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

Google

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