nsf/ed msp state coordinators’ meeting marriott wardman park hotel washington, d.c. october 19-20,...

NSF/ED MSP State Coordinators’ MeetingNSF/ED MSP State Coordinators’ Meeting Marriott Wardman Park HotelMarriott Wardman Park Hotel

Washington, D.C.Washington, D.C.

October 19-20, 2005October 19-20, 2005

The Appalachian Mathematics and Science Partnership’s (AMSP) Partnership

Enhancement Program (PEP) for Local Empowerment between IHEs and School

Districts

Paul Eakin, Principal InvestigatorRichard Millman, Mathematics Outreach Professor

Jeff Osborn, Science Outreach ProfessorJohn Yopp, Project Director

Outline of the PresentationOutline of the Presentation An Overview of the Appalachian Mathematics An Overview of the Appalachian Mathematics

and Science Partnership (AMSP)- Paul Eakin, and Science Partnership (AMSP)- Paul Eakin, Principal InvestigatorPrincipal Investigator

The Partnership Enhancement Project (PEP): The Partnership Enhancement Project (PEP): An AMSP Partnership Building Strategy- John An AMSP Partnership Building Strategy- John Yopp, Project Director.Yopp, Project Director.

The Essential Roles of the Outreach The Essential Roles of the Outreach Professors – Jeff Osborn and Richard MillmanProfessors – Jeff Osborn and Richard Millman

Features of the PEP Program That Promote Features of the PEP Program That Promote Effective and Sustainable Partnerships Effective and Sustainable Partnerships Between School Districts and IHEs.Between School Districts and IHEs.

An Overview of the Appalachian Mathematics An Overview of the Appalachian Mathematics and Science Partnership (AMSP)and Science Partnership (AMSP)

Geographical and Programmatic Geographical and Programmatic Challenges to Mathematics and Science Challenges to Mathematics and Science Reform in Central AppalachiaReform in Central Appalachia

Overarching Goals of AMSPOverarching Goals of AMSP AMSP’s 5 BenchmarksAMSP’s 5 Benchmarks AMSP’s Activities Within 4 Lines of AMSP’s Activities Within 4 Lines of

InvestmentInvestment Organization of the Project PartnershipsOrganization of the Project Partnerships The Regional Program CoordinatorsThe Regional Program Coordinators

Overarching GoalsOverarching Goals

To eliminate the “achievement gap” To eliminate the “achievement gap” in K-12 science and mathematics in K-12 science and mathematics education in the regioneducation in the region

To build an integrated K-16 To build an integrated K-16 education system that supports a education system that supports a diverse, high quality mathematics diverse, high quality mathematics and science teacher workforceand science teacher workforce

Benchmarks to Monitor Progress Benchmarks to Monitor Progress towards Goalstowards Goals

1.1. Increase in student achievement in science and Increase in student achievement in science and mathematics in all partnership school districts.mathematics in all partnership school districts.

2.2. Increase in the number of students enrolled in Increase in the number of students enrolled in higher level science and mathematics courses.higher level science and mathematics courses.

3.3. Increase in the number of students from Increase in the number of students from partnership school districts enrolling and partnership school districts enrolling and successfully completing a science, mathematics successfully completing a science, mathematics or SMT teacher education program.or SMT teacher education program.

4.4. Increase in the number of in-service teachers Increase in the number of in-service teachers successfully implementing standards-based and successfully implementing standards-based and inquiry-oriented science and math program.inquiry-oriented science and math program.

5.5. Increase in number of pre-service teachers who Increase in number of pre-service teachers who demonstrate an understanding of the demonstrate an understanding of the standards-based concepts that they teach.standards-based concepts that they teach.

Lines of InvestmentLines of Investment

Pre-Service Pre-Service Teacher Teacher

Enhancement Enhancement

In-Service In-Service Teacher Teacher

Enhancement Enhancement

School School Improvement & Improvement &

Program Program Enhancement Enhancement

Research Research

Course DevelopmentCourse Development

MathematicsMathematics

GeometryGeometry

Probability & StatisticsProbability & Statistics

Mathematics for Mathematics for Elementary TeachersElementary Teachers

Mathematics for HS Mathematics for HS TeachersTeachers

Communicating Communicating Mathematics/ Mathematics/ TechnologyTechnology

ScienceScience

Elementary Physical Elementary Physical ScienceScience

Elem. Earth/Space Elem. Earth/Space ScienceScience

Elem. BiologyElem. Biology

Teacher RecruitmentTeacher Recruitment

Teacher InductionTeacher Induction

Faculty DevelopmentFaculty Development

UTA/ExplorersUTA/Explorers

Teacher InstitutesTeacher Institutes

MathematicsMathematics

MS GeometryMS Geometry

Probability & StatisticsProbability & Statistics

Communicating Communicating MathematicsMathematics

Elementary MathematicsElementary Mathematics

Mathematics for HS Mathematics for HS TeachersTeachers

ScienceScience

Elem. Physical ScienceElem. Physical Science

Elem. Earth/Space Elem. Earth/Space ScienceScience

Elem. BiologyElem. Biology

MS Physical ScienceMS Physical Science

MS Earth/Space MS Earth/Space

HS BiologyHS Biology

HS ChemistryHS Chemistry

Mentored Mentored ImplementationImplementation

Graduate CoursesGraduate Courses

Distance Learning Distance Learning CoursesCourses

Leadership Leadership DevelopmentDevelopment

Principal DevelopmentPrincipal Development

Counselor DevelopmentCounselor Development

Leadership InternsLeadership Interns

Parent/CommunityParent/Community

Engagement/SupportEngagement/Support

Baseline Baseline Improvement SitesImprovement Sites

K-12 Student K-12 Student OpportunitiesOpportunities

Regional Program Regional Program CoordinationCoordination

Outreach Professors – Outreach Professors – Mathematics and Mathematics and ScienceScience

Funded ProjectsFunded Projects•Research on Leadership Research on Leadership by Designby Design•Research on PoliciesResearch on Policies•Research on Student Research on Student PerformancePerformance•Research on Effective Research on Effective Summer InstitutesSummer Institutes

Program Evaluation Program Evaluation StudiesStudies

Dissemination of Dissemination of

FindingsFindings

The Partnership Enhancement Project (PEP): The Partnership Enhancement Project (PEP): An AMSP Partnership Building StrategyAn AMSP Partnership Building Strategy

Brief HistoryBrief History The Elements of the PEP Program GrantsThe Elements of the PEP Program Grants The Diversity of Projects/the Diversity of The Diversity of Projects/the Diversity of

Local NeedsLocal Needs Evolution of the PEP Program Following Evolution of the PEP Program Following

Continual Formative EvaluationContinual Formative Evaluation Unique Characteristics of the PEP Program Unique Characteristics of the PEP Program A Model for Partnerships Between School A Model for Partnerships Between School

Districts and IHEsDistricts and IHEs

Partnership Enhancement Project Partnership Enhancement Project (PEP) Grants(PEP) Grants

Overarching GoalOverarching Goal

To create partnerships between To create partnerships between AMSP school districts and partner AMSP school districts and partner IHEs that will effectively address the IHEs that will effectively address the diverse K-12 needs for mathematics diverse K-12 needs for mathematics and science educational reform in and science educational reform in the Central Appalachian Region.the Central Appalachian Region.


DesignDesign School district personnel (teachers School district personnel (teachers

and/or district administrators) will and/or district administrators) will work with IHE faculty to identify work with IHE faculty to identify district or school specific challenges district or school specific challenges to mathematics and science to mathematics and science educational reform and propose educational reform and propose partnership projects to effectively partnership projects to effectively address them.address them.


DesignDesign

Funding for theFunding for the Partnership Partnership Enhancement Projects (PEPs) may be Enhancement Projects (PEPs) may be obtained through successful obtained through successful proposals for a mini-grant (up to proposals for a mini-grant (up to $30,000) from AMSP funds for a $30,000) from AMSP funds for a period of one year.period of one year.


DesignDesign Regional Program Coordinators, Regional Program Coordinators,

Outreach Professors, Local PIs and Outreach Professors, Local PIs and Co-PIs will facilitate the identification Co-PIs will facilitate the identification of IHE faculty specific to the locally of IHE faculty specific to the locally identified needs to partner with the identified needs to partner with the applicants from the school districts.applicants from the school districts.

The PEPs must address at least one The PEPs must address at least one of the five AMSP benchmarks or of the five AMSP benchmarks or project goals.project goals.

PEP Proposal PEP Proposal Guidelines Guidelines

All proposals are reviewed by two All proposals are reviewed by two external reviewers and internally by external reviewers and internally by the appropriate AMSP Executive the appropriate AMSP Executive Committee membersCommittee members

Projects are monitored through Projects are monitored through quarterly reportsquarterly reports

The Proposal Guidelines are given as The Proposal Guidelines are given as a handouta handout

Examples of the Diversity of PEP Projects Examples of the Diversity of PEP Projects Reflecting Diversity of AMSP District NeedsReflecting Diversity of AMSP District Needs

(19 awarded to date)(19 awarded to date)

Project:Project:Implementation of the Implementation of the Connected MathematicsConnected Mathematics curriculum, including curriculum, including professional development professional development and mentoring of 30 regular and mentoring of 30 regular and special education and special education Middle Middle School TeachersSchool Teachers

Partners:Partners:Mathematics Professor:Mathematics Professor:

Morehead State;Morehead State;

Teacher leaders: ClarkTeacher leaders: Clark

and Bath Co. Schools; and Bath Co. Schools;

CM developers:CM developers:

MichiganMichigan StateState. .

Clark and Bath County Districts

Examples of the Diversity of PEP Examples of the Diversity of PEP Projects Reflecting Diversity of AMSP Projects Reflecting Diversity of AMSP

District NeedsDistrict Needs(19 awarded to date)(19 awarded to date)

Project:Project:

Sponsored professional Sponsored professional development, in-class support, development, in-class support, and mentoring for 100 preK-8 and mentoring for 100 preK-8 mathematics teachers for mathematics teachers for inquiry-based lesson approachinquiry-based lesson approach

Partners:Partners:Mathematics Education Mathematics Education

Professor:Professor:

Eastern Kentucky Eastern Kentucky University;University;

Teacher leader: Teacher leader:

Estill County Schools Estill County Schools

Estill County, KY



Project:Project:Development & Development & implementation of standards implementation of standards based assessment instruments based assessment instruments for high school mathematics for high school mathematics and science courses. Student and science courses. Student achievement results used for achievement results used for curriculum reform and curriculum reform and alignment of key concepts alignment of key concepts across the grades.across the grades.

Partners:Partners:Mathematics Outreach Mathematics Outreach

Professor; Professor;

Science Assessment Science Assessment Personnel, KY Personnel, KY Department of Department of Education;Education;

Teacher leader: Teacher leader: Jessamine Co. Jessamine Co. Schools; Schools;

Jessamine County, KY



Project:Project:Initial implementation of the Initial implementation of the Teacher Cadet (TC) ProgramTeacher Cadet (TC) Program, , including a new course created including a new course created for 15 high schools to raise for 15 high schools to raise awareness and participation of awareness and participation of “academically-able” students to “academically-able” students to consider careers in consider careers in mathematics and science.mathematics and science.

Partners:Partners:AMSP Regional AMSP Regional

Coordinator for Coordinator for Virginia; Personnel Virginia; Personnel from Southwest VA from Southwest VA Public Ed Foundation; Public Ed Foundation; Dean of Education, Dean of Education, UVa-WiseUVa-Wise

Southwest Virginia Educational Foundation



Project:Project:Teacher leaders will train pre-Teacher leaders will train pre-service and in-service teachers in service and in-service teachers in lesson plan design that delineates lesson plan design that delineates desired learning content and desired learning content and corresponding assessment corresponding assessment methods, using methods, using

the the Understanding by DesignUnderstanding by Design Professional Development Professional Development Program. Elementary and Middle Program. Elementary and Middle SchoolsSchools

Partners:Partners:Mathematics Education Mathematics Education

Professor:Professor:

University of TN University of TN KnoxvilleKnoxville

Teacher leaders: ScottTeacher leaders: Scott

and Anderson Co. and Anderson Co. Schools; Schools;

Oneida, Anderson, Scott Counties, TN

Evaluation of the PEP ProgramEvaluation of the PEP ProgramFollowing Continual Formative EvaluationFollowing Continual Formative Evaluation

Year 1 PEP Program - Had one Year 1 PEP Program - Had one funding level (up to $30,000)funding level (up to $30,000)• Following input from district school Following input from district school

leadership and Regional Program leadership and Regional Program Coordinators, AMSP introduced a “Level Coordinators, AMSP introduced a “Level B” funding for smaller pilot-type projects B” funding for smaller pilot-type projects (up to $10,000) for the Year 2 PEP (up to $10,000) for the Year 2 PEP ProgramProgram

Evaluation of the PEP ProgramEvaluation of the PEP ProgramFollowing Continual Formative EvaluationFollowing Continual Formative Evaluation

Year 2 PEP Program – Had two funding Year 2 PEP Program – Had two funding levels with no possibility of continuation.levels with no possibility of continuation.

• Following evaluation by AMSP’s external Following evaluation by AMSP’s external evaluators (Inverness), the Regional evaluators (Inverness), the Regional Coordinators, Outreach Professors, and District Coordinators, Outreach Professors, and District Superintendents, an analysis showed that Superintendents, an analysis showed that many AMSP districts had no capability for many AMSP districts had no capability for writing competitive PEP grant proposals. writing competitive PEP grant proposals. Evaluation also showed the need for continued Evaluation also showed the need for continued funding for an additional year in some cases.funding for an additional year in some cases.

Evaluation of the PEP ProgramEvaluation of the PEP ProgramFollowing Continual Formative EvaluationFollowing Continual Formative EvaluationAMSP adopted a “program-approach” to the PEP AMSP adopted a “program-approach” to the PEP

Project Activity. The program will include:Project Activity. The program will include:• Assistance by Outreach Professors, Sponsored Assistance by Outreach Professors, Sponsored

Projects personnel, and Regional Program Projects personnel, and Regional Program Coordinators for Proposal Preparation following Coordinators for Proposal Preparation following initial proposal review. Planning grants (up to initial proposal review. Planning grants (up to $5,000) will be given for this activity pending $5,000) will be given for this activity pending reviewer recommendation for merit of need and reviewer recommendation for merit of need and originality of design.originality of design.

• Continuation of funding beyond one year will be Continuation of funding beyond one year will be provided following review of potential for provided following review of potential for additional impact and sustainabilityadditional impact and sustainability

**Some of the changes are contingent on NSF approval.**Some of the changes are contingent on NSF approval.

Characteristics of the PEP ProgramCharacteristics of the PEP Program

Addresses Addresses local school district – local school district – identifiedidentified challenges to mathematics challenges to mathematics and science education reform.and science education reform.

Partnership structure empowers Partnership structure empowers district teachers and administrators district teachers and administrators by providing a voice and an essential by providing a voice and an essential role in addressing the identified local role in addressing the identified local priority approach to the education priority approach to the education reform challengereform challenge


Partnership Composition and Project Partnership Composition and Project Approach are flexible and not based Approach are flexible and not based upon “top-down best practices” upon “top-down best practices” formulas for addressing identified formulas for addressing identified challenges; this recognizes the challenges; this recognizes the diversity that exists among the diversity that exists among the districts in the AMSP (and nation) in districts in the AMSP (and nation) in degree of support and development degree of support and development of their mathematics and science of their mathematics and science educational infrastructure.educational infrastructure.


Small grants or “micro-investment” Small grants or “micro-investment” approach provides funds that are regarded approach provides funds that are regarded as “locally significant” in supporting as “locally significant” in supporting activities that address focused, targeted activities that address focused, targeted reform goalsreform goals

Faculty partners from AMSP IHEs report Faculty partners from AMSP IHEs report greater appreciation for, and knowledge greater appreciation for, and knowledge of, the challenges to mathematics and of, the challenges to mathematics and science education reform as a function of science education reform as a function of the PEP Program.the PEP Program.


Use of tenured, full professors highly Use of tenured, full professors highly accomplished in the mathematics and accomplished in the mathematics and science discipline with major time and science discipline with major time and responsibilities as Outreach Professors, is responsibilities as Outreach Professors, is a more effective way of ensuring IHE a more effective way of ensuring IHE participation as viable partners in the PEP participation as viable partners in the PEP Program.Program.

Use of Regional Program Coordinators and Use of Regional Program Coordinators and Outreach Professors is a necessary means Outreach Professors is a necessary means of identifying other faculty partners, of identifying other faculty partners, appropriate to the specific project needs appropriate to the specific project needs for districts with little or no experience in for districts with little or no experience in working with IHEs.working with IHEs.


Assistance provided districts with Assistance provided districts with little expertise in proposal writing little expertise in proposal writing enhances competency in writing enhances competency in writing proposals for other sources of proposals for other sources of educational funding; that employ a educational funding; that employ a peer-review process. This is a peer-review process. This is a sustainable element of the program.sustainable element of the program.

The Essential Roles of the Outreach The Essential Roles of the Outreach Professors in the PEP ModelProfessors in the PEP Model

Richard Millman & Jeff OsbornRichard Millman & Jeff OsbornOutreach ProfessorsOutreach Professors

A Representative Example in the A Representative Example in the Science Education Partnership areaScience Education Partnership area

A Representative Example in the A Representative Example in the Mathematics Education Partnership Mathematics Education Partnership areaarea

Features of the PEP Program that Promote Features of the PEP Program that Promote Effective & Sustainable Partnerships Effective & Sustainable Partnerships

Between School Districts & IHEsBetween School Districts & IHEs

Evidence-based design and formative Evidence-based design and formative evaluation allow continual evaluation allow continual improvementimprovement

Flexibility in design addresses Flexibility in design addresses differences in local needs for differences in local needs for mathematics and science education mathematics and science education reformreform



Dedicated, experienced Outreach Dedicated, experienced Outreach Professors in content areas promote Professors in content areas promote IHE-school district sustainable IHE-school district sustainable relationshipsrelationships

Local Empowerment of K-12 teachers Local Empowerment of K-12 teachers is a key featureis a key feature



Regional presence through Regional Regional presence through Regional Program Coordinators and dedicated Program Coordinators and dedicated Outreach Professors ensure more Outreach Professors ensure more effective identification of appropriate effective identification of appropriate IHE faculty for specific needsIHE faculty for specific needs

Design may be used to assist school Design may be used to assist school districts in proposals for State MSPs.districts in proposals for State MSPs.

nsf/ed msp state coordinators’ meeting marriott wardman park hotel washington, d.c. october 19-20,...

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