No Child Left Behind Act, 2001 Title II, Part B Mathematics and Science Partnership Grants.
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Transcript of No Child Left Behind Act, 2001 Title II, Part B Mathematics and Science Partnership Grants.
No Child Left Behind No Child Left Behind Act, 2001Act, 2001
Title II, Part B
Mathematics and Science
Partnership Grants
General Purpose
To improve academic achievement in mathematics and science by encouraging partnerships between State educational agencies, institutions of higher education, local educational agencies, and schools.
Specific Outcomes
Increased content knowledge, skills in mathematics for teachers, HQT
Increased student achievement in mathematics grades 3-8
Identification of successful PD and curriculum models
Partnerships must include
An institution of higher education engineering, mathematics, or science department, at 2 or 4 year institutions
A high-need local educational agency- district, school
Partnerships may include
Another higher education institution, department;
Additional LEAs, charter schools, public or private schools, or a consortium of schools;
A business; or An organization of demonstrated effectiveness in
improving the quality of math/science teachers.
In Michigan….
The Mathematics and Science Centers involvement will receive priority in the selection.
This does not replace the involvement of a higher education mathematics department.
Michigan Priorities
Teachers of mathematics, grades 3-8 Schools in need of improvement, missed
AYP school-wide, or Ed YES, D or F grade due to low achievement in mathematics
Teachers that are not highly qualified Content is aligned to the MCF
Michigan Priorities, cont.
Partner with a Mathematics and Science Center
Alignment to the Michigan Professional Development standards
School not currently involved in competing school reform initiative, show how this connects to current reform efforts
Targeted Activities
Opportunities for enhanced and on-going professional development to improve mathematics subject matter knowledge
Establishing summer workshops and institutes with follow-up training, or the same time equivalency
Application Requirements
Cover page, assurances, partner sign-off Abstract Program Narrative
– Demonstration of Need– Research or Evidence Base– Plan of Work– Management Capability– Sustainability
Application Requirements, cont.
Evaluation plan– Address needs based goals– Increase number of teachers of mathematics in
content-based knowledge– Increase student achievement– Research design
Application Requirements, cont.
Budget– Budget through 8/31/03– Independent evaluator– Funds to participate in state technical
assistance meetings– Match from participating districts– Limitations
Application Submission
Must be postmarked by November 25, 2003
Include the original and 4 copies Verification of Receipt form (optional) MDE may negotiate program and budget
issues Notify of selection in January
In-depth Information
Professional Development Standards Research-based design Successful mathematics resources State and federal evaluation design On-going technical assistance Scoring rubric
Professional Development
State Board of Education’s Updated Vision of
Professional Development
August 28, 2003
It is the vision of the Michigan Department of Education that quality professional development results in the improvement of student learning.
Quality professional development is characterized by meaningful, collegial dialogue that:
Explores current content knowledge, inquiry learning processes, and student thinking.
Contributes to a school culture that promotes learning at high levels for both students and
educators.
State Board of Education August 28, 2003
National Staff National Staff DevelopmentDevelopment
CouncilCouncil Standards (2001) Standards (2001)
www.nsdc.org
http://www.michigan.gov/mde
Click on EducatorsClick on Professional PreparationClick on Professional Development Under “Standards”(or email [email protected])
Criteria for Selection of Professional Development
content-based; practice-based; research or evidence-based; and grounded in pedagogical content.
Research-based design
Attribution of effects to program processes
Experimental and Quasi-Experimental Design
Randomized Field Trials
Internal and External Validity
Experimental and Quasi-Experimental Design Campbell & Stanley, 1991
State and federal evaluation design
Program evaluation standards – Utility– Feasibility – Propriety– Accuracy
The Program Evaluation Standards 2nd Ed. ISBN: 0-8039-5732-7
Successful mathematics resources
Dana Center, Austin, Texas http://www.utdanacenter.org/mathematics/index.html
Vermont Mathematics Partnership http://www.emba.uvm.edu/~gross/
Hung-His Wu, U of CA, Berkley [email protected]
Scoring Rubric Grants will awarded through a competitive
process An expert panel will review proposals using the
rubric The rubric has 8 parts for 200 total points Points vary among the parts, reflecting relative
emphasis Priority for Math - Science Centers involvement
is included in the rubric
Frequently Asked Questions
Can we work with our local mathematics education faculty? – Yes, but you must also include mathematics faculty
from the Arts and Sciences/Mathematics Department.
Who can serve as the fiscal agent for the grant? – Any one of the partners, they must be able to show
capacity to manage the finances and work promised.
Frequently Asked Questions
Clarify the priority for school selection.– One - Schools that are in need of improvement
(NCLB definition) and did not make AYP in mathematics for 2 years
– Two – Schools that did not make AYP school –wide, because of mathematics (not just for sub-groups)
– Three – Schools that received a D or F in Ed YES! and did not do well in mathematics
– Have a high number of teachers not –highly qualified
Frequently Asked Questions
What data do we use to make the school eligibility determination?– Use the MEAP data the LEAs/ISDs have
recently received for 2002-03 and previous years.
– The preliminary School Report card data will be available to schools/ISDs next week
Frequently Asked Questions
How important is the research design aspect of this grant?– It is extremely important. Data must be
gathered related to pre-and post- intervention for both teachers and students.
– The information learned from these grants will have impact on future PD for mathematics teachers in this state.
Frequently Asked Questions
What mathematics benchmarks will be used to guide the content focus?– Use the areas of need determined by local
assessment data
What is the status of the grade level benchmarks in mathematics?– They will be sent to the SBE for approval in
November
Frequently Asked Questions
What are the parameters on administrative costs?– Indirect costs are 8% for IHEs; restricted
indirect for LEAs/ISDs– Administrative costs must be reasonable and
directly linked to the grant activities and costs
Frequently Asked Questions
Are there restrictions on allowable costs for teacher stipends, consultant fees? – There is no federally imposed limit. However
the test of “reasonable and necessary” will be used as a guide for readers. A general guide is up to $200/day for participant stipends, up to $800/day for consultant fees, no purchase of classroom materials or unexpendable supplies.
Frequently Asked Questions
How much of a match is required?– There is no set amount, however, the readers
will look for a financial commitment of the partners, in particular the high needs schools
How do you enter clerical object codes?– Be sure they are justified and linked to the
grant activities. Enter under, Other expenses- miscellaneous
Frequently Asked Questions
Can a consortium be developed to deliver services?– Yes, as long as the intent of the grant is met
Can a partner work with teachers from both high needs and non-high needs schools?– The applicant will have a make a case of the
need and it will be up to the readers to make a recommendation for acceptance.
Frequently Asked Questions
Can the hours of professional development from this effort count to help a teacher become highly qualified related under NCLB.– Yes, the Michigan HOUSE guidelines say
teachers can become highly qualified with 90 hours of PD in the content of the teaching assignment.
Frequently Asked Questions
Can tuition be paid for teachers from grant funds?– NO, direct tuition cannot be paid; however,
teachers may receive a stipend to participate, which they can use for any number of purposes, including tuition if taking the course for credit. Matches are encouraged from the partners, this is an area where a tuition waiver can be included as a match.
Thanks for your Interest
Contact any of the team for additional assistance
Nancy Mincemoyer is the lead contact, [email protected] or (517) 373-4990