Application Cover Page for

Fiscal Agent

Requested Funding $ Yr 1- $291,593.88 Yrs 2 & 3 $347,493.88

Total # of Teachers that will be Served: 36 Teachers per year (108 Teachers Total)

Teacher-Disciplinary-Faculty Contact Time (Per Teacher): 132 hours

Organization that will Serve as Fiscal Agent: Fairmont State University

Other Required Partner: Preston County Schools, National Radio Astronomy Observatory (NRAO)

Project Director Dr. Deb Hemler

Mailing Address 1201 Locust Avenue

City Fairmont State WV Zip 26554

Phone 304-367-4393 FAX 304-367-4304 E-mail dhemler@fairmontstate.edu

Grant Accountant Name and Title __Deborah Stiles, Interim CFO_____________________________

Phone__(304)367-4654_ FAX __(304)367-4850___ E-mail __Deborah.Stiles@fairmontstate.edu___

Superintendent ___Stephen Wotring_____________________________________________________

Mailing Address (if different from above)___731 Preston Dr. ________________________________

City____Kingwood_____________ State_____WV______________ Zip__26537_________________

1

ESS Passport Partners

(Letters of assurance attached at the end)

Institution Contact Title email phone

Fairmont State University (FSU)

Dr. Deb Hemler (Principle Investigator)

Geoscience Coordinator

dhemler@fairmontstate.edu

304-367-4393

National Radio Astronomy Observatory (NRAO)

Sue Ann Heatherly

Education Officer

sheather@nrao.edu

304-456-2209

NASA IV&V Educator Resource Center (ERC)

Todd Ensign

Program Manager

Todd.ensign@ivv.nasa.gov 304-367-8438

RESA 7

Kathy Hypes Executive Director khypes@k12.wv.us 304-624-6554

Preston County Schools

Steve Wotring, Superintendent

swotringWk12.wv.us 304-329-0580

Harrison County Schools

Grant Spencer Math and Science Curriculum Director

gdspencer@k12.wv.us 304-326-7314

Marion County Schools

Diane Furman

Math & Science Curriculum Director

Dfurman@k12.wv.us 304-367-2110

West Virginia Science Teachers Association (WVSTA)

Dr. Patricia Obenauf

Executive Director

Patricia.obenauf@mail.wvu.edu

304-293-4376

2

EARTH and SPACE SCIENCE (ESS) PASSPORT - ABSTRACT

Earth and Space Science (ESS) certified teachers, are critically needed in West Virginia given the

recent adoption of the WV Next Generation Science Standards (WV NxGen) which includes a

required high school earth and space science (ESS) course for 9th grade. Historically, WV

institutions of higher education have not produced teacher candidates with ESS certifications,

therefore there is no immediate solution to this shortage of highly qualified teachers. We

propose to bridge this gap by providing ESS professional development (PD) for teachers with

foundational general science coursework (5-Adult general science certification). Teachers who

complete this training will receive an Earth and Space Science Passport (ESS Passport), that

authorizes them to teach ESS courses. The primary goal of ESS Passport is to provide inservice

and preservice teachers with two years of continuous PD that enhances their knowledge of

earth and space science and equips them with strategies for implementing their own

curriculum to meet WV NxGen science standards. Teachers will participate in a two week

intensive workshop on earth science content, WV NxGen standards, and best practices with

time to develop ESS curriculum maps, additional ESS activities, and action research plans. The

following summer, they will participate in a weeklong workshop focusing on ESS and

engineering integration. Throughout both academic years following summer workshops,

teachers will participate in monthly WebEx meetings, present developed activities at a WV

Science Teachers Association (WVSTA) meeting, implement and present their action research

projects. Upon completion of the ESS passport and ten graduate credits, participants who have

5-Adult general science certifications, will be recommended for the ESS permanent

authorization and prepared to take the ESS Praxis II exam for certification.

3

PARTNERSHIP NARRATIVE

A. Needs Assessment

With the adoption of the WV Next Generation of Science (NxGen) standards, WVDE

made a conscious effort to change the way science is taught in the State. That adoption

provided an opportunity for all students to engage in a dedicated high school earth and space

science course, something desperately needed in a state whose economy is largely based on

extractive industries. While this was a victory for many geology and astronomy advocates, it

posed a large issue for teacher preparation. A dedicated high school class in earth & space

science (ESS) necessitates a certification process that has not been established in the State. Up

until this year and the recent approval of Ohio Valley University’s program, no institution of

higher education in WV had an ESS certification program. While Fairmont State University,

Marshall University, and West Virginia University are submitting certification program proposals

to address the issue, it will take at least three years to graduate these new teachers. The lack of

highly qualified teachers in ESS, and the anxiety of the existing workforce about the new

content is a concern for superintendents, principals, and teachers.

A recent statewide review of teacher preparation programs and course requirements

conducted by Fairmont State revealed two types of general science certification: 5-9 general

science and 5-Adult general science. The closest certification to ESS would be the 5-Adult

general science certificate since there is a higher number of science credits, 12 of which are

part of an ESS certification. Two institutions of higher education (IHE) of the eleven reviewed

require two geology courses and one astronomy course for this certification, while four require

4

one geology course and astronomy. Only two of these institutions also require a physical

geography or meteorology course (Figure 1)

Figure 1. 5- Adult General Science Certification course requirements by IHE

During recent state and county level meetings, numerous teachers have expressed

considerable anxiety over course reassignments and a lack of preparation for teaching new

content. Since many counties are struggling to demonstrate student achievement in science on

statewide testing, the state cannot afford teachers deficient in content knowledge and

untrained on the new standards to struggle for the first few years. Many WV county board

offices lack a supervisor who specializes in science, often relying on curriculum generalists to

handle science curriculum and professional development. These generalists are not familiar

with the NxGen standards nor have the experience to plan effective professional development

to cover content and standard training.

Building on general science certified teachers’ prior knowledge, we believe an intense

statewide professional development program in content and pedagogy with a focus on the WV

NxGen standards will prepare teachers to teach earth and space science concepts. The ESS

Fairmont

StateShepherd WVU WV State Glenville Ohio Valley

Bio Intro I

Bio Intro II

Chem Intro I

Chem Intro II

Phys Intro I

Phys Intro II

Geo 101

Geo 102

Astro

Meteorology

Oceanography Seminar

5

Passport project will provide an ESS authorization to bridge the gap and resolve a serious issue

for superintendents. This proposal’s professional development will target teachers identified

by high needs LEA principals as 9th grade Earth and Space science teachers who currently

possess a general science certification. While priority will be given to these candidates,

available seats will be granted to other teachers who are slated to teach ESS courses, including

those who teach in private schools. Preservice teachers with a general science certification in

their last year of school will also be eligible for unfilled slots.

Goals and Objectives. ESS Passport will provide inservice and preservice teachers with a series

of professional development workshops designed to enhance their knowledge of earth and

space science while equipping them with strategies for implementing and designing their own

curriculum for the WV NxGen science standards. The specific objectives of the grant are to:

1. Enhance teachers’ understanding of earth and space science content.

2. Increase self efficacy related to “unpacking” and interpreting the new WV NxGen

science standards.

3. Model ideal constructivist pedagogy, scientific practices, and engineering design to

enhance participants’ pedagogical content knowledge.

4. Engage participants in collaborative networks that build learning communities to

support lesson development.

5. Prepare participants to identify model lessons, locate resources, and develop

curriculum which meet the three dimensions of the NxGen standards.

6

6. Provide a path for participants to become authorized to teach ninth grade ESS courses

and preparation to become certified by taking the Praxis II exam.

7. Provide an effective and engaging professional development experience.

8. Determine if there are any gains in student science content knowledge as a result of

teacher participation in ESS professional development.

B. Scientifically-Based Research

The Principle Investigator (PI) and senior staff build upon prior successful professional

development programs to create ESS Passport. Two in particular-- RockCamp and the NRAO

Investigating the Universe programs--are known nationally for their quality of content delivery,

integration of inquiry (science practices), and constructivist pedagogies as espoused as

foundations for the Next Generation of Science Standards. Over ten activities developed by

instructors for RockCamp program have been published in peer reviewed journals as far back as

1996 (Renton et al 2003, Repine et al 2002, Hemler e al 2002). In addition, eight national

presentations (Repine et al 2005, Hemler et al 2004, Matchen et al 2002, Behling et al 2001,

Hemler et al 2000, Repine et al 2000) a resource CD (Hemler et al 2001), two research papers

(Hemler et al 2006, Repine et al 2004) and one dissertation have focused on the successes and

lessons learned from the program. National Radio Astronomy Observatory programs have been

featured in four doctoral dissertations, articles in the NSTA journals, and numerous papers

presented at the National Association for Research in Science Teaching conference.

According to the literature, the strongest professional development engagement

exemplifies a number of characteristics including: a focus on content knowledge; alignment of

7

content and activities with local, state, and national standards; emphasis on inquiry-based

learning; connections to reform-based activities; opportunities for active learning; and

continued contact for ongoing coherent professional development (Capps et al 2012, Darling-

Hammond et al 1995, Garet et al 2001, Loucks-Horsley 1998, Penuel et al 2007). ESS Passport

draws from best practices for professional development workshops from experience as well as

research conducted over the past three decades. Three intensive short courses led by NRAO

astronomers, a Marshall University meteorologist, and former RockCamp Director will include

instruction on: tectonics, Earth materials, history of Earth, astronomy, and earth’s atmosphere

and hydrosphere, all topics found in the Praxis II exam used for certification. Concepts taught

during the program will incorporate all of these areas to ensure content competency. Teachers

will also engage in hands-on activities aligned with a particular NxGen standard. Finally, the

entire professional development experience will require participants to develop their own WV

NxGen standards-based lessons. Master teachers with more than 5 years of teaching

experience and strong content backgrounds or certifications in ESS will be selected as mentors

for the program. The workshop sessions will employ constructivist teaching strategies, as well

as, incorporate the new focus on engineering design integration. A PD design of two years

ensures the continuous support for teachers and sustained contact with the material to

facilitate the success of the program.

C. Work Plan

This proposed plan to authorize and ultimately certify general science certified teachers to

teach ESS coursework will involve long-term sustained interaction with content, WV NxGen

8

standards, and 21st century skills. We propose a two year contact model for each cohort with

year one focusing on enhancing content knowledge of meteorology, geology, and astronomy

(the foundation of earth and space science programs) as they relate to the newly adopted WV

NxGen standards and the second year focusing on the integration of engineering design and

technology within the context of ESS content and WV NxGen standards. This is not to say that

year one will not include engineering design or 21st century skills, rather technology and

engineering design will be embedded and modeled during the year one workshop while the

year two workshop will provide explicit instruction of engineering design within an ESS context.

We will prepare three cohorts of teachers (36/cohort) over the life of the three year

grant for a total of 108 teachers. Teachers and recent preservice graduates who have general

science certifications typically have some foundation knowledge in geology and astronomy so

this proposal will target those teachers who are also set to teach the 9th grade ESS course.

Next, teachers who are slated to teach 9th grade ESS, lack the general science certification but

have foundation courses on their college transcripts may also participate. These are the

teachers who would be able to earn the ESS authorization. Preservice teachers currently in their

senior year pursuing general science certifications, would also be eligible to attend. Lastly,

other teachers seeking training on ESS topics to integrate into their grade 5-8 classes, while

probably not eligible to earn the authorization, could attend to gain experience on ESS and WV

NxGen standard integration. Every attempt will be made to run a full workshop every summer.

9

Table. 1 Outline of cohort progress (# of participants) through the life of the grant.

Grant Year Cohort # ESS content workshop participants

Engineering Design workshop participants

Grant Year One #1 36

Grant Year Two #1 36

#2 36

Grant Year Three #2 36

#3 36

Alternative Funding Year #3 36

Total #1-#3 108 108

The description of the components of the two year program inlcude:

a. Content/WV NxGen Workshop (Two weeks, 96 contact hours)- this residential two week

program will engage participants in a rotation of three short course: three days each of

geology, astronomy, and meteorology with a one day “intermission” for evaluation and project

work between each rotation. For example, after three days of a geology and WV NxGen

intensive program, group one will join the other two groups and break into new pedagogy

teams, to work on Action Research Projects, curriculum mapping, and participate in a field

experience. The following day group one will regroup and begin a WV NxGen meteorology

intensive course and the cycle begins again. After the third rotation through astronomy and

subsequent project day, all groups combine to present one WV NxGen Standard-based lesson

and an action research proposal for the coming year. One content specialist (professor), and

two master teachers will be hired to develop and deliver the content for each of the rotations.

Master teachers will be selected based on their experience with the content material,

certification in ESS, and experience with professional development workshops. Table 2, below,

10

lists the NxGen standards that will be addressed during the workshop. This two week

residential program will be held at the National Radio Astronomy Observatory at Green Bank.

NRAO Green Bank has a strong tradition for delivering quality programs in astronomy, the

facilities to house the teachers away from daily distractions, and the astronomers to serve as

content specialists.

Table 2. Content delivery during workshop to WV NXGen Standards

Content intensive Objectives S.9.ESS.X Astronomy S.9.ESS.1, 2, 3, 4, 12

Geology S.9.ESS. 5, 6, 7, 8, 9,

Meteorology S.9.ESS.10, 11, 13, 14

b. WebEx meetings: (eleven one hour monthly meetings, Aug-June for two years, 22 contact

hours) Monthly web chats, hosted by project staff will engage teachers in their learning

communities, provide additional instruction on content, disseminate information, and facilitate

participant presentations. Second year WebEx meetings will include Praxis review and

preparation.

c. Feedback meetings: (16 contact hours) One feedback meeting (eight hours) will be

conducted at the end of each year for presentations of Action Research projects. Participants

will prepare PowerPoint presentations on the implementation and impact on student learning.

d. Dissemination activities: Teachers will disseminate newly developed and tested lessons at

the annual WVSTA conference. With the annual dissemination of teacher work, we are

engaging additional teachers who are not already participants in the program to engage in WV

11

NxGen ESS content. Developed lessons will be posted on Wikispaces for access initially by

participants and, later, the public.

e. Action research: Candidates will conduct action research projects in their classrooms to

assess student learning on ESS content and while implementing the new ESS content lessons

and engineering design integration.

f. ESS engineering design workshop: (one week, 30 contact hours) Candidates will engage in a

one week residential program designed to integrate engineering design into ESS curriculum

including alternative energy, GLOBE program, NEED program, and robotics. 21st Century skills

are a critical part of WV NxGen standards and will be the focus of this workshop. The NASA ERC

will construct Loaner Kits to be checked out by participants to implement engineering design

with students. The ERC will maintain and replace expendables for the kits.

h. Learning community: A closed group social networking site will be established to allow the

learning community to continue with their work outside of scheduled activities. Participants

will share activities, ask questions, post triumphs, and maintain contact throughout the school

year. Candidates will be required to interact and post as they implement their content lessons

and engineering design challenges.

i. ESS passport, authorization, and certification: Participants who complete requirements

during the entire two year program are eligible for graduate college credit toward “Earth and

Space Science Authorization” to teach 9th grade earth and space science. They will receive 4

graduate credits in PHSC 5499 Earth and Space Science (content), 3 credits in PHSC 5099 WV

NxGen ESS Pedagogy (science pedagogy), and 3 credits PHSC 5599 ESS and Engineering Design

12

(science and engineering practices) for a total of 10 graduate credits. The teachers will be

prepared to take the Praxis II ESS content exam leading to certification.

The final year of the grant, alternative funding will be found to conduct the last workshop on

engineering design completing the last cohort of teachers through the program. Using this

model, we will have engaged 108 teachers in ESS content, scientific practices, and pedagogical

content knowledge and making them eligible for earth and space science authorization.

D. Commitment and Capacity of Partnership

Partnership roles. Fairmont State University will serve as the fiscal agent for the grant. The

Principle Investigator will facilitate the grant, serve as the instructor of record for all graduate

courses, and direct the other partners to ensure all deadlines are met. Given her experience

with grant evaluation, she will also collect and analyze the data collected using the assessment

instruments. The grant manager will be tasked with completing necessary grant paperwork,

hiring processes, purchasing, communications, materials management, and kit creation.

National Radio Astronomy Observatory- Green Bank will serve as an instructional lead for the

astronomy short course during the two week summer content workshop. They will also be the

location and logistical partner for year one summer workshops.

NASA IV &V Educator Resource Center will serve as the lead on the Engineering Design in ESS

summer workshop. The three education outreach specialists will provide week long trainings

beginning the second year of the grant. In addition, they will construct engineering design kits

that participants will be certified to check out and use in their classrooms.

13

West Virginia Science Teachers Association (WVSTA)- will provide workshop space during its

annual conference for WV NexGen activity dissemination.

LEA partners: Preston County Schools, Marion County Schools, and Harrison County Schools will

provide teachers for the workshop and supplemental funding for professional development.

RESA 7 will assist in the communication with counties, recruitment of teachers for the project,

advertisement of the program, and meeting space for feedback meetings.

Extensions. Fairmont State and the NASA IV&V Facility, given successful completion of the

cohort’s first year, will pledge to find funding to provide the one week workshop for the third

cohort. Following the completion of this three year grant, Fairmont State University, Ohio

Valley University, and Marshall University who are already in the planning stages for ESS

certification will have programs in place with graduates likely to be ESS certified as early as

Spring 2019 and the end of this grant. Additionally, it is likely that by this time other institutions

of higher education will have ESS certifications in place. A total of 108 teachers will have come

through the program ready to teach the new ESS curriculum with a new crop of recent

graduates ready to fill any openings created by retirements or transfers. The loaner kits

constructed by the NASA IV&V ERC will continue to be utilized beyond the time of this grant.

The ERC will continue to train additional teachers using these kits during short duration

workshops targeted on a particular kit. Small grants (Title II and WV Space Grant) will be sought

to provide additional instruction on oceanography and soil science topics as an extension of this

grant to round out the ESS content for all of the participants who received authorizations.

14

Table 3. Two year summary of work for each cohort.

Key Steps Timeline Point Person Resources

Required

Evaluation

1. Hire instructors and grant manager: set up graduate courses, assessment instrument construction

February- March 2016

PI WVSTA and WVDE Listserv access

Staff in place by March 2016

2. Curriculum development for summer workshops & content component of monthly school year meetings

March –May 2016

PI, Instructors and partners

Instructors & content specialists; Teleconference capabilities

Google Docs folder constructed and reviewed; lessons in place

3. Recruitment of teachers

February- March 2016

Grant manager Internet and Listserv access

Demographic information on teachers

4. Finalize workshop agenda, purchase materials & create social media site

Feb-May PI, grant manager

Content specialist reviewers;

Approval by reviewers and stakeholders

5. Conduct two week ESS content workshop;

July-Aug 2016

PI, instructors, and partners

Materials, funds for workshop, stipends

Concept Map, ESS ConcepTest, NGSS self efficacy Survey, Observations, Satisfaction Survey

6. Implementation ESS Curriculum

Aug2016-2017

Participants Social media Document analysis for WV NxGen alignment

7. monthly Web Ex participation

Aug 2016-July 2017

PI WebEx connection, guest speakers,

Document analysis

8. Data Analysis Aug 2016-17

PI Instrument data Analysis report to all partners

9. Dissemination meeting

Nov 2016 Pi & grant manager

WVSTA registrations; accommodations, presentation submission

Successful submission, acceptance, presentation of ESS activities

15

10. Feedback meeting June 2017 Grant manager and PI

Central location Action Research Assessment

11. Design second Eng. Design workshop & construct loaner kits

Jan-June 2017

ERC staff FSU classroom, dormitory reservations, Purchase materials for Loaner kits

Google Docs folder constructed and reviewed; lessons in place

12. Engineering Design workshop

June 2017 NASA IV&V ERC Program manager

Technology Loaner kits, location, instructors

Concept Map, ESS ConcepTest, NGSS self efficacy Survey, Observations Satisfaction Survey

13. monitor social media group site

August-Dec 2017

Grant manager Expanded social site

Participation analysis

14. monthly WebEx meetings

August- December 2017

PI and NASA IV &V ERC program manager

WebEx access, guest speakers

Document analysis

15. Feedback session June 2018 PI and grant manager

Location (FSU) Action Research assessment

16. Data Analysis: Assessment Instrument modification

June 2018 Pi Year two instrument data

Data analysis report to all partners

17. Partnership Portfolio construction

Grant year end

PI and grant manager

Assessment data Submission to WVDE

18. Out of state Partnership meeting

TBA PI Funds for travel

16

Literature Cited

Behling, B., Hemler, D. Repine, T. and Renton, J. 2002. West Virginia RockCamp: Compare, Contrast,

Connect . Geological Society of America Abstracts. 34(6): 197.

Behling, R., Hemler, D., and Repine, T. (2001) Geoscience education in West Virginia: a thirty

year investment. Geological Society of America Abstracts. 33(6):A534.

Capps, D.K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry

professional development: Alignment with best practices and a critique of the findings. Journal

of Science Teacher Education, 23(3), 291-314

Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an

era of reform. Phi Delta Kappan, 76(8), 567-604.

Garet, M. S., Porter, A. C., Desimore, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional

development effective? Results from a national sample of teachers. American Educational

Research Journal, 38(4), 915-945

Guskey , T. (2000) Evaluation Professional Development. Corwin Press.

Hemler, D. and Repine, T. (2006) Teachers doing science: authentic geology research experience for teachers. Journal of Geoscience Education. Volume 54, Number 2 pp 93-102

Hemler, D. and Repine, T., (2002) Reconstructing the Geologic Time Line. The Science Teacher. 69(4):

32-35.

Hemler, D. and Mary Sue Burns. (2002) How Much Lime is in Limestone? Science Kit and Boreal

Laboratories Kit Series. Tonawanda, NY.

Hemler, D. and Lomano, M. (2002) Weathering, Erosion, and Deposition. Science Kit and Boreal

Laboratories Kit Series. Tonawanda, NY.

Hemler, D. and Repine, T. eds. (2001) Historical Geology of West Virginia. CD-Rom, WVGES publication

ED-15.

Hemler, D., Repine, T., Behling, R., and Barnhart, P. (2000) Implementing the West Virginia Earth Science Standards: Facilitating the Process. Geological Society of America Abstracts. 32(7):A351.

Hemler, D. (1997) Research Experiences in Teacher Preparation: Effectiveness of the NRAO Green Bank

Preservice Teacher Enhancement Program. Doctoral Dissertation.

Loucks-Horsely, S., Hewson, P. W., Love, N., & Stiles, K. e. (1998). Designing professional development

for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.

Novak, J. (2010) Concept Maps as Facilitative Tools in Schools and Corporations. New York: Routledge.

308pp.

17

Peneul, W. R., Fisman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional

development effective? Strategies that foster curriculum implementation. American Educational

Research Journal, 44(4), 921-958

Renton, J.J., Repine, T, Hemler, D. and Behling, B. (2003) Pangea Redux: Plate Tectonics and Continental

Drift Using a Wilson Cycle Model. The Science Teacher. 70(8) 62-6.

Repine, T , Hemler, D. and Renton J. (2005) Upper Pennsylvanian Age Tetrapod Trackway as a Teaching

Device. Geological Society of America Abstracts. Volume 37, Number 7

Repine, T. Hemler, D. and Behling, B. (2004) Sustaining K-12 Professional Development in Geology:

Recurrent Participation in RockCamp. Journal of Geoscience Education. 52(1)161-70.

Repine, T, Hemler, D. and Lane, D. (2003) Counting Dots: Students engage in a coal mining activity to

interpret geology. The Science Teacher. 70(6): 30-4.

Repine, T.E., Hemler, D., Behling, R. (2000) “RockCamp: professional development in geology for West

Virginia K-12 educators”. AAPG Abstracts with Program. 123.

18

E. EVALUATION PLAN

The instrument descriptions provided below summarize the assessments that will be used to

measure the effectiveness of the program. The instructional objectives the instruments are will

measure and the timeline for implementation are provided (Table 4).

Evaluation instruments:

a. Satisfaction survey: participants will be surveyed to determine whether or not they valued

their experience in each workshop. The ten-item five point Likert survey will assess

participants’ attitudes toward the overall workshop experience, the amount of time invested,

the value of that time, the usefulness of the material covered, the knowledge of the instructors,

the classroom environment, and the accommodations provided. The instrument, patterned

after Guskey (2000) Evaluation Professional Development, identifies five critical levels of

professional development evaluation. This instrument will be administered at the end of every

multi-day workshop. Results will be used to modify and improve the next iteration of that

workshop.

b. Content Assessment: The content knowledge gained by the participants will be assessed

using two measures: concept mapping and an ESS misconceptions questionnaire. Pretest

results will be used to adjust content covered in sessions. Post test results will determine what

“reteach” activities will take place in the subsequent school year. In addition, participant

performance will determine the effectiveness of the program to teach content.

19

The concept mapping assessment measures overall gains in conceptual understanding of

relationships between concepts and the depth of that understanding in the disciplines of

meteorology, geology, and astronomy. Pre and post concept mapping has been used

successfully to assess gains in content knowledge and conceptual understanding (Novak 2010).

This instrument will be administered at the beginning of the grant, following every content

workshop, and at the end of the cohorts second year.

The ESS ConcepTest assesses candidate knowledge of earth and space science concepts which

in the literature have been identified as common misconceptions about meteorology, geology,

and astronomy concepts. This instrument will be administered at the beginning of the grant,

following every content workshop, and at the end of the cohorts second year.

c. NGSS Self –Efficacy Test: The self-efficacy questionnaire is a four point Likert instrument

designed to assess the comfort level of participants interpreting, using, designing standards-

based activities, and implementing lessons based the Next Generation Science Standards. A

pretest will be administered at the beginning of the grant with post tests at the end of each

school year. Results from the end of the first year will be used to improve or adjust instruction

for the next phase of the grant and modify the same workshop the following year.

d. Partnership Evaluation: Two strategies will be employed to determine how the partnership is

benefitting or affected by the grant:

Focus group Interviews will be conducted with partners, workshop instructors, grant

personnel, non-participant science teachers, and participant science teachers to

determine how the grant has impacted the partner schools, determine barriers to

20

implementation, and identify available resources to support the grant. The information

will be used to enhance the professional development program, assist the partners in

providing support for teachers, and identify and respond to barriers which impede

implementation.

Observations of Workshop instruction will be conducted to ensure that best practices

are being modeled by the instructors. Since each rotation is being led by one instructor

other available instructors familiar with the content and WV NxGen will provide

constructive feedback. Feedback from participants will also be solicited at the end of

each workshop day.

e. Translation to Classroom Rubric: During the WebEx sessions project staff will assess teacher

engagement and successful implementation of ESS curriculum. Participants will be scored

based on their participation in the WebEx session and discussions of implementation of ESS

content and activities.

f. Student Learning Assessment: For ninth grade teachers, data from WESTEST2 will not be

available. For any elementary teachers participating, scores will be collected. Since ESS is only

a small portion of the WESTEST, dramatic gains are not expected on this test but optimistically,

there should be improvement since the content is approximately one quarter of the test. Since

the RFP prevents the additional assessment of students, the grant will rely on Action Research

conducted by the teachers and developed during the two week summer workshop.

Longitudinal data from these teachers will be collected to demonstrate gains in student

learning within the participants’ classroom.

21

g. Praxis II ESS Content Exam: Those teachers seeking certification rather than authorization

may elect to take the Praxis exam. The participants will be asked to send test scores to FSU.

Analysis will be conducted on pass rates and scores on subcategories to modify and adjust

content instruction.

h. Additional Artifacts: In addition to the above evaluation instruments, document analysis will

also occur. Participants’ lesson plans and curriculum maps will be analyzed to determine the

degree to which the content translates to the classroom. In addition, these will be used to

determine how well the participants are able to utilize, plan, and develop NGSS standards-

based lessons. An action research rubric will be developed to track participant success with

learning. Lastly, each participant will have an ESS Passport which will track their progress

through the program.

Table 4. Evaluation summary matching instrument and administration to grant objective.

Objective Instrument(s) Timeline

Provide a series of professional development workshops to:

1. Enhance inservice and preservice teachers understanding of earth and space science content.

Concept Mapping ESS ConcepTest

Pretest –beginning of grant post test- end of workshop 1 end of workshop 2

2. Increase self-efficacy related to unpacking and interpreting the new WV NxGen science standards.

NGSS Self Efficacy Survey

Pretest- beginning of grant End of workshop 1 End of workshop 2 End of grant

3. Model ideal constructivist pedagogy, scientific practices, and engineering design to enhance participants’ pedagogical content knowledge.

Document Analysis Observations

During workshops 1 & 2

22

4. Engage participants in collaborative networks to build learning communities to serve as a support structure for lesson development.

WebEx participation Social Media networking incidences

During school year

5. Train participants to identify model lessons, locate resources, and develop curriculum which meet to needs of the three dimensions of the WV NxGen standards.

Participant Artifact- curriculum maps and lesson plans

For each cohort: End of School year Y1 End of School year Y2

6. Provide ESS authorizations to teach ninth grade ESS course and preparation for ESS certification improving partners’ percentage of highly qualified teachers.

ESS Passport Completion State Reporting on % Highly Qualified Teachers

End of Y2 (each cohort) Pre and post grant Praxis II ESS Content Exam Scores

7. Provide a meaningful professional development experience that is both functional and engaging for participants.

Satisfaction Survey

End of each workshop

8. Determine if there are any gains in student science content knowledge as a result of teacher participation in ESS professional development.

WESTEST 2 scores Action Research Assessment

Pre-post: prior to grant and following grant cycle During academic year

A quasi-experimental design will be employed to analyze data since the ability to randomize the

subjects is not possible. Pre/post-test assessment will be conducted using paired T

comparisons with a confidence interval of 99.5% for the level of significance. The comparison

group will be selected from volunteers at the West Virginia Science Teachers conference.

23

BUDGET NARRATIVE

F. Budget Justification

The following outlines the expenditures for all of the categories on the budget spreadsheet.

The first year budget is less than years two and three because the final Engineering Design

workshop for first and second cohorts takes place in years two and three thereby increase the

budget by the cost of the one week Engineering Design workshops. Since the final workshop

for Cohort 3 takes place after year 3 of the grant, alternative funding will be sought to fund the

completion of that cohort’s professional development sequence.

Salaries. A full time grant manager is needed to facilitate travel, hiring, and purchasing

paperwork, budget management, website updates, and recruitment @ $30,000/year. In

addition, the grant PI will be released from one fall class and one spring class to oversee grant

logistics, manage WebEx conferencing, graduate coursework and grades, instructor selection,

training, construction of Partnership Portfolio and evaluation requiring the hiring of an adjunct

instructor for the courses (2 semesters @ $3,100/semester).

Supplemental Salaries. The PI is a nine month employee. Two months summer salary is

requested to cover workshop facilitation, data collection, and analysis of data from the summer

workshops. (2 months x $7,870)

Stipends. Teachers’ salaries average $30,000 for 200 days so a rate of $150 was chosen as a

daily rate. Given that teachers will be working eight-ten hours per day rather than the usual 6

hour days for professional development, a rate higher than the standard $100 is warranted. (36

teachers X 12 days@ $150/day first grant year; 36 teachers X 17 days@ $150/day subsequent

24

grant years). Workshop instructors and content specialists will receive a rate of $200/day for

instruction and group work facilitation for each day of the ESS content workshop + one day of

course development and 2 days of meetings prior to the start of the workshop. (3 content

specialists + 6 instructors x 15 days @ $200/day). One WVU instructor will be hired for the

engineering design workshop ($200 x 2 days)

Substitutes. Substitute teachers are requested for one feedback meeting and the WVSTA

conference each year. (2 days x 36 teachers x $120/day)

Benefits. The benefits for the grant manager come to a total of $13,998.00: $2,295.00 for

social security, $1,800.00 for retirement, $9,828.00 for PEIA health insurance, and $75.00 for

worker’s compensation. In addition, minimal benefits of are necessary for the one month

summer salary which includes, $1205.00 social security and $40.00 workers compensation.

Travel. Travel will be reimbursed for the instructors traveling to and from the workshops. (10

staff plus PI x $500) In addition, participant travel will be covered to WVSTA meetings in the fall

($150 Registration + $150 hotel double occupancy for 2 nights x 46 participants and staff). The

PI will attend the International Association for Science Teacher Education (ASTE) to present

results of the project annually ($2000). Lastly, the PI and grant manager will travel to DC for

an annual MSP meeting ($500).

Interagency Purchased Services. NRAO will be contracted to provide the facilities for the

summer ESS content workshops including housing, educational classrooms, and computer lab

space. The 36 participants will stay at the facility for 13 nights while the 9 instructors and Grant

PI will be there for 15 nights. (36 participants x 13 nights)+(10 staff x 15 nights) for a total of

25

618 room nights. Dormitory facilities will also be contracted at Fairmont State University for

the Eng Design workshops (36 participants X 5 nights x $75/night)

Supplies & Materials. To ensure implementation, effective professional development

workshops provide classroom sets of materials upon completion of the workshop

requirements. “Thumbdrives” with electronic copies of all print materials, PowerPoint

presentations, and websites will be provided to participants and instructors. Notebooks with

handouts used during the workshop will be provided along with plastic totes for storing

classroom materials and workshop supplies. The ESS content course would provide classroom

sets of mineral & rock specimen, maps, field equipment (hand lenses, compasses, and rock

hammers), hands-on manipulatives for classroom activities (46 participants and instruction

staff x $450 material cost) . The ERC will construct loan kits for NEED ($2,500), MARS Themis

($1,000), and Space Weather ($1500) for participant check out which will involve the purchase

of replacement iPads ($1000).

Other- Graduate credits will be provided to participants who complete the course

requirements during the ESS content workshop and demonstrate proficiency in ESS content (4

graduate credits), attend WebEx meetings and implement and present action research projects

(3 graduate credits), and attend engineering design workshop, conduct action research and

present results (3 graduate credits). Candidates will be reimbursed upon successful completion

of the courses. (36 participants x 10 graduate credits x $33/credit).

WVSTA Conference Registration for the project dissemination will be paid (46 participants and

instructors x $150).

26

Administrative Costs: Fairmont State will charge administrative costs limited to 16% of salary

and benefits only rather than the entire grant. None of the other partners will charge

administrative costs to the grant.

In Kind Contribution: Fairmont State University will provide reduced tuition for the graduate

classes. The grant will be charged only $33.00/ credit as opposed to the current rate of $238

per graduate credit. 36 teachers earning 10 graduate credits each is a contribution of $7380.

In addition rather than charging the full amount for a course release for the Principle

Investigator, only the cost of an adjunct to teach the course will be charged saving the grant

$14,860. Fairmont State will also provide office space and a computer for the grant manager.

NRAO will donate the time of its Education Officer and astronomers during the two week ESS

content workshop and the use of its classrooms, education telescopes and computer lab.

The NASA IV&V Facility ERC will donate the time of three educator outreach personnel for the

one week Engineering Design workshop. They will house the Engineering Design kits

constructed for the grant and assume responsibility for checking in the kits, publish a web

calendar for easy access and check out, and finally fund the refurbishing of the kits after the

grant has ended. The will also provide the WebEx account for the web meetings.

West Virginia Science Teachers Association (WVSTA) will provide workshop space at the annual

meeting for each of the cohorts’ presentations.

27

Earth and Space Science Passport

Title IIB MSP Competitive Application

Fiscal Agent: Fairmont State University Date: 10/28/15

Category

Green Bank workshop

WVSTA

/Feedback

NASA workshop

(Yrs 2-3 only)

Year 1

Years 2 & 3

Salaries 36,200.00 $36,200.00 $36,200.00

Supplemental Salaries 15,740.00 $15,740.00 $15,740.00

Stipends 91,800.00 27,400.00 $91,800.00 $119,200.00

Substitutes, Staff Development 7,200.00 $7,200.00 $7,200.00

Health Insurance 9,828.00 $9,828.00 $9,828.00

Social Security 3,500.00 $,3500.00 $3,500.00

Defined Benefit Ret. 1,800.00 $1,800.00 $1,800.00

Workers Comp. 115.00 $115.00 $115.00

Travel 8,000.00 6,900.00 9,000.00 $14,900.00 $23,900.00

Interagency Purchased Services 61,800.00 13,500.00 $61,800.00 $75,300.00

Supplies & Materials 20,700.00 5,000.00 $20,700.00 $25,700.00

Technology Hardware 1,000.00 $1,000.00

Other- van rental, registration 12,880.00 6,900.00 $19,780.00 $19,780.00

Administrative Costs % 8,230.00 $8,230.00 $8,230.00

Totals $270,593.88 $21,000.00 $55,900.00 $291,593.88 $347,493.88

28

29

30

Mailing Address PO Box 2

City Green Bank

Bank State WV

Zip 24944

Phone 304-456-2209 E-mail sheather@nrao.edu

Statement of Assurances for Partnership Members

(Each Partner must complete one Statement of Assurances/Commitment form)

Applicant District (Fiscal Agent) Fairmont State University Partner Organization National Radio Astronomy Observatory Contact Name Sue Ann Heatherly Title Senior Education Officer

The NRAO Green Bank Observatory site will provide lodging, and classroom space

for 36 participants and ESS Passport staff during a two-week summer workshop.

NRAO scientific and education staff will provide instruction to participants on

astronomy concepts as described in the WV NextGen standards, and will engage

participants in inquiry-based projects that meet Nature of Science standards

31

Mailing Address 100 University Dr.

City

Fairmont State WV

Zip 26554

Phone 304-367-8438 E-mail todd.ensign@ivv.nasa.gov

Statement of Assurances for Partnership Members

(Each Partner must complete one Statement of Assurances/Commitment form)

Applicant District (Fiscal Agent) Fairmont State University

Partner Organization NASA IV&V Educator Resource Center

Contact Name Todd Ensign Title Program Manager

The NASA IV&V ERC commits to:

-recruit teachers for the ESS Passport professional development workshop using the ERC Listserv (n=7,000) -design a one week workshop for teachers that incorporates engineering design with WV NxGen earth and space science standards -implement summer one week workshops for ESS Passport teachers -construct loaner kits of equipment for teachers to borrow for engineering design classroom integration. The loan kits include: The Sun and Space Weather, NEED Science of Energy, NEED Solar Energy, NEED Wind Energy, NEED Hydrogen Energy, and MARS THEMIS. -manage the loan process for teachers to borrow the classroom Engineering Design kits -provide access to NASA’s BlackBoard Collaborate Webinar tools for monthly hour meetings with teachers. -continue training new teachers on the kits utilized by the grant -serve as the clearing house for kit check out - refurbishing the kits once the grant has ended

32

33

34

35

s t a t e m e n t o f C o m m i t m e n t

A p p l ic a n t D is t r ic t (F is c a l A g e n t ) F a ir m o n t S t a t e U n iv e r s it y

P a r t n e r O r g a n iz a t io n H a r r is o n C o u n t y S c h o o l s

C o n t a c t N a m e G r a n t S p e n c e r T it le S e c o n d a r y C u r r ic u lu m C o o r d in a t o r

M a ili n g A d d r e s s 4 0 8 E B S a u n d e r s Wa y

C it y C la r k s b u r g S t a t e WV Z i p 2 6 3 0 1

P h o n e 3 04 - 3 2 6 - 7 3 1 4 E - m a i l g d s p e n c e @ k 12 W V U S

D e s c r ib e t h e s p e c if ic a n d d e f i n it iv e r o le f o r t h is p a r t n e r in t h e M S P P r o g r a m Wh a t w il l

t h is p a r t n e r d o ? W h a t c o n t r ib u t i o n s w i ll t h i s p a r t n e r m a k e t o t h e p a r t n e r s h ip ? E a c h

p a r t n e r s h o u ld d e s c r ib e t h e i r r o le in t h e i r o w n w o r d s P r o v id e e v id e n c e t h a t t h e

p r o p o s e d a c t iv it i e s a r e in t e g r a l t o t h i s p a r t n e r'

s e d u c a t io n a l p la n

H a r r i s o n C o u n t y S c h o o l s w i l l s u p p o r t th e i r s c i e n c e t e a c h e r s , w i th a 5 - a d u l t G e n e r a l S c i e n c e c e r t i f i c a t i o n , i n t h e i r

p u r s u i t o f a n E a r t h a n d Sp a c e S c i e n c e A u t h o r i z a t i o n a n d t o b e c o m e h ig h ly q u a l i f i e d t e a c h e r s o f h ig h s c h o o l E a r t ha n d Sp a c e S c i e n c e H a r r i s o n C o u n ty

'

s S t r a t e g i c P l a n r e v o l v e s a r o u n d i n c r e a s i n g s t u d e n t a c h i e v e m e n t , a n d s t r o n g lyb e l i e v e s t h a t t h e p r o f e s s i o n a l d e v e l o p m e n t o f t e a c h e r s i s a k e y t o s t u d e n t s u c c e s s F o r t h o s e s c i e n c e t e a c h e r s t ha t

v o l u n t a r i l y p a r t i c ip a te i n t h e M SP P r o g r a m,H a r r i s o n C o u n t y S c h o o l s w i l l p r o v i d e r e im b u r s e m e n t f o r t r a v e l a n d t h e

s u c c e s s f u l,j i o m p le t i o n o f t he P RA X I S I I E x a m f o r E a r t h a n d S p a c e S c i e n c e

A u t h o

u ^ e r i n

P r in t N a m e o f A u t h o r iz e d A g e n t T it le D a t e

36

2 0 1 5 - 2 0 1 8 D i s t r i c t / R E S A / P a r t n e r

S t a t e m e n t o f A s s u r a n c e s

T h e p a r t n e r s h ip m e m b e r a s s u r e s a n d c e r t if ie s c o m p l ia n c e w it h t h e r e g u l a t io n s, p o l ic ie s a n d

r e q u i r e m e n t s a s t h e y r e la t e t o t h e a c c e p t a n c e a n d u s e o f f e d e r a l f u n d s f o r p r o g r a m s in c lu d e d in

t h is a p p li c a t i o n

T h e p a r t n e r s h ip m e m b e r a s s u r e s a n d c e r t if i e s c o m p l ia n c e w it h t h e C h il d r e n'

s I n t e r n e t P r o t e c t io n

A c t (C IP A ) r e g u la t i o n s, p o lic ie s a n d r e q u ir e m e n t s

T h e p a r t n e r s h i p m e m b e r a s s u r e s t h a t t im e l y a n d m e a n i n g f u l c o n s u lt a t io n w it h a p p r o p r i a t e p r iv a t e

s c h o o l o f f i c ia l s d u r in g t h e d e s ig n a n d d e v e lo p m e n t o f p r o g r a m s h a s o c c u r r e d a n d t h a t c o n t i n u e d

c o n s u lt a t io n t h r o u g h o u t t h e i m p le m e n t a t io n o f f u n d e d a c t i v it i e s w il l o c c u r

T h e p a r t n e r s h ip m e m b e r a g r e e s t o c a r r y o u t t h e p r o j e c t a s p r o p o s e d i n t h e a p p l ic a t io n

N o n e o f t h e m o n ie s r e c e i v e d t h r o u g h M a t h e m a t ic s a n d S c ie n c e P a r t n e r s h i p P r o g r a m (We s t

V ir g in i a T i t le MB M S P ) G r a n t s s h a ll b e u s e d t o r e p la c e f u n d s f o r e x i s t i n g p r o g r a m s t h a t a r e a

r e s p o n s i b i lit y o f t h e s c h o o l d is t r ic t W e s t V ir g in ia T it le MB M S P F u n d s m a y b e u s e d t o s u p p le m e n t

n o t s u p p la n t r e g u la r e d u c a t io n p r o g r a m s

A n n u a ll y ,t h e p a r t n e r s h ip m e m b e r s w ill c o o p e r a t e i n c o lle c t i n g d a t a a f in a l e v a lu a t io n r e p o r t t o

t h e We s t V i r g in ia D e p a r t m e n t o f E d u c a t io n I n a d d it io n , t h e p a r t n e r s h ip m e m b e r w i ll s u b m it d a t a

r e q u e s t e d b y U S D e p a r t m e n t o f E d u c a t i o n

A ll r e q u e s t e d in f o r m a t io n re la t e d t o g r a n t a c t iv it ie s w i ll b e p r o v id e d t o WV D E in a t i m e ly m a n n e r

o f A u t h o n z e d

.^L ^ / ^ ^ c^ 7 - / ^^

D a t e

P r i n t N a m e o f A u t h o r iz e d A g e n t f T it le D a t e

37

38

39

40