Mathematics and Science Partnership Grants

11

Mathematics and Science Partnership Grants

Title II, Part B

No Child Left Behind

2

Technical Assistance MeetingMarch 16, 2006 Overview of grant Partnerships Eligibility Professional development Application Evaluation Budget Review Frequently asked questions

Overview 3

General Purpose

To improve academic achievement of students in mathematics and science by strengthening the quality of mathematics and science instruction

Overview 4

General Purpose (continued)

Encourage partnerships between institutions of higher education and high-needs schools encouraging institutions of higher education to

assume greater responsibility for improving mathematics and science teacher education.

Overview 5

Specific purpose for 2006-2007 Michigan proposal Design a program to prepare a

mathematics or science teacher at a school to provide professional development to other mathematics or science teachers at the school and to assist beginning and other teachers at the school (Title II, Part B, Mathematics and Science Partnership, Section 2202, (c) )

6

Rationale Fund a coherent, more sustainable

professional learning plan for schools

Research seems to support the following: Learning communities allow for in-depth and

sustainable professional development Site-based teacher specialists can facilitate

the learning and teaching of mathematics and science in a school

7

Targeted Activities Preparing and qualifying mathematics and/or

science to provide professional development to other mathematics or science teachers at the school; and

Provide school with information on establishing and supporting learning communities within their buildings; and

Establish and maintain a structured communication for teacher leaders

teachers

administrators

network

Overview 8

ProposalThere will be two RFPS:Part A: The designing of a teacher leader program development

This is the current RFP

Part B: The selection, development and support of site-based teacher leaders at high-needs schools.

This application will be written in conjunction with the developer of the teacher leader program

Partnerships 9

Partnerships must include

An institution of higher education science, technology, engineering, or mathematics department (STEM), at 2 or 4 year institutions.

A high-need local educational agency- district, school

Partnerships 10

Partnerships Encouraging institutions of higher

education to assume greater responsibility for improving mathematics and science teacher education is a major focus of this grantSTEM can be an agent of change in schools

and vice versa.Fosters improved dialogue and understanding

between K-12 and Higher Education regarding systemic reform.

Partnerships 11

Partnerships STEM can be an agent of change in

schools and vice versa.As such we be looking for a description of

how the partners will share the work and how their work will be integrated into the on-going work of both the local schools and the STEM faculty

STEM faculty must be a member of the science, technology, engineering or mathematics departments but may be a member of the Education department

Partnerships 12

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 dedicated to improving the

quality of math/science teachers.

Partnerships 13

In Michigan….

Proposals that involve Mathematics and Science Centers will receive priority in the selection.

Eligibility 14

Eligible Applicants Part A:

Any Institution of Higher Education or any other organization or agency with the ability to develop, deliver and sustain high quality professional development to regional centers across the state of Michigan

Part B: High needs districts and schools

Criteria 15

MDE Expectations Expect that the grant application will take

into account the quasi-experimental design and evaluation desires of the USDoE

Expect that the project will be able to accommodate eligible LEAs from across the state.

Criteria 16

MDE Expectations Expect that the grant application will

describe a proposal for a teacher leader development module If accepted may be asked to make

modifications to plan and budget If accepted will have time to develop materials

and protocols before implementation

17

Criteria 18

Project Criteria Active and unambiguous partnership between

STEM faculty and schools/districts Priority points given for active and unambiguous

partnership with Math/Science Center Aligned to the Michigan’s Mathematics or

Science Content Standards. Aligned with the Michigan Professional

Development Vision and Standards

Professional Development

19

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

Professional Development

Professional Development

20

National Staff Development Council Standards (2001) www.nsdc.orgMore information can also be found at michigan.gov/mde>educators>

professional preparation>professional developmentCheryl Poole poolecl@michigan.gov

Professional Development Standards

Application 21

Letters of Intent Not mandatory, but appreciated Submit electronically: (hodgesra@michigan.gov)

by March 31 Should include:

Brief description of proposalAnticipated partnersApproximate amount of grant $’s

Application 22

Application Requirements

Cover page, assurances, partner sign-offAll in MEGS

Abstract - allow readers to get an overview of the proposal

Application 23

Application Requirements Program Narrative (limit to 20 pages)

Plan of Work Research or Evidence BaseManagement CapabilityPartnerships Evaluation

Application 24

Plan of Work

clearly describes in detail the goals and objectives of the program

clear and detailed description of the professional development activities

Application 25

Plan of Work

clearly describes in detail the roles and responsibilities of each partner; shows evidence of strong relationship with STEM faculty in all aspects of grant

timeline of activities and who is doing what

Application 26

Management Capability

Project leaders have the capability of managing a state-wide project

Staff delivering the PD are qualified Description of how the partners will share

the work

27

Research Use research to justify proposal and

selection of activities This project will add to the body of

knowledge surrounding the proposed activities.

Evaluation 28

Evaluation

Each party will have a role in the evaluation planning, implementation and reporting.

The grantee will also be responsible for reports to MDE and USDoE outside of the statewide evaluation.

Within the proposal, the grantee should indicate a commitment and capacity to do these things.

Evaluation 29

Role of State EvaluatorMoore & Associates, Inc. will conduct an

evaluation of this project for MDE with the cooperation of the grantee.

Plan and conduct the project evaluation for MDEMeet with grantee(s)Design an evaluation planWork with grantee(s) to select instruments

and develop a data collection plan Data analyses and reporting

Evaluation 30

Role of Grantee in Evaluation Complete all reporting requirements of the

USDoE (see Project Profile on MSP website) Meet and consult with Moore & Associates staff

during the development of the evaluation plan, and as needed throughout the project

Help with the selection of instruments Develop tools for documentation of professional

development progress Provide required data and/or facilitate its

collection by others

Evaluation 31

Project Planning Considerations for Evaluation How can the goals and objectives of the project

be measured? How can the impact on STEM faculty and their

institutions be measured? How can the impact on teacher leaders be

measured? How can the impact of teacher leaders on

teachers be measured? How will this impact student achievement and

how can that be measured?

Evaluation 32

Budget Considerations

Plan for 5% of your total budget to be devoted to evaluation costs, such as staff time to meet with Moore & Associates and MDE staff, time devoted to review of instruments and development of tools for documenting ongoing progress.

Application 33

Budget Budget from 8/1/06-8/1/08 Funds can be spent on:

Expenses associated with delivery of PD including salaries, travel expenses, workshop expenses, evaluation

Materials are limited to those necessary for delivery of PD –cannot buy classroom sets of materials

Application 34

BudgetMatch from partners

Not required but often considered by reviewers when looking at sustainability and dedication to PD by stakeholders

Application 35

Professional Development Packet

Include components necessary for replication of the professional development activities

Products developed with Title IIB monies do not have proprietary rights

36

Appendix

Must have:Resumes of key facultyLetters of interest from STEM faculty

Narrative is limited to 20 pages so use the appendix for charts, references, etc.

Application 37

Electronic Application Submission Application must be submitted through

MEGS – (Michigan Electronic Grants System)

Due date is May 26, 2005, by 11:59 pm Notification of selection in July MDE may negotiate program and budget

issues

Application 38

How to access MEGS http://

megs.mde.state.mi.us/megsweb

MDE has MEGS support system in placeJudy Byrnes,

byrnesj@michigan.gov

517.241.3895

Application 39

MEGS – Two types of data collection

Input

Upload

Application 40

MEGS Application should be available April 1. Some sections will pertain only to the

continuation grants

Review 41

Review Grants will be awarded through a

competitive process An expert panel will review proposals using

the rubricScheduled for June 14

After the initial review modifications may be required

Review 42

Scoring Rubric Proposals will be scored with a conjunctive

modelrequires the applicant to attain a minimal level of

performance on all attributes assessed. All the criteria in Part 1 must be met. If met, then scored with 1, 2 or 3 with 1 indicating

a poor rating and 3 indicating an ideal condition. Further points can be earned in Part II, for a

total of 200 points. Reviewers will be required to explain in detail

reasons for their scores.

43

MSP is not your grandfather’s grant anymore…(Not a Traditional State Grant)

More interactive with MDE and others MDE supports the development of quality PD

Provides ongoing technical assistance Will establish a Michigan MSP library as a

resource for educators.

44

Frequently Asked Questions

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

the STEM departments.

45

Frequently Asked QuestionsHow important is the research design

aspect of this grant?Extremely- improvement must be attributable to

the professional development Data must be gathered related to pre-and post-

intervention for both teachers and students. Designs need to use experimental(control groups) or

quasi-experimental (comparisons groups)The information learned from these grants will

have impact on future PD for mathematics and science teachers in this state.

46

Frequently Asked Questions

What mathematics and science benchmarks will be used to guide the content focus?Use the most recent version of the Michigan

Curriculum Framework Content Standards and Benchmarks.

47

Frequently Asked Questions

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

indirect for LEAs/ISDsAdministrative costs must be reasonable and

directly linked to the grant activities and costs

48

Frequently Asked Questions

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.

49

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.

50

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

51

Frequently Asked Questions

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

52

Frequently Asked Questions

Can tuition be paid for teachers from grant funds?No.

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.

53

Thanks for your InterestFor additional assistance, contact:

Ruth Anne Hodges hodgesra@michigan.gov

(517) 241-2219 Rodger Epp

eppr@michigan.gov

(517) 373-1931

Michigan MSP website:

www.michigan.gov/mspartnership