california mathematics and science partnerships (camsp ... · california mathematics and science...

CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction

California Mathematics and Science Partnerships (CaMSP) Cohort 13 Orientation

Science, Technology, Engineering, and

Mathematics (STEM) Office

Holiday Inn Capitol Plaza

February 2016

TOM TORLAKSON State Superintendent of Public Instruction

•  What are the most critical elements of your MSP program (state) or projects (locally)? Why?

•  How do your projects support building meaningful partnerships between IHEs and P-12 educators?

•  Any lessons learned about partnership building that you would want others to know about? Things not to repeat?

•  Can you talk about your projects and how they accomplish the goal of sustained, relevant PD from either the state or local perspectives?

•  If you had to share the biggest contributions of your MSP projects and/or lessons learned with the group, what would they be?

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Federal Learning Network Meeting continued

•  Can you talk about your projects and how they accomplish the goal of sustained, relevant PD from either the state or local perspectives?

•  If you had to share the biggest contributions of your MSP projects and/or lessons learned with the group, what would they be?

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Vision

•  LEA/IHE partnership researching, developing and providing professional development focused on the integration of STEM.

•  Science and/or mathematics must be the primary content discipline(s).

•  Engineering and/or technology to be

integrated as a secondary discipline.

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Purpose

Increase the body of research on professional development models that:

–  Impact teachers’ content knowledge, pedagogical content knowledge, and instructional strategies.

–  Improve student achievement in mathematics and science.

–  Result in change to all institutions involved in the project.

–  Train mathematics and science teachers to develop differentiated instructional strategies to prepare and encourage young women and other underrepresented individuals:

•  STEM courses of study •  STEM postsecondary degrees •  STEM careers

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Purpose continued

•  Build capacity within local LEAs to institutionalize effective mathematics, science, engineering, and/or technology professional development practices to (positively) impact student achievement.

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Project Limits and Requirements

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Maximum Number of Cycles

Up to three cycles pending performance and availability of federal funds.

Target In-service mathematics, science, engineering, and/or technology teachers committing to significantly integrating mathematics and/or science, kindergarten through grade eleven.

Retention Minimum 30 teacher participants. Partnerships must maintain a minimum of 30 teacher participants throughout the project. If at any time the number of teacher participants falls below 30, the project will be defunded.

Project Design Same for all participants.


Project Limits and Requirements continued

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Annual Minimum Hours

Each cycle must have at least 60 intensive hours and 24 classroom follow-up hours. Each cycle must end with classroom follow-up hours. All hours must be completed within each Performance Period (July 1 to June 30).

Orientation or Intro Day

May be scheduled for any date after the grant start date. However, these hours will not count toward intensive nor classroom follow-up hours.

Summer Institute or Intensive Start Date

Cycle 1 may begin prior to July 1. Cycles 2 and 3 must begin no earlier than July 1.

30 Hours of Summer Institute or Intensive

Must be completed by August 31 of each cycle. It is strongly encouraged that as many of the required intensive hours be completed as early in the cycle as possible.



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Cohort of Teacher Participants

It is expected that teacher participants are from schools with the greatest academic and instructional needs. Teachers who will be directly engaged in the project must agree to participate for the entire funding period. This commitment must be obtained prior to submission of the grant application and updated annually. Teacher commitment forms are not required to be submitted with the application to the CDE, but they must be kept on file at the Lead LEA. New teacher participants may not be added after August 31 of the first cycle. Teachers completing a minimum of 30 hours by August 31 of each cycle comprise the project’s Cohort of participants. All annual minimum hours (60/24) must be completed by June 30 of each cycle in order for a teacher participant to continue for the following cycle.



Make-up Hours

Any missed intensive or classroom follow-up hours must be made up and completed within 60 days of when the hours were offered.

Local Evaluation

All projects must allocate 5 percent of the Total (not the Subtotal) CaMSP grant amount requested in their budgets ($50,000 for a $1,000,000 grant) for the statewide evaluator’s oversight of and assistance with the local evaluation.

Recruitment Partnerships are encouraged to recruit 20 percent more than their target numbers of participating teachers at startup to account for possible attrition over the life of the grant.

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IHE Partner

•  A mathematics, science, engineering, and/or appropriate technology department of an IHE in California must be a partner.

•  Each discipline reflected in the work of the project must be represented by a STEM IHE faculty member.

•  Primary IHE must have a teacher education department in the STEM discipline(s) targeted

•  Strongly encouraged to include other faculty involved with mathematics, science, engineering, or technology education.

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Private Schools

•  Prior to submitting a grant request, each LEA in the partnership must engage in timely and meaningful consultation with representatives of private schools

•  Projects are strongly encouraged to have written documentation of all private school contacts. Projects must document their contact with each private school to include the private schools’ response regarding whether or not they wish to participate in the partnership/grant.

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Annual Minimum Hours

•  Intensive: 60 hours per participant each Cycle –  At least 30 of these Intensive hours must be completed by

August 31, 2016

•  Classroom follow-up and support: 24 hours per participant each Cycle

•  All annual minimum hours must be completed within each Performance Period

–  On or before June 30 of each Cycle

•  Make-up activities must be made up and completed within 60 days of when the hours were offered.

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Intensive vs. Follow-up Training

•  Intensive hours are intended to improve content knowledge and teaching skills

–  two or more hours of instruction or demonstration regarding content or pedagogical process required to fully implement a lesson

•  Classroom Follow-up hours are intended to infuse the knowledge and skills gained directly into the classroom to benefit students.

–  provide time to practice implementation –  must build on the intensive hours rather than introduce a new focus –  must be directly related to the focus of the intensive training and

have a clear link to it

•  All IHE partners and professional development content facilitators are strongly encouraged to actively participate in both the classroom follow-up and support as well as the intensive hours of the project.

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Key Features

•  Partnership Driven •  Teacher Quality •  Challenging Courses and Curricula •  Evidence-Based Design and Outcomes •  Institutional Change and Sustainability

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Partnership Responsibilities

•  All partner organizations share responsibility and accountability for the partnership.

•  All LEAs and schools, including private schools, are subject to the same rules, policies, and procedures.

•  All LEA partners must provide teacher participation/attendance data to the statewide evaluator.

•  Each partner organization is required to provide evidence of its commitment to undergo the coordinated institutional change necessary to build local capacity and sustain the partnership effort beyond the funding period.

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Lead LEA Responsibilities

•  Submitted the application. •  Accepts management and

fiduciary responsibility for the partnership.

•  Provides a full-time Project Director.

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Project Director/Co-Principal Investigator

•  A single full-time employee of the Lead LEA, whether funded full or in part by CaMSP.

•  CDE’s primary project contact. •  May not be assigned to other projects, duties,

or agencies at the expense of the CaMSP project.

•  May serve as a coach, facilitator, evaluator, or professional development provider to the CaMSP project.

•  Responsible for the day-to-day management, administration of the partnership.

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Principal Investigator

•  An individual with the authority to commit their institution who must: –  be a mathematics, science, engineering, or

technology faculty member from a partnership IHE –  serve on the Leadership Team

•  Role is dependent upon the needs of the partnership and its project design: –  typically the primary professional development

provider –  may help design the professional development

activities –  serve as a content facilitator, coach, or advisor.

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Leadership Team

•  Membership must include: –  Project Director/Co-PI from the Lead LEA

•  For the purposes of a CaMSP project, the Project Director is the only Co-PI allowed. However, the IHE may retain or designate this title for their purposes, as needed.

–  One PI from the IHE –  A representative from each partner institution.

•  Agendas and minutes from the Leadership Team meetings are to be sent to the CDE Project Monitor as part of the Year-to-Date Expenditure and Progress Reports (YTDs).

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Leadership Team continued

•  Leadership Team is responsible for the following: –  Holding quarterly meetings of the Leadership Team

with the Community Expansion Collaborative. –  Determining the professional development needed

by participating teachers, implementing a pilot program within their respective LEAs.

–  Assessing the progress of the project and its impact on teaching and learning in participating LEAs and provide recommendations for continuous improvement.

–  Expanding the program to other schools and districts by Year Three.

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Community Expansion Collaborative

•  Advisory and support for the Leadership Team. •  Goal is to extend the benefits of the project’s work to

involve a regional array of partners. •  Together the Leadership Team and the Community

Expansion Collaborative determine the STEM focus and the grade level(s) to be addressed in this project.

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Participation Limit •  High-need LEAs may be the Lead LEA for only one

CaMSP project at a time.

•  LEAs (districts, COEs, and schools) may be included in more than one application

•  Individual teachers may participate in only one partnership at a time.

•  For districts or schools involved in more than one partnership, a letter from the participating school is required and must: –  Be signed by the school’s principal. –  Acknowledge that teacher participants are involved in only

one project. –  Commit to maintaining teacher participants within their

existing grade level and discipline(s) to the extent possible.

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Partners

•  Districts, public or private schools, or IHE partners may not be added or deleted once the grant application has been submitted.

•  All LEAs providing teacher participants must be listed in the application.

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Teacher Participants

Teachers must: •  have their own class of students. •  be employed by one of the LEA partners listed

in the application. •  currently teach mathematics, science,

engineering, and/or technology and committed to significantly integrating mathematics and/or science.

•  be currently employed by the district in the targeted grades.

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Teacher Participants continued

Teacher participants may be concurrently involved in non-CaMSP funded professional development activities as long as the 60 hours of intensive and 24 hours of classroom follow-up required for the CaMSP grant are met and there are no scheduling conflicts. No transfer/substitution of logged hours from non-CaMSP professional development activities is allowed.

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Learning Networks

•  Funded partnerships must contribute to and participate in CaMSP Learning Network meetings and Federal Regional Mathematics and Science Partnership Conferences

•  Funding for the Project Director/Co-PI and two additional key project staff to attend an initial Orientation Meeting and up to two CaMSP Learning Network meetings per year was included in the grant application budget.

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Learning Networks continued

•  The CaMSP Project Director/Co-PI and an additional representative are required to attend a Federal MSP Regional Conference if offered in California.

•  The Project Director/Co-PI and an additional representative may travel to attend one Federal MSP Regional Conference per year outside of California if they are a presenter or if there is not a federal meeting scheduled for California. Travel outside the State of California shall not be reimbursed without the prior written authorization of the CDE Project Monitor.

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Project Evaluation

•  Public Works as the statewide evaluator: –  conducts the research activities and

reporting associated with the grant –  supports state (Year-To-Date) and federal

reporting requirements (Annual Performance Report)

–  determines if each grantee meets its identified outcomes by conducting:

•  site visitations; phone, internet, and in-person interviews; and through selected case studies.

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Project Evaluation continued

•  Public Works will: –  work with each partnership to collect and

analyze required local evaluation data including teacher content knowledge assessments and student outcome data.

–  support the evaluation of classroom implementation of effective mathematics, science, engineering, and/or technology education practices, incorporating methodologies appropriate for the project design which will be customized to understand the project’s impacts on mathematics and/or science.

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Project Evaluation

Public Works, as the local evaluator, provides progress reports to help expedite and implement changes as necessary.

–  These reports will be included along with the agendas and minutes from each meeting to the CDE Project Monitor as part of the Year-To-Date Reports Expenditure and Progress (YTDs).

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Application Sections

1.  Rationale: Need and Response 2.  Work Plan 3.  Communication and Dissemination 4.  Evaluation and Research 5.  Partnership Management Plan 6.  Budget

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Rationale: Need and Response

•  Describes the partnership’s need and planned response.

•  Included:

–  a local needs assessment as the basis of the rationale.

–  an explanation of the conceptual foundation and scientifically-based research on which the proposed project design and activities are built.

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Rationale: Need and Response continued

Included: •  A Sample Teacher Commitment Letter •  A Teacher Participant List containing:

a) Teacher’s name b) Content area (mathematics or science; secondary

engineering or technology if commitment to significant integration of mathematics or science)

c) Grade level(s) d) District e) School

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Work Plan

•  Provides a coherent set of strategic actions that illustrate how the project supports the mathematics or science curricula.

•  Three parts:

–  Narrative response to questions –  Project Design Diagram and –  Work Plan Summary Forms (E-1, E-2, and E-3).

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Work Plan continued

•  Project design is the same for all teacher participants.

•  Describes: –  IHE partner and professional development content

facilitators' participation in classroom follow-up and support, as well as the intensive hours of the project.

–  Evidence that mathematicians, scientists, and engineers from IHEs are playing substantial roles in the proposed activities (Form E).

–  Content products that will emerge from this project.

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Work Plan continued

•  Project encourages and supports the participation of its teachers in the pursuit of the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) –  Teachers working in grades K-6 –  Nominations close on April 1, 2016.

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Work Plan continued

Project will: •  contribute to ensuring that all students have access to,

are prepared for, and are encouraged to participate and succeed in challenging mathematics or science courses.

•  develop strategies to address the differentiated needs of special populations, including English language learners, Special Education, underrepresented youth, and young women.

•  develop strategies to encourage special populations, including English language learners, Special Education, underrepresented youth, and young women to pursue:

–  Secondary mathematics, science, engineering, and/or technology courses of study.

–  Mathematics and science careers (including engineering and technology) and/or postsecondary degrees in majors leading to such careers.

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Work Plan continued •  Form E provides measurable performance outcomes of

the project’s activities.

•  Clear link between the current research on teaching and learning and the proposed professional development activities.

•  Project links assessment to their design and outcomes –  Classroom, –  local, and –  state level assessments .

•  Project is designed to provide evidence-based outcomes that contribute to the learning and teaching knowledge base to inform our understanding of how students effectively learn mathematics, science, engineering, and/or technology.

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Project Design Diagram •  One page visual display of the 60 hours of intensive as

well as 24 hours of classroom follow-up

•  Professional development activities must end with classroom follow-up.

•  Applicants were asked to customize the template provided and include a detailed description of the professional development plan. –  Each box has enough detail to determine:

•  when the training is being held (month) •  what type of training (PLC, lesson study, coaching, or

other) is offered •  when it is being held (during school day, after school,

Saturday, or other).

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Communication and Dissemination

•  Communication with a wide variety of audiences about the project’s professional development activities.

•  Dissemination of information about the project’s activities, modules, and programs throughout the region and across the state. –  The CaMSP funding priority is the delivery of the

required 60/24 professional development hours each year.

–  Funding for dissemination is secondary and may be paid for using match/in-kind funding.


Communication and Dissemination continued

•  Year One: CaMSP Orientation Meeting, California Learning Network Meetings, and Federal Regional MSP Conferences.

•  Years Two and Three: up to three key

Leadership Team staff may request authorization from their CDE Project Monitor to present on the project at STEM-related conferences using CaMSP funds.

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Evaluation and Research Plan

•  Public Works: –  5 percent of total CaMSP grant amount –  Statewide Evaluator –  Local Evaluator

•  Project Director is responsible for working with the statewide evaluator and overseeing implementation of, and providing data reports on, the local assessment process.

•  Evaluation and Research Form C-3

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Partnership Management Plan

•  Encouraged staff be dedicated to one project at a time.

•  Advised not to use the same IHE individual to

facilitate content or instructional strategy training for more than one cohort or project.

•  Focused roles and responsibilities assigned to

district or county staff.

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Partnership Management Plan continued

•  Partnership’s governance structure with regard to decision-making, communication, and fiscal responsibilities •  The intent of the CaMSP program is to bring together LEA

and IHE partnerships to research effective professional development models that strengthen the teaching profession and result in higher student achievement. Toward that end, it is incumbent upon the partnership to reach consensus in the area of content for the benefit of the teachers and students served by the project.

•  Institutional change within (all) partner organizations •  Partner organizations plan to develop and implement

policies and practices necessary to ensure sustainability

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Partnership Management Plan continued

FORM F: •  the specific roles and responsibilities of each partner

institution and key individuals, including each member of the Leadership Team.

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Budget

•  Budget Summary (Form H)

•  Budget Narrative (Forms I-1 through I-3) –  Present detailed justification of all expenditures. –  If applicable, indicate any additional funding

sources and amounts contributed to the project.

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Budget continued

Allowable Use of Funds: •  In-service teachers as participants •  Deepen content knowledge and instructional

strategies for teachers in mathematics and science

•  Disperse stipends to teachers as they complete deliverables or a certain number of hours

•  A portion after summer intensive hours •  Another portion after Cycle 1 classroom

follow-up hours •  Recommend a sliding scale approach

•  Supplement vs. supplant


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Budget continued

May not be used to pay for: •  Student/classroom supplies and materials •  Activities such as field trips for K-12 students •  Administrators •  Pre-service teachers •  Meals – Food and Beverages •  Conference attendance in Year 1


Budget Reporting

•  Year-to-Date (YTD) Expenditure and Progress Report, Part 1 and Part 2 –  Project Director must maintain project’s

expenditures.

•  Budget Revision Request process –  line item shifts

•  Budget Proration Policy –  loss of teacher participants

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YTD Part 1 Form

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YTD Part 2 Form

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Fiscal Timeline Year-to-Date (YTD) Expenditure and Progress

Reports

YTD Reporting Period Due Date

1 1/1/16 - 8/31/16 9/30/16

2 1/1/16 - 2/28/17 3/31/17

3 1/1/16 - 6/30/17 7/31/17

4 1/1/16 - 9/30/17 10/15/17


Budget Revision Request Form

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Performance Cycle Funding

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General •  No provision for a no-cost extension.

•  If the number of teacher participants falls below 30, the project will be defunded.

•  Teacher participant incentive versus gift of

public funds •  IHE/Professional Development Providers

salary and expenses may not exceed $1,500 per day, per provider including travel.

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General continued

•  Matching funds may be from participating LEAs, COEs, IHEs, business and community partners, or other interested stakeholders.

•  Cash Management Improvement Act: required to report amounts of interest exceeding $100 for federal grant funds.

•  The indirect cost rate may not exceed 8 percent for any subcontracts or subgrantees.

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Project Administration

A.  Monitoring: 1.  Objectives: The LEA must meet its stated

objectives as indicated in its RFA as approved by the CDE. The CDE staff shall monitor evidence of progress in accordance with the funded application.

B.  Changes: 1.  All change requests must be made in writing via

e-mail, submitted to the STEM Office, and approved by the CDE Project Monitor prior to making any changes in the key staff, performance, or expenditures under this grant.

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Travel Project’s budget must include travel for a team representing segments of the project to attend:

–  An initial Orientation Meeting in the Sacramento area. –  CaMSP Learning Network conference each year:

•  This travel may be funded using the grant award or in-kind funding.

•  Travel outside the State of California shall not be reimbursed without the prior written authorization of the CDE Project Monitor.

Reimbursement claims for travel and related expenses incurred by the Grantee shall be governed by the travel policy and procedures adopted by the Grantee’s district governing board.

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Travel •  All travel and meeting costs associated with attending

Leadership Team or Community Expansion Collaborative meetings will be paid by the participating district(s) and may not be charged to the grant.

–  Unless the Leadership Team member resides or works more than 50+ miles one way from such meetings.

•  Travel and other expenses shall be limited to those necessary for the performance of this grant only.

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Chris Breazeale, 916-319-0600 or [email protected] Lisa Fassett, 916-323-4963 or [email protected] Emily Oliva, 916-319-1098 or [email protected] Fiscal Contact Laura Nelson, 916-319-0229 or [email protected] Education Administrator – Vacant

CaMSP Project Monitors

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