2014 Annual Report

WASHINGTON STEM
2014 ANNUAL REPORT
WASHINGTON STEM 2014
ANNUAL REPORT
TABLE OF
CONTENTS
02.
04.
07.
10.
12.
13.
Theory of Action
STEM Summit
STEM-PD
Donors
Financials
Board of Directors
Smarter Together, Stronger Together, Faster Together.
Ninety four percent of Washington voters believe every child should have access to
a 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
CEO, McKinstry
Board Chair, Washington STEM
WELCOME LETTER
Patrick D’Amelio
CEO, Washington STEM
01
GROWING GREAT IDEAS
Theory
of
Action
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.
THEORY OF ACTION
02
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.
“ 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 Delaney
Boeing
THEORY OF ACTION
COMPUTER SCIENCE:
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.
03
STEM SUMMIT
Informing Action,
Inspiring Action
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
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.
LINKING STEM WORKSITES
AND CLASSROOMS
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.
STEM SUMMIT
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).”
05
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.
BY THE NUMBERS:
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.
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.
“ 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
06
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.
STEM-PD
07
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’.
“
WASHINGTON STEM PROVIDES WONDERFUL RESOURCES TO GUIDE
AND DEVELOP TEACHERS IN THEIR PASSIONS AND IN WHAT THEY
WANT TO DO AND SHARE.”
Andrea Tee
STEM-PD Pioneer
STEM-PD
08
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.”
EQUIPPING STUDENTS
TO SOLVE REAL-WORLD
PROBLEMS
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.
“ I WANT STUDENTS TO SEE THAT MATH AND SCIENCE ARE TOOLS TO
SOLVE THE PROBLEMS WE ENCOUNTER EVERY DAY. IT MAKES THE
CONTENT RELEVANT.”
Mike Wierusz
STEM-PD Pioneer
STEM-PD
09
DONORS
Washington STEM’s
donors make this work
possible every day
VISIONARY DONORS
Bonneville Environmental Foundation Solar 4R Schools
Perkins Coie
Bremerton School District
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.
Project Lead the Way - Shepherd Siegel, PhD
Center for Career Connections at
Bellevue College
Puget Sound Educational Service District
$5,000,000+
Bill & Melinda Gates Foundation
The Microsoft Corporation
$1,000,000+
The Boeing Company
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
Perkins Coie Foundation
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
Eatonville School District
Structural Engineers Foundation of Washington
(SEFW)
Educational Service District 114
Texas Instruments - Brian Dunnicliffe
Educational Service District 123
The Evergreen State College
Everett Public Schools - Gary Cohn
The Seattle Foundation
Employees Community Fund of the
Boeing Company
Toppenish School District
Facing the Future, an independent program
of Western Washington University
United Way of Snohomish County
Philanthropy Fund
University of Washington
Fluke Corporation
$500,000+
Vulcan, Inc.
Frog Prints e!
Washington Association for Career and
Technical Education
Dean and Vicki Allen/McKinstry
Co. Charitable Foundation
Google
Washington Education Association
Huawei Technologies
Washington MESA
KeyBank Foundation
Washington Roundtable
King County Employee Giving Program
Washington State Opportunity Scholarship
King's Schools
Washington State University Extension
Lake Washington School District
Washington Student Achievement Council
Lowell Elementary School
2014 SUPPORTERS
Future of Flight Foundation Amanda Goertz
Washington's Community and Technical Colleges
Corporations, Foundations,
+ Organizations
Mathematics Education Collaborative
West Sound Technology Association Charles Keating
Microsoft Matching Gifts Program
West Valley School District (Spokane)
Museum of Flight - Reba Gilman
Witty Scientists
Anonymous (3)
Museum of Flight
Women's Funding Alliance
Accenture
NAC Architecture
Woodland Park Zoo
AmazonSmile Foundation
North Central Educational Service District
Archdiocese of Seattle
North Kitsap School District
Workforce Development Council Seattle King County
Arlington School District
Northeastern University - Seattle
Avista
Yakima Valley Technical Skill Center
(YV-TECH)
Northshore School District
Battelle - Aimee L. Kennedy
Yoyostring Creative
Nucor Steel Seattle
Battelle
Zeno
Olympic College
Benevity Community Impact Fund
Pacific Metallurgical, Inc.
Bezos Family Foundation
Paul G. Allen Family Foundation
Boeing Monetary Gift Match Program
Pearson
DONORS
10
DONORS
Washington STEM’s
donors make this work
possible every day
Individuals
Sheryl Garrison M.Ed.
Matt Manobianco
Elana Slagle
Anonymous (18)
Sally Goetz Shuler
Sarah Margeson
Jane Spalding
Brad Griffith
Suzanne Marks
Heather Stephen
Jessica Hall
Christopher Mazzeo
Keni Sturgeon
Erica Hansen
Petra McBride
Andrea Tee
Brian Hardcastle
Ann McMahon
David and Johna Thomson
Rainee Harder
Sally McNair
Elaine Scott
Christi Harter
Debbie Mizrahi
Brigitta Vermesi
Sara Hatfield
Ron Moag
Theresa Webb
Erika Heesacker
Priti Mody-Pan
Dr. Paul L. Weiden
Mark Helm
Marc Monday
Eric Westphal
Tim Hesterberg
John Mullin
Sam Whiting
Amy Hirotaka
Kaitlin Murdock
Paul Whitney
Kathryn Hobbs
Patrick Murray
Laurie Wiedenmeyer
Matt Houglum
Jamie and Jill Nelson
Julianna Wiesenhutter
Barbara Hulit
Phil and Diane Ohl
Bruce Williams
Heidi Hunt
Anthony O'Neil
Gayna Williams
Bob Hurlbut
Maureen O'Shaughnessy
Rufus Woods
Matthew Inman
Susan Pagel
Mark Jacobson
Thomas Park
Kristen Johansen
Ruth Parker
Christine Johnson, PhD
Peter Pentescu
Marcia Johnson Witter
Debra Peterson
Alex Johnston and Tony Wright
Naomi Proett
Todd Jolley
Ben Rarick
Amanda Jones
Suzanne Reeve
Thomas Kaitchuck
Alyssa Reyes
Harshika Kara
Lisa Roberts
Candis Kary
Zachary Rochler
Roberta Kramer
The Rollins' Family
Eileen Kronquist
Luisa Sanchez-Nilsen
Elizabeth Kutter
Dave Sather
Jody Laflen
Liz Satterthwaite
Robert Lane
Janet Schmidt
Kat Laxton
Michael Schutzler
Laurel Le Noble
Olivia Shaffer
Steve Leahy
Roxanne Shepherd
John Lederer
Kimberly Shin
Dante Leon
Prashant Shukla
Steve Leonard
Sally Goetz Shuler
Bill Lewis
Andrew Shuman
Noreen Light
Eileen Simmons
Terry Lundeen
Rand Simmons
Deby MacLeod
Kristina Sing
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
DONORS
11
FINANCIALS
FUNCTIONAL
EXPENSES
This financial statement is an
excerpt of the full report audited by
Clark Nuber PS, which is available
at washingtonstem.org
2014
2013
Program Services
81%
Management & General 9%
Fundraising
10%
Program Services
80%
Management & General 10%
Fundraising
10%
STATEMENT OF FINANCIAL POSITION (audited)
ASSETS
2014
2013
Cash & Investments
Pledges Receivable
Equipment & Other
Total Assets
$
1,886,328
4,149,634
82,552
6,118,514
$
1,501,740
4,168,027
5,669,767
$
$
1,930,436
4,968,140
44,984
$ 6,943,560
LIABILITIES & NET ASSETS
Unrestricted
Temporarily Restricted
Total Net Assets
Total Liabilities
Total Liabilities & Net Assets
$
$
448,747
6,118,514
2,079,741
4,579,904
6,659,645
283,915
$ 6,943,560
STATEMENT OF ACTIVITIES (audited)
Revenues
Program Services
Management & General
Fundraising
$
3,239,341
3,410,423
393,686
425,110
$
398,458
3,363,382
408,162
437,916
Expenses
4,229,219
4,209,460
Change in Net Assets
Net Assets, Beginning of Period
(989,878)
6,659,645
(3,811,002)
10,470,647
$ 5,669,767
$ 6,659,645
Net Assets, End of Period
FINANCIALS
12
WASHINGTON STEM
BOARD OF DIRECTORS 2014
Dean Allen, Chair
Chief Executive Officer
McKinstry
James Dorsey
Executive Director
Washington MESA
Brad Smith, Vice-Chair
General Counsel and Executive Vice President,
Legal and Corporate Affairs
Microsoft
Timothy Engle
President
Saltchuk Resources, Inc.
Bill Lewis, Treasurer
Chairman
Lease Crutcher Lewis
Barbara Hulit
Senior Vice President, Danaher Business
Danaher Corporation
Susan Enfield, Ed.D., Secretary
Superintendent
Highline Public Schools
Christine Johnson, Ph.D.
Chancellor
Community Colleges of Spokane
Elaine Beraza, Ed.D.
Superintendent
Yakima School District
Phillip C. Ohl, PE
Chief Operating Officer
Kurion, Inc.
Michael Delaney
Vice President of Engeineering,
Boeing Commercial Airplanes
The Boeing Company
Elizabeth Tinkham
Senior Managing Director
Accenture
BOARD OF DIRECTORS
13