No Child Left Behind No Child Left Behind Act, 2001Act, 2001

Title II, Part B

Mathematics and Science

Partnership Grants

OverviewOverview

Technical Assistance Meeting

October 24, 2003

Michigan Department of

Education

General Purpose

To improve academic achievement in mathematics and science by encouraging partnerships between State educational agencies, institutions of higher education, local educational agencies, and schools.

Specific Outcomes

Increased content knowledge, skills in mathematics for teachers, HQT

Increased student achievement in mathematics grades 3-8

Identification of successful PD and curriculum models

Partnerships must include

An institution of higher education engineering, mathematics, or science department, at 2 or 4 year institutions

A high-need local educational agency- district, school

Partnerships may include

Another higher education institution, department;

Additional LEAs, charter schools, public or private schools, or a consortium of schools;

A business; or An organization of demonstrated effectiveness in

improving the quality of math/science teachers.

In Michigan….

The Mathematics and Science Centers involvement will receive priority in the selection.

This does not replace the involvement of a higher education mathematics department.

Michigan Priorities

Teachers of mathematics, grades 3-8 Schools in need of improvement, missed

AYP school-wide, or Ed YES, D or F grade due to low achievement in mathematics

Teachers that are not highly qualified Content is aligned to the MCF

Michigan Priorities, cont.

Partner with a Mathematics and Science Center

Alignment to the Michigan Professional Development standards

School not currently involved in competing school reform initiative, show how this connects to current reform efforts

Targeted Activities

Opportunities for enhanced and on-going professional development to improve mathematics subject matter knowledge

Establishing summer workshops and institutes with follow-up training, or the same time equivalency

Application Requirements

Cover page, assurances, partner sign-off Abstract Program Narrative

– Demonstration of Need– Research or Evidence Base– Plan of Work– Management Capability– Sustainability

Application Requirements, cont.

Evaluation plan– Address needs based goals– Increase number of teachers of mathematics in

content-based knowledge– Increase student achievement– Research design

Application Requirements, cont.

Budget– Budget through 8/31/03– Independent evaluator– Funds to participate in state technical

assistance meetings– Match from participating districts– Limitations

Application Submission

Must be postmarked by November 25, 2003

Include the original and 4 copies Verification of Receipt form (optional) MDE may negotiate program and budget

issues Notify of selection in January

In-depth Information

Professional Development Standards Research-based design Successful mathematics resources State and federal evaluation design On-going technical assistance Scoring rubric

Professional Development

State Board of Education’s Updated Vision of

Professional Development

August 28, 2003

It is the vision of the Michigan Department of Education that quality professional development results in the improvement of student learning.

Quality professional development is characterized by meaningful, collegial dialogue that:

  Explores current content knowledge, inquiry learning processes, and student thinking.

 Contributes to a school culture that promotes learning at high levels for both students and

educators.

State Board of Education August 28, 2003

Starts with Student Learning Starts with Student Learning DataData

National Staff National Staff DevelopmentDevelopment

CouncilCouncil Standards (2001) Standards (2001)

www.nsdc.org

http://www.michigan.gov/mde

Click on EducatorsClick on Professional PreparationClick on Professional Development Under “Standards”(or email PooleCL@michigan.gov)

Criteria for Selection of Professional Development

content-based; practice-based; research or evidence-based; and grounded in pedagogical content.

Research-based design

Attribution of effects to program processes

Experimental and Quasi-Experimental Design

Randomized Field Trials

Internal and External Validity

Experimental and Quasi-Experimental Design Campbell & Stanley, 1991

State and federal evaluation design

Program evaluation standards – Utility– Feasibility – Propriety– Accuracy

The Program Evaluation Standards 2nd Ed. ISBN: 0-8039-5732-7

Successful mathematics resources

Dana Center, Austin, Texas http://www.utdanacenter.org/mathematics/index.html

Vermont Mathematics Partnership http://www.emba.uvm.edu/~gross/

Hung-His Wu, U of CA, Berkley wu@math.berkley.edu

Scoring Rubric Grants will awarded through a competitive

process An expert panel will review proposals using the

rubric The rubric has 8 parts for 200 total points Points vary among the parts, reflecting relative

emphasis Priority for Math - Science Centers involvement

is included in the rubric

Frequently Asked Questions

Can we work with our local mathematics education faculty? – Yes, but you must also include mathematics faculty

from the Arts and Sciences/Mathematics Department.

Who can serve as the fiscal agent for the grant? – Any one of the partners, they must be able to show

capacity to manage the finances and work promised.

Frequently Asked Questions

Clarify the priority for school selection.– One - Schools that are in need of improvement

(NCLB definition) and did not make AYP in mathematics for 2 years

– Two – Schools that did not make AYP school –wide, because of mathematics (not just for sub-groups)

– Three – Schools that received a D or F in Ed YES! and did not do well in mathematics

– Have a high number of teachers not –highly qualified

Frequently Asked Questions

What data do we use to make the school eligibility determination?– Use the MEAP data the LEAs/ISDs have

recently received for 2002-03 and previous years.

– The preliminary School Report card data will be available to schools/ISDs next week

Frequently Asked Questions

How important is the research design aspect of this grant?– It is extremely important. Data must be

gathered related to pre-and post- intervention for both teachers and students.

– The information learned from these grants will have impact on future PD for mathematics teachers in this state.

Frequently Asked Questions

What mathematics benchmarks will be used to guide the content focus?– Use the areas of need determined by local

assessment data

What is the status of the grade level benchmarks in mathematics?– They will be sent to the SBE for approval in

November

Frequently Asked Questions

What are the parameters on administrative costs?– Indirect costs are 8% for IHEs; restricted

indirect for LEAs/ISDs– Administrative costs must be reasonable and

directly linked to the grant activities and costs

Frequently Asked Questions

Are there restrictions on allowable costs for teacher stipends, consultant fees? – There is no federally imposed limit. However

the test of “reasonable and necessary” will be used as a guide for readers. A general guide is up to $200/day for participant stipends, up to $800/day for consultant fees, no purchase of classroom materials or unexpendable supplies.

Frequently Asked Questions

How much of a match is required?– There is no set amount, however, the readers

will look for a financial commitment of the partners, in particular the high needs schools

How do you enter clerical object codes?– Be sure they are justified and linked to the

grant activities. Enter under, Other expenses- miscellaneous

Frequently Asked Questions

Can a consortium be developed to deliver services?– Yes, as long as the intent of the grant is met

Can a partner work with teachers from both high needs and non-high needs schools?– The applicant will have a make a case of the

need and it will be up to the readers to make a recommendation for acceptance.

Frequently Asked Questions

Can the hours of professional development from this effort count to help a teacher become highly qualified related under NCLB.– Yes, the Michigan HOUSE guidelines say

teachers can become highly qualified with 90 hours of PD in the content of the teaching assignment.

Frequently Asked Questions

Can tuition be paid for teachers from grant funds?– NO, direct tuition cannot be paid; however,

teachers may receive a stipend to participate, which they can use for any number of purposes, including tuition if taking the course for credit. Matches are encouraged from the partners, this is an area where a tuition waiver can be included as a match.

Other Issues

Thanks for your Interest

Contact any of the team for additional assistance

Nancy Mincemoyer is the lead contact, MincemoyerN@michigan.gov or (517) 373-4990