11 Mathematics and Science Partnership Grants Title II, Part B No Child Left Behind.
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Transcript of 11 Mathematics and Science Partnership Grants Title II, Part B No Child Left Behind.
11
Mathematics and Science Partnership Grants
Title II, Part B
No Child Left Behind
2
Technical Assistance MeetingFebruary 25, 2005
Overview of grant Eligible schools Criteria Application Professional development Evaluation/Research-based Review Frequently asked questions
3
Overview
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.
Overview 4
Specific Outcomes
Increased content knowledge and teaching skills in mathematics and science for teachers; HQT
Increased student achievement in mathematics and science
Identification of successful PD and curriculum models
Overview 5
Targeted Activities
Opportunities for enhanced and on-going professional development to improve mathematics or science subject matter knowledge
Establishing summer workshops and institutes with follow-up training
Overview 6
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
Overview 7
Partnerships
The partnership between STEM faculty and LEA’s 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.
Overview 8
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.
Overview 9
In Michigan….
The Mathematics and Science Centers involvement will receive priority in the selection.
Eligible Schools 10
Eligible Schools Low/unchanging scores/AYP Teachers with limited mathematics or
science content knowledge Over 35% low-income (SES) students REAP score of 6 or higher High drop-out rates or high drop-out
predictor levels
Eligible Schools 11
Eligible schools (cont.)
Each proposal must provide adequate data summaries and analyses which clearly and thoroughly substantiate the extent of the need within the schools’/districts’ project setting.
Criteria 12
Project Criteria Focus on mathematics or science –not both Participating schools should not be involved in a
mathematics/science reform initiative. Districts with successful programs that need to be
expanded and validated are encouraged to apply. Others must clearly articulate how these projects will
integrate with each other to develop a positive/useful PD experience for teachers.
Research based design
Criteria 13
Project Criteria Aligned to the Mathematics or Science Content
Standards in the Michigan Curriculum Framework.
Aligned with the Michigan Professional Development Vision and Standards
Active and well-defined partnership between STEM faculty and schools/districts
Priority points given for active partnership with Math/Science Center
Application 14
Letters of Intent Submitted electronically
([email protected]) by March 14 and should include:Continuing/new projectAn outline of proposed training modelExpected number of schools, STEM faculty,
teachers and students involvedApproximate amount of grant $’s
Application 15
Electronic Application Submission Application must be submitted through MEGS –
(Michigan Electronic Grants System) Due date is May 2, 2005, by 11:59 pm Notification of selection in June MDE may negotiate program and budget issues Monies awarded in September
Application 16
MEGS In order to use MEGS
you must first obtain a MEIS account.
MEIS-Michigan Education Information System.
This can be done by going to the following URL and clicking Create a MEIS Account:
Your MEIS account must be entered in MEGS by your authorized official (level 5).
http://meis.mde.state.mi.us/userman/
Application 17
How to access MEGS If your MEIS account is entered
in MEGS, you can log in:http://megs.mde.state.mi.us/megs
Your Level 5 person will allow you a level of access to your application These people will guide you
through MEGS
MDE has MEGS support system in place Judy Byrnes,
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MEGS – User Flow
Authorized Official (Level 5)
Initiates Application (Opens)
Assigns Users to Application (At least one Level 4 user)
Grant Administrator (Level 4)
Completes Application
Authorized Official (Level 5)
Submits Application
Authorized Official - Level 5Authorized Official - Level 5
Grant Administrator - Level 4Grant Administrator - Level 4
INITIATESApplication
ASSIGNSLevel 4 User
COMPLETESApplication
NOTIFIESLevel 5 of
Completion
SUBMITSApplication
Authorized Official - Level 5Authorized Official - Level 5
Application 19
ADDING NEW USERS TO MEGS
Authorized Officials (level 5’s only)
All new users must be entered into the MEGS system
Select the Add Users to MEGS link
Key in the MEIS number (up to ten users can be added)
Click on Verify If the information is correct, click
on Save
Application 20
MEGS – basic look
Information
General Information
Budget Pages
Program Information
Management Activities
Application 21
MEGS – Two types of data collection
Input
Upload
Application 22
Application Requirements
Cover page, assurances, partner sign-off
Abstracts
Project
Evaluation
Application 23
Application Requirements
Program Narrative Demonstration of NeedResearch or Evidence BasePlan of WorkManagement CapabilitySustainability
Application 24
Demonstration of Need
Eligible schools prior efforts to improve teacher content
knowledge and student achievement in mathematics or science and how this program will relate to those efforts
how various on-going grants will coordinate with each other.
Application 25
Plan of Work
clearly describes in detail the goals and objectives of the program
clear and detailed description of the professional development activities
Application 26
Plan of Work
includes a list of the corresponding school improvement goals of each participating school how this professional development program is integrated into that goal
Application 27
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 28
Plan of Work
Align to MCF content standards and benchmarks
Align to NSDC Staff Development Standards
Professional Development
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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
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National Staff Development Council Standards (2001) www.nsdc.orgMore information can also be found at michigan.gov/mde>educators>
professional preparation>professional developmentCheryl Poole [email protected]
Professional Development Standards
Professional Development
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Professional DevelopmentProfessional development must: Start with student learning data Be content-based Be practice-based Be grounded in pedagogical content Be research or evidence-based(will look for this under Plan of Work)
Professional Development
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Successful mathematics resources Handout has a list of websites where you
can find information or links to professional development ideas
See also links on MSP page
Professional Development
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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
34
National Staff Development Council Standards (2001) www.nsdc.org
Professional Development Vision and Standards for Michigan Educators
Professional Development Standards
Professional Development
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Professional DevelopmentProfessional development must: Start with student learning data Be content-based Be practice-based Be grounded in pedagogical content Be research or evidence-based(will look for this under Plan of Work)
Professional Development
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Successful mathematics resources See MSP webpage for links to professional
development information More information can also be found at:
michigan.gov/mde>educators>
professional preparation>professional development
Cheryl Poole
517.241.4546
Application 37
Plan of Work (continued)
how the activities will help build “a rigorous, cumulative, reproducible, and usable body of findings” and what you will produce to put in our library
Application 38
Management Capability
Project leaders have the capability of managing the project
Staff delivering the PD are qualified Description of how the partners will share
the work and how it will be integrated into the school
Application 39
Sustainability
Continued PD after the project ends
Effect on student achievement
Application 40
Budget Budget from 9/1/05-8/31/07 Funds can be spent on:
Expenses associated with delivery of PD including salaries, travel expenses, workshop expenses
Materials are limited to those necessary for delivery of PD –cannot buy classroom sets of materials
Application 41
BudgetAlso budget for: Independent evaluatorState and national meetings:
3-4 state meetings for lead people and evaluator One national meeting for project director and
evaluatorMatch from participating districts
Not required but often considered by reviewers when looking at sustainability and dedication to PD by stakeholders
Evaluation 42
Research-based Evaluation Design
Purpose of an Evaluation Design:
Attribution of effects of the PD program to the processes of the PD program
Internal and External Validity
Experimental and Quasi-Experimental Design Campbell & Stanley, 1991
Evaluation 43
Evaluation Guide
It is often helpful to identify the project’s independent evaluator early on and involve them in developing your evaluation plan in your proposal
(MDE has retained Moore & Associates to assist projects with their evaluation design and operations).
Evaluation 44
Program evaluation standards Project evaluation design should consider:
Utility (stakeholder interests)
Feasibility (possible? Control v Comparison)
Propriety (Ethics, confidentiality)
Accuracy (scientific – research based)
The Program Evaluation Standards 2nd Ed. ISBN: 0-8039-5732-7
Research-based Evaluation Design
Evaluation 45
Describe the design (experimental or quasi-experimental) in enough detail to determine how it measures the impact of the project on participants in relation to project goals specified.
Research-based Evaluation Design
Evaluation 46
List characteristics/elements used to match comparison and treatment groups.
Consider and present methods which control or minimize “contamination” of treatment and comparison groups.
Control/Comparison Groups
Evaluation 47
What instruments will be used to determine possible impact?
What is the validity and reliability of instruments and data collection procedures?
Are the data collection procedures feasible and appropriate?
Data Collection
Evaluation 48
Instruments to measure the effects of PD include:
SAMPI (http://www.wmich.edu/sampi/)
Survey of Enacted Curriculum (http://facstaff.wcer.wisc.edu/jsmithson/secwebhome.htm)
Learning Mathematics for Teaching (http://www.soe.umich.edu/lmt/)
Reformed Teaching Observation Protocol (RTOP) (http://physicsed.buffalostate.edu/AZTEC/RTOP/RTOP_full/)
Data Collection
Evaluation 49
In reviewing your evaluation plan ask yourself:
Does the pre assessment and post assessment instrument measure the intervention?Will the pre assessment be administered BEFORE the intervention and the post assessment AFTER the intervention?Will I be able to compare the pre data with the post data and arrive at a meaningful information?
If the answer to any of these questions is “no,” revise the plans before including them in your proposal.
Evaluation Review
Evaluation 50
Provide a general timeline for key evaluation activities.
Describe the roles of key staff and the independent evaluator in relation to all evaluation activities planned.
Evaluation Review
Review 51
Review Grants will be awarded through a
competitive process An expert panel will review proposals using
the rubricScheduled for May 23
After the initial review modifications may be required
Review 52
Scoring Rubric The rubric has 7 parts, reflecting the sections in
the project narrative, for 200 total points Points vary among the parts, reflecting relative
emphasis Some parts will state a minimum needed for grant
approval
30 priority points for Math - Science Centers above the 200
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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.
Cohort groups form learning communities Share results What content and pedagogy worked
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Thanks for your Interest
For additional assistance, contact: Ruth Anne Hodges [email protected]
(517) 241-2219 Rodger Epp
(517) 373-1931