NSF/ED MSP State Coordinators’ Meeting Marriott Wardman Park Hotel Washington, D.C. October 19-20, 2005 The Appalachian Mathematics and Science Partnership’s (AMSP) Partnership Enhancement Program (PEP) for Local Empowerment between IHEs and School Districts Paul Eakin, Principal Investigator Richard Millman, Mathematics Outreach Professor Jeff Osborn, Science Outreach Professor John Yopp, Project Director

Outline of the Presentation An Overview of the Appalachian Mathematics and Science Partnership (AMSP)- Paul Eakin, Principal Investigator An Overview of the Appalachian Mathematics and Science Partnership (AMSP)- Paul Eakin, Principal Investigator The Partnership Enhancement Project (PEP): An AMSP Partnership Building Strategy- John Yopp, Project Director. The Partnership Enhancement Project (PEP): An AMSP Partnership Building Strategy- John Yopp, Project Director. The Essential Roles of the Outreach Professors – Jeff Osborn and Richard Millman The Essential Roles of the Outreach Professors – Jeff Osborn and Richard Millman Features of the PEP Program That Promote Effective and Sustainable Partnerships Between School Districts and IHEs. Features of the PEP Program That Promote Effective and Sustainable Partnerships Between School Districts and IHEs.

An Overview of the Appalachian Mathematics and Science Partnership (AMSP) Geographical and Programmatic Challenges to Mathematics and Science Reform in Central Appalachia Geographical and Programmatic Challenges to Mathematics and Science Reform in Central Appalachia Overarching Goals of AMSP Overarching Goals of AMSP AMSP’s 5 Benchmarks AMSP’s 5 Benchmarks AMSP’s Activities Within 4 Lines of Investment AMSP’s Activities Within 4 Lines of Investment Organization of the Project Partnerships Organization of the Project Partnerships The Regional Program Coordinators The Regional Program Coordinators

Overarching Goals To eliminate the “achievement gap” in K-12 science and mathematics education in the region To eliminate the “achievement gap” in K-12 science and mathematics education in the region To build an integrated K-16 education system that supports a diverse, high quality mathematics and science teacher workforce To build an integrated K-16 education system that supports a diverse, high quality mathematics and science teacher workforce

Benchmarks to Monitor Progress towards Goals 1. Increase in student achievement in science and mathematics in all partnership school districts. 2. Increase in the number of students enrolled in higher level science and mathematics courses. 3. Increase in the number of students from partnership school districts enrolling and successfully completing a science, mathematics or SMT teacher education program. 4. Increase in the number of in-service teachers successfully implementing standards-based and inquiry-oriented science and math program. 5. Increase in number of pre-service teachers who demonstrate an understanding of the standards-based concepts that they teach.

Lines of Investment Pre-Service Teacher Enhancement In-Service Teacher Enhancement School Improvement & Program Enhancement Research Course Development MathematicsGeometry Probability & Statistics Mathematics for Elementary Teachers Mathematics for HS Teachers Communicating Mathematics/ Technology Science Elementary Physical Science Elem. Earth/Space Science Elem. Biology Teacher Recruitment Teacher Induction Faculty Development UTA/Explorers Teacher Institutes Mathematics MS Geometry Probability & Statistics Communicating Mathematics Elementary Mathematics Mathematics for HS Teachers Science Elem. Physical Science Elem. Earth/Space Science Elem. Biology MS Physical Science MS Earth/Space HS Biology HS Chemistry Mentored Implementation Graduate Courses Distance Learning Courses Leadership Development Principal Development Counselor Development Leadership Interns Parent/CommunityEngagement/Support Baseline Improvement Sites K-12 Student Opportunities Regional Program Coordination Outreach Professors – Mathematics and Science Funded Projects Research on Leadership by Design Research on Leadership by Design Research on Policies Research on Policies Research on Student Performance Research on Student Performance Research on Effective Summer Institutes Research on Effective Summer Institutes Program Evaluation Studies Dissemination of Findings

The Partnership Enhancement Project (PEP): An AMSP Partnership Building Strategy Brief History Brief History The Elements of the PEP Program Grants The Elements of the PEP Program Grants The Diversity of Projects/the Diversity of Local Needs The Diversity of Projects/the Diversity of Local Needs Evolution of the PEP Program Following Continual Formative Evaluation Evolution of the PEP Program Following Continual Formative Evaluation Unique Characteristics of the PEP Program Unique Characteristics of the PEP Program A Model for Partnerships Between School Districts and IHEs A Model for Partnerships Between School Districts and IHEs

Partnership Enhancement Project (PEP) Grants Overarching Goal To create partnerships between AMSP school districts and partner IHEs that will effectively address the diverse K-12 needs for mathematics and science educational reform in the Central Appalachian Region.

Partnership Enhancement Project (PEP) Grants Design School district personnel (teachers and/or district administrators) will work with IHE faculty to identify district or school specific challenges to mathematics and science educational reform and propose partnership projects to effectively address them. School district personnel (teachers and/or district administrators) will work with IHE faculty to identify district or school specific challenges to mathematics and science educational reform and propose partnership projects to effectively address them.

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

Partnership Enhancement Project (PEP) Grants Design Regional Program Coordinators, Outreach Professors, Local PIs and Co-PIs will facilitate the identification of IHE faculty specific to the locally identified needs to partner with the applicants from the school districts. Regional Program Coordinators, Outreach Professors, Local PIs and Co-PIs will facilitate the identification of IHE faculty specific to the locally identified needs to partner with the applicants from the school districts. The PEPs must address at least one of the five AMSP benchmarks or project goals. The PEPs must address at least one of the five AMSP benchmarks or project goals.

PEP Proposal Guidelines  All proposals are reviewed by two external reviewers and internally by the appropriate AMSP Executive Committee members  Projects are monitored through quarterly reports  The Proposal Guidelines are given as a handout

Examples of the Diversity of PEP Projects Reflecting Diversity of AMSP District Needs (19 awarded to date) Project: Implementation of the Connected Mathematics curriculum, including professional development and mentoring of 30 regular and special education Middle School Teachers Partners: Mathematics Professor: Morehead State; Teacher leaders: Clark and Bath Co. Schools; CM developers: Michigan State. Clark and Bath County Districts

Examples of the Diversity of PEP Projects Reflecting Diversity of AMSP District Needs (19 awarded to date) Project: Sponsored professional development, in-class support, and mentoring for 100 preK-8 mathematics teachers for inquiry-based lesson approach Partners: Mathematics Education Professor: Eastern Kentucky University; Teacher leader: Estill County Schools Estill County, KY

Examples of the Diversity of PEP Projects Reflecting Diversity of AMSP District Needs (19 awarded to date) Project: Development & implementation of standards based assessment instruments for high school mathematics and science courses. Student achievement results used for curriculum reform and alignment of key concepts across the grades. Partners: Mathematics Outreach Professor; Science Assessment Personnel, KY Department of Education; Teacher leader: Jessamine Co. Schools; Jessamine County, KY

Examples of the Diversity of PEP Projects Reflecting Diversity of AMSP District Needs (19 awarded to date) Project: Initial implementation of the Teacher Cadet (TC) Program, including a new course created for 15 high schools to raise awareness and participation of “academically-able” students to consider careers in mathematics and science. Partners: AMSP Regional Coordinator for Virginia; Personnel from Southwest VA Public Ed Foundation; Dean of Education, UVa-Wise Southwest Virginia Educational Foundation

Examples of the Diversity of PEP Projects Reflecting Diversity of AMSP District Needs (19 awarded to date) Project: Teacher leaders will train pre- service and in-service teachers in lesson plan design that delineates desired learning content and corresponding assessment methods, using the Understanding by Design Professional Development Program. Elementary and Middle Schools Partners: Mathematics Education Professor: University of TN Knoxville Teacher leaders: Scott and Anderson Co. Schools; Oneida, Anderson, Scott Counties, TN

Evaluation of the PEP Program Following Continual Formative Evaluation Year 1 PEP Program - Had one funding level (up to $30,000) Year 1 PEP Program - Had one funding level (up to $30,000) Following input from district school leadership and Regional Program Coordinators, AMSP introduced a “Level B” funding for smaller pilot-type projects (up to $10,000) for the Year 2 PEP ProgramFollowing input from district school leadership and Regional Program Coordinators, AMSP introduced a “Level B” funding for smaller pilot-type projects (up to $10,000) for the Year 2 PEP Program

Evaluation of the PEP Program Following Continual Formative Evaluation Year 2 PEP Program – Had two funding levels with no possibility of continuation. Year 2 PEP Program – Had two funding levels with no possibility of continuation. Following evaluation by AMSP’s external evaluators (Inverness), the Regional Coordinators, Outreach Professors, and District Superintendents, an analysis showed that many AMSP districts had no capability for writing competitive PEP grant proposals. Evaluation also showed the need for continued funding for an additional year in some cases.Following evaluation by AMSP’s external evaluators (Inverness), the Regional Coordinators, Outreach Professors, and District Superintendents, an analysis showed that many AMSP districts had no capability for writing competitive PEP grant proposals. Evaluation also showed the need for continued funding for an additional year in some cases.

Evaluation of the PEP Program Following Continual Formative Evaluation AMSP adopted a “program-approach” to the PEP Project Activity. The program will include: Assistance by Outreach Professors, Sponsored Projects personnel, and Regional Program Coordinators for Proposal Preparation following initial proposal review. Planning grants (up to $5,000) will be given for this activity pending reviewer recommendation for merit of need and originality of design. Assistance by Outreach Professors, Sponsored Projects personnel, and Regional Program Coordinators for Proposal Preparation following initial proposal review. Planning grants (up to $5,000) will be given for this activity pending reviewer recommendation for merit of need and originality of design. Continuation of funding beyond one year will be provided following review of potential for additional impact and sustainability Continuation of funding beyond one year will be provided following review of potential for additional impact and sustainability **Some of the changes are contingent on NSF approval.

Characteristics of the PEP Program Addresses local school district – identified challenges to mathematics and science education reform. Addresses local school district – identified challenges to mathematics and science education reform. Partnership structure empowers district teachers and administrators by providing a voice and an essential role in addressing the identified local priority approach to the education reform challenge Partnership structure empowers district teachers and administrators by providing a voice and an essential role in addressing the identified local priority approach to the education reform challenge

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

Characteristics of the PEP Program Small grants or “micro-investment” approach provides funds that are regarded as “locally significant” in supporting activities that address focused, targeted reform goals Small grants or “micro-investment” approach provides funds that are regarded as “locally significant” in supporting activities that address focused, targeted reform goals Faculty partners from AMSP IHEs report greater appreciation for, and knowledge of, the challenges to mathematics and science education reform as a function of the PEP Program. Faculty partners from AMSP IHEs report greater appreciation for, and knowledge of, the challenges to mathematics and science education reform as a function of the PEP Program.

Characteristics of the PEP Program Use of tenured, full professors highly accomplished in the mathematics and science discipline with major time and responsibilities as Outreach Professors, is a more effective way of ensuring IHE participation as viable partners in the PEP Program. Use of tenured, full professors highly accomplished in the mathematics and science discipline with major time and responsibilities as Outreach Professors, is a more effective way of ensuring IHE participation as viable partners in the PEP Program. Use of Regional Program Coordinators and Outreach Professors is a necessary means of identifying other faculty partners, appropriate to the specific project needs for districts with little or no experience in working with IHEs. Use of Regional Program Coordinators and Outreach Professors is a necessary means of identifying other faculty partners, appropriate to the specific project needs for districts with little or no experience in working with IHEs.

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

The Essential Roles of the Outreach Professors in the PEP Model Richard Millman & Jeff Osborn Outreach Professors A Representative Example in the Science Education Partnership area A Representative Example in the Science Education Partnership area A Representative Example in the Mathematics Education Partnership area A Representative Example in the Mathematics Education Partnership area

Features of the PEP Program that Promote Effective & Sustainable Partnerships Between School Districts & IHEs Evidence-based design and formative evaluation allow continual improvement Evidence-based design and formative evaluation allow continual improvement Flexibility in design addresses differences in local needs for mathematics and science education reform Flexibility in design addresses differences in local needs for mathematics and science education reform

Features of the PEP Program that Promote Effective & Sustainable Partnerships Between School Districts & IHEs Dedicated, experienced Outreach Professors in content areas promote IHE-school district sustainable relationships Dedicated, experienced Outreach Professors in content areas promote IHE-school district sustainable relationships Local Empowerment of K-12 teachers is a key feature Local Empowerment of K-12 teachers is a key feature

Features of the PEP Program that Promote Effective & Sustainable Partnerships Between School Districts & IHEs Regional presence through Regional Program Coordinators and dedicated Outreach Professors ensure more effective identification of appropriate IHE faculty for specific needs Regional presence through Regional Program Coordinators and dedicated Outreach Professors ensure more effective identification of appropriate IHE faculty for specific needs Design may be used to assist school districts in proposals for State MSPs. Design may be used to assist school districts in proposals for State MSPs.