain expressions using the various

supported media available including videos, audio files or narration and

photos that do promote understanding across language.

3.Provide options for comprehension

A major selling point for Maker State as partner for schools is that its

expertise in infusing technologies and critical thinking methodologies is

perfect for implementing UDL Guidelines is that student users can          manipulate the visual/video/photographic and slide/sheet functions and                apps available     to guide differentiated and individuated viewer/audience    (peer and adult) comprehension of knowledge display. They can           communicate their ideas developing games which they have to explain as             per Hall of Science explainers protocol or create a robot and explain how       they did addressing                elements of a Hackathon competition mandate. Best of        all they have to present it at the Maker State fair that is announced at the beginning of the course plus must make it comprehensible online to remote visitors and viewers plus present on the Maker State site to guests.

  1. Provide Multiple Means for Action and Expression
  2. By definition Maker State is a portal for and provides access to tools and

assistive technologies

  1. Provide options for expression and communication

Given a range of speech to text, text to speech, video embedded in text,

audio embedded in text, Google community doc based communications,

game design, rocket design explanations, robot development narratives,               stop show animation, slide shows, pictures, and more, Maker State provides

student engineers with infinite means of mixable format options for

expression and communication.

  1. Provide options for executive functions

Maker State allows and promotes as its integral mission student self-initiated or at least self-directed learning as students plan their projects and     use the word docs, slides, photos, hangouts and other components to            manage their project information and resources.

Management of the already filed and doc stored data and resources will

provide students with the ability to do this type of self-monitoring and the

experience with it. Students own their creations, decisions, products,

productions, portfolios, performances and exhibits. They develop,

brainstorm, peer critique and then retool the executive function of

owning the product is what drives the engagement and ongoing expansion of Maker State which is populated by student and family owners of their intellectual properties.


  1. Optimize relevance, value and authenticity- students will have the value of their Maker State creations connected and invited peer and adult community plus their feedback.
  2. Provide options for sustaining effort and persistence

Maker State courses with regularly scheduled Maker Fairs and ongoing web

space assure community and collaboration and allow teachers to vary end

goals and demands of the tasks or projects to address different student

ability levels. Maker State facilitates student entry into evolving technology

contests and grant winning opportunities such as the Toshiba Challenge,

Honda, Best Buy and other opportunities.

  1. Provide for self-regulation-

Maker Space places students in charge of their own data and in a positive

mode of self-assurance and optimism. Together with their engineer design

team and pair partner community partners, they practice and inculcate data saving, presentation and investigative skills that will see them into      successful lifelong learners and experts in learning futures.

Dr. Rose Reissman,

Academic and Grant Funding Director for Sector 5

About Sector 5,

Sector 5, Inc. (OTCQB: SFIV), is a Proud American Corporation, that sells, manufactures and develops new innovative consumer electronics under Sector 5 and other brands. The Company markets its partnership with Google approved Chromebooks to educational organizations, other B2B and B2C sales channels, with retail sales on Amazon. It is in development of several new products to serve the educational, business and retail markets. Follow the company on and and find further information at For Sector 5’s Forward Looking Statements, click here.




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