1. California Mathematics and Science Partnership (CaMSP) Grant A Science, Technology, Engineering and Mathematics (STEM) Initiative RFA/Cohort 8 Webinar Wednesday, July 28, 2010
Welcome to the Cohort 8 RFA Webinar on the California Mathematics and Science Partnership program, referred to as CaMSP.
CaMSP funds are federal categorical startup dollars and intended for short term projects of between 4 and 5 years. The projects are first and foremost research on professional development models.
The intent of CaMSP is to have the positive components of these projects to be institutionalized and sustained by the local educational agencies and institutes of higher education by the end of the project.

2. Table of Contents Statewide Program Goal Program Overview Eligibility
Key Features of CaMSP Projects
Structure of Grant Application
Fiscal Considerations
Contacts and Resources
We will elaborate on the topics listed above as we move through our presentation. 2

3. Statewide Program Goal
To build capacity within local educational agencies (LEAs) to institutionalize effective mathematics and science professional development practices in order to increase student achievement in Mathematics (grades 3 through Algebra1) and Science (grades 3 through 8).
Teacher participants in these grants will translate their experiences, enhanced content knowledge, and newly acquired instructional teaching skills into their classroom practice. As a result, teacher participants will be able to stimulate student interest and achievement in mathematics or science that may motivate students to pursue careers in science, technology, engineering, or mathematics (STEM). For our purposes
STEM education refers to a sequence of courses or courses that: 1. prepare students for occupations and careers that require different and more technically sophisticated skills and 2. require the application of mathematics and science skills and concepts.
STEM education in the elementary grades provides the foundational courses in mathematics and science and the use of technology that leads to success in challenging and applied courses in secondary grades. It is in the elementary grades that awareness of STEM careers and occupations begins.
STEM education in the secondary grades provides rigorous and challenging courses in the application of mathematics, science, and technology. In the middle grades awareness of STEM careers and occupations continues and career exploration begins. High schools should be offering courses and pathways for exploration and preparation in STEM careers and occupations.
STEM education at the postsecondary level is the preparation, licensing, and certification for introductory to professional level jobs in STEM and STEM related occupations.
The CaMSP program seeks to improve student academic achievement in mathematics and science by targeting mathematics (grade three through Algebra I) and science (grades three through eight). As overall student academic achievement rises, CaMSP projects are expected to reduce achievement gaps in the mathematics or science performance of diverse student populations.
Successful CaMSP projects will serve as models that may be replicated in educational practice to improve the mathematics or science achievement of California’s students. 3

4. Program Overview
The CaMSP Program is focused on the research of long-term, in-depth professional development for teachers that:
Evaluates and researches the effectiveness of the professional development model used.
Is provided to a cohort of teachers over multiple years.
Increases the achievement of students in mathematics and science.
Adds to the knowledge base.
Results in change to policy and practices of all partners.
What is the CaMSP program?
The CaMSP Program is scientifically- based professional development program for teachers designed to:
Evaluate and research the effectiveness of the particular professional development model in which a given cohort of teachers participate.
Provide long-term professional development activities to a cohort of teachers over multiple years—three years is the goal.
In California, the program is for teachers grades 3-8 for science, and grades 3-Algebra I for mathematics.
An important piece related to the research aspect of the program is that all partnerships are expected to add to the knowledge base around effective professional development as they share results and processes through the Statewide CaMSP Learning Network Meeting, the Federal Regional MSP Learning Network Meeting, and meetings sponsored by CaMSP projects. 4

5. Eligibility Partnerships applying for a CaMSP grant must include:
A High-need LEA who submits the grant as the Lead LEA
“Lead LEA” is a school district, county office of education (COE), or direct-funded charter school on the eligibility list that may submit an application.
When a COE applies as the Lead LEA, at least 10 percent of teacher participants must be from schools administered by the COE (include court and community schools, juvenile hall, community day, etc.).
Only existing directly funded charter schools may apply as a Lead LEA for the CaMSP grant. Schools must have at least one year of student baseline data and meet all eligibility criteria.
The application is submitted by a high-need LEA identified as the Lead LEA
The term “high-need LEA” refers to an LEA that serves a student population where at least 40 percent of the students qualify for the National School Lunch Program. Only the Lead LEA must be a high-need LEA.
Only existing directly funded charter schools may apply as a Lead LEA for the CaMSP grant. Schools must have at least one year of student baseline data and, as with any LEA, meet all eligibility criteria including the 40 percent free and reduced meals 5 5

6. Eligibility continued
A targeted number of classroom teachers committed to participate throughout the entire life of the grant.
An engineering, mathematics, or science department of an IHE in California, this includes a Community College in California.
Partnerships are strongly encouraged to include other faculty who are involved with mathematics or science education and evaluation.
Prior to submitting a grant request, each LEA in the partnership must engage in timely and meaningful consultation with representatives of private schools.
The Lead LEA’s audit file should contain teacher commitment forms for the treatment teachers as well as for the matched control group teachers. The signed forms will be reviewed by the CDE Project Monitor during a CDE site visit.
Private Schools - In accordance with NCLB Section 2201, nonprofit private schools may be members (partners) of these partnerships. The CaMSP program is governed by the Uniform Provisions and requires the equitable participation of teachers who teach in nonprofit private schools located in districts where grants are awarded
Signed letters/documentation of contact with local private schools should not be included in the grant application. Using Form D, the project certifies that, "Each partner LEA has contacted all private schools within its boundaries to determine if any private schools want their teachers to participate in the CaMSP program and evidence of this contact is on file at each LEA partner."
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. This documentation must be on file before submitting a grant application to the CDE, but is not required to be included with the grant application. 6 6

7. Innovation vs. Replication
1. A study of the effectiveness of a new professional development model (PDM). All of the following must be new:
Lead LEA
Teachers
Institutions of higher education (IHE)
Professional development providers
Project Design
1. A study of the effectiveness of a PDM by targeting a cadre of new teachers within district or school partners.
2. Replication projects must identify the CaMSP PDM being replicated e.g., Centralia ESD’s professional learning communities PDM. A description of previous cohorts and contact information is available at the Public Works, Inc. CaMSP Web site at (Outside Source).
Innovation:
Only Lead local educational agencies (LEAs) that have never received CaMSP funding are eligible for this option. For projects to be funded under this option, all of the following must be new:
Lead LEA
Teachers (Refer to Table 1: Limits and Requirements for Innovation and Replication Projects)
Institutions of higher education (IHE) (new to partnering with the Lead LEA)
Professional development providers (new to partnering with the Lead LEA)
Project Design (new to the LEAs involved in the project)
Replication:
May replicate CaMSP projects with at least one cycle of proven effectiveness – e.g. teacher and student impact data

8. Innovation vs. Replication (continued)
2. Applicants research the specific conditions required for the PDM to produce a net positive impact on teachers and their students. The focus is on outcomes in the original setting.
3. Applicants research the specific conditions required for the PDM to be effective or embark on a replication trial to determine if a CaMSP PDM shown to produce a net positive impact in one setting will produce a similar net positive impact under different conditions (e.g., with a different population of teachers or students). The focus is on outcomes in both the original setting and the replication setting.

9. Innovation vs. Replication (continued)
3. $1,000,000 funding maximum per cycle
4. Up to 5 cycles of funding pending performance
5. In-service Teachers Science Grades 3 – 8 or Math Grades 3 – Algebra I (includes high school teachers)
4. $1,000,000 funding maximum per cycle
5. Up to 4 cycles of funding pending performance
6. In-service Teachers Science Grades 3 – 8 or Math Grades 3 – Algebra I (includes high school teachers)

10. Innovation vs. Replication (continued)
6. Teachers who have participated in less than 20 total hours of any CaMSP intensive or classroom follow-up activities may participate.  
7. Teachers who have participated in more than 20 total hours of any CaMSP intensive or classroom follow-up activities may participate in another CaMSP as long as the project is in the other subject area.
Example, a teacher who previously participated in more than 20 hours of a mathematics project may participate in a science project.
7. Teachers who have never received any CaMSP training (mathematics or science)
8. Teachers who previously participated in less than 20 total hours of any CaMSP intensive and classroom follow-up hours.

11. Innovation and Replication
Regardless of which research option
Retention minimum 30 teacher participants throughout the project or the project will be defunded.
Project Design same for all participants
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 not count toward intensive nor classroom follow-up hours.
Summer Institute or Intensive start date must begin no earlier than July 1 for each cycle.
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.

12. Innovation and Replication (continued)
30 hours of Summer 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.
Teacher Participants:
Are expected to be recruited from schools with the greatest academic and instructional needs.
Must agree to participate for the entire funding period.
This commitment must be obtained prior to submission of the grant application and updated annually as part of the CDE Annual Report.
Teacher commitment forms are not required to be submitted to the CDE, they must be kept on file at the LEAs.

13. Innovation and Replication continued
New teacher participants may not be added after August 31 of the first cycle.
Must complete a minimum of 30 hours by August 31 of each cycle to remain in the project’s Cohort of participants.
Must complete all annual minimum hours (60/24) by June 30 of each cycle in order for a teacher participant to continue for the following cycle.
At least 8 percent of the grant award must be used to pay for local evaluation.
In-kind funding may be used to supplement CaMSP evaluation efforts.

14. Innovation and Replication (continued)
The Lead LEA must employ 10 percent or more of the teacher participants in the treatment group. Teachers in the treatment group must be from the LEA(s) identified in the application. An LEA may not be added after the application is approved.
Partnerships are encouraged to recruit 20 percent more than their target numbers of treatment and control teachers at startup to account for possible attrition over the life of the grant.

15. FUNDING SCALE: 30 – 49 Teacher participants = $450,000 per cycle
Retention minimum 30 teacher participants throughout the project or the project will be defunded.
Significant funding drop ($150,000 to $200,000) between 50 and 49, 70 and 69, 90 and 89.

16. Lead LEA
An LEA may be the Lead LEA for one mathematics and one science CaMSP project only.
For example, a Lead LEA currently funded for a CaMSP science grant may apply as a Lead LEA for a CaMSP mathematics grant and vice versa. 
A partnership may focus on mathematics or science, but not both.
The Lead LEA must meet all eligibility criteria including the 40 percent free and reduced meals.

17. Calendar of Key Dates Application Due Date
September 15, 2010, 1:00 p.m.
Grant Reading
October 18-19, 2010
Notification of Intent to Award
December 1, 2010
Grant Award start date
January 1, 2011

18. 5 Key Features - 4 Application Sections
Each grant application section addresses multiple key features
APPLICATION SECTION
KEY FEATURES
1. Rationale: Need and Response
Partnership Driven
Teacher Quality
Challenging Courses & Curricula
Evidence-Based Design & Outcomes
2. Work Plan
3. Evaluation and Research
Institutional Change & Sustainability
4. Partnership Management

19. Key Features of CaMSP Projects
Partnership-Driven
Teacher Quality
Challenging Courses and Curricula
Evidence-based Design and Outcomes
Institutional Change and Sustainability
The five features are key to the success of a CaMSP project: 19

20. Key Feature 1: Partnership-Driven
The Lead Partner
Accepts management and fiduciary responsibility for the Project
Provides a single, full-time Project Director responsible for the day-to-day activities of the project and serves as the primary contact with CDE
may not be assigned to other projects, duties, or agencies at the expense of the CaMSP project, e.g., a full-time college instructor or LEA administrator.
may not serve as a coach, facilitator, evaluator, or professional development provider
While the lead LEA serves as the fiscal agent for the project, all partner organizations share responsibility and accountability for the CaMSP program.
As part of the grant application process, each partner organization provides evidence of its commitment to undergo the coordinated institutional change necessary to sustain the partnership effort beyond the funding period.
A single full-time Project Director is an employee of the Lead LEA and may not be assigned to other projects, duties, or agencies at the expense of the CaMSP project, e.g., a full-time college instructor or LEA administrator. The Project Director is a full-time position, whether funded full or in part by CaMSP. The Project Director cannot serve as a coach, facilitator, evaluator, or professional development provider to the CaMSP project. A percentage of the Project Director’s salary may be paid for using in-kind funding. An individual may be listed as the Project Director on two separate grant applications if one is being used as a place holder for the application process. Each project would be required to have its own full-time Project Director if both grants were awarded funding.
The Project Director is responsible for the day-to-day management, administration of the partnership, and is the CDE’s primary project contact. It is recommended that the Project Director be involved in the writing of the grant application.
Management and administrative duties may include but are not limited to:
·communications; complete and submit quarterly, state, and federal final reports;
 ensure timely completion and maintenance of data entry for statewide evaluator;
 coordinate and facilitate partnership activities and events; serve on Leadership Team; coordinate Leadership Team Meetings; observe partnership’s professional development offerings; and assist in scheduling observation days and setting up summer/intensive professional development. 20

21. Key Feature 1: Partnership-Driven (continued)
Leadership Team Responsibilities
Meets at least quarterly to oversee the development, implementation, administration, and evaluation of the CaMSP project
Includes the Project Director and those individuals identified in the application as Principal Investigator and Co-Principal Investigator
The local evaluator shall attend meetings to provide project updates and progress reports
A representative from each partner district, IHE, private school, or other partner organization (such as a Museum/Science Center) is included in the Leadership Team and must attend its meetings. The local evaluator, although neither a partner nor a member of the leadership team, plays a crucial role in the partnership and must attend the leadership team meetings to provide updates and progress reports.
These progress reports are required as part of the Year-to-Date Reports
Principal Investigator (PI)/Co-Principal Investigator (Co-PI)
The PI/Co-PI role is dependent upon the needs of the partnership and its project design. They may help design the professional development activities, serve as a content facilitator, coach, or advisor. An individual with the authority to commit their institution must be named either PI or Co-PI of the grant and must serve on the Leadership Team. The PI must be a mathematics, science, or engineering faculty member from a partnership IHE. The Co-PI must be from the Lead LEA.
Leadership Team
A Leadership Team must be convened at least quarterly to oversee the development, implementation, administration, and evaluation of the CaMSP. 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). 21

22. Key Feature 2: Teacher Quality
The CaMSP Project Participants
Have their own classroom of students.
Commit to the program throughout the entire life of the grant funding.
Participate in only one CaMSP project at a time.
Professional development activities are provided for in-service teachers only.
Teacher Participants
The key to determining which teachers may participate is whether or not the teachers have their own class of students. Participating teachers must be from LEA partners that are listed in the application. Portions of the local evaluation, the statewide evaluation, and the federal report are dedicated to student achievement. In order to show a correlation between a teacher participant and his/her students’ achievement, each teacher must have a class of students. For this reason, administrators, principals, coaches, subject matter specialists, teachers on special assignment, and student/pre-service teachers are not considered teacher participants.
The focus and intent of the funding is to provide professional development for teachers who are currently teaching in the classroom. Only in-service teachers currently employed by the district in the targeted grade span and subject matter count toward the partnership's target number of treatment teachers.
Partnerships focusing on mathematics cover some or all of the grade levels and courses from three through Algebra 1; those focusing on science cover some or all of grades three through eight. High school Algebra I teachers are eligible as teacher participants as long as they teach at least one period of Algebra 1 (or pre-Algebra or Algebra Readiness) throughout the duration of the project. Teachers participating in a partnership must teach within these grade spans or courses.
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. 22

23. Key Feature 3: Challenging Courses and Curricula
Students have access to, are prepared for, and participate in challenging mathematics and science courses.
Courses and curricula incorporate various approaches that reflects a balance of computational and procedural basic skills, conceptual understanding, and problem solving.
Courses and curricula are aligned with state content standards, resulting in a greater number of students participating and succeeding in advanced courses. 23

24. For CaMSP
Challenging courses and curricula applies to the classroom student, whether the student is in grade eight or at the postgraduate level.
Teachers need content knowledge, pedagogical content knowledge, and instructional strategies.
Partners need to ensure that challenging course content becomes embedded in the teachers’ classrooms.
It is the position of the CaMSP program that challenging courses and curricula applies to the classroom student, whether the student is in grade eight or at the postgraduate level.
Teachers need content knowledge, pedagogical content knowledge, and instructional strategies, in other words, the IHEs need to look at the courses and curricula they are providing to teachers.
Other CaMSP partners need to ensure that challenging course content becomes embedded in the teachers’ classrooms.
Although NCLB indentifies the purpose for MSP and the CaMSP applications provide broad definitions for challenging courses and curricula, there are no specific guidelines about the characteristics of challenging courses and curricula 24

25. Key Feature 4: Evidence-based Design and Outcomes
The CaMSP Project
Uses current research and is designed to deliver ongoing professional development
Provides one project design for all teacher participants
4. Evidence-based Design and Outcomes
Informed by current research (not older than 10 years) and designed to deliver ongoing professional development, both intensive professional learning activities and classroom follow-up, to a cohort of teachers for a sustained period of time.
The project provides one program/project design for all teacher participants.
Programs also link assessment (classroom, local, and state) and accountability measures to their design and outcomes.
Each teacher participant must complete a minimum of 60 hours of intensive training AND 24 hours of classroom follow-up. The planning and delivery of the professional learning opportunities is based on a local needs-assessment and must include the participation of classroom teachers.
Districts with schools under state or federal sanctions may include 40 hours of a state mandated mathematics professional development program to partially satisfy the required 60 hours of intensive.
Participants are strongly encouraged to complete the required intensive hours as early in the grant year as possible.
Intensive and classroom follow-up activities are necessary, interdependent components of a CaMSP program design. While the content of each component is similar, it is the relationship between the intensive and the classroom follow-up that determines which is which.
Intensive, targeted learning is delivered to participants in a concentrated timeframe and followed up with classroom implementation.
Classroom follow-up must be directly related to the focus of the intensive training. It is important to structure the classroom follow-up activities so that there is a clear link to the implementation of the knowledge and skills gained through the intensive phase of the program.
Classroom follow-up activities must build on the intensive phase rather than introduce a new focus.
All facilitators (typically IHE faculty) of the professional learning activities are strongly encouraged to participate in both the classroom follow-up as well as the intensive phase of the program. 25

26. Key Feature 4: Evidence-based Design and Outcomes (continued)
Professional learning opportunities must address all requirements:
improve teachers’ subject matter knowledge.
directly relate to the curriculum and academic areas they teach.
enhance the ability of the teacher to understand and use the academic content standards.
provide instruction and practice in the effective use of content-specific pedagogical strategies.
provide instruction in the use of data and assessments to inform classroom practice.
Five requirements:
improve teachers’ subject matter knowledge.
directly relate to the curriculum and academic areas they teach.
enhance the ability of the teacher to understand and use the academic content standards.
provide instruction and practice in the effective use of content-specific pedagogical strategies.
provide instruction in the use of data and assessments to inform classroom practice.
Project design should increasingly emphasize instruction in the use of data and assessment to inform classroom practice (research and evaluation aspect of the program. 26

27. Key Feature 4: Evidence-based Design and Outcomes (continued)
Annual Performance Report (APR)
New Federal information:
ONLY summer offerings of at least 2 weeks may be considered a summer institute according to Federal reporting guidelines.
Offerings of less than 2 weeks are identified as Activities other than Summer Institutes only or Summer Institutes with follow up activities.

28. Key Feature 4: Evidence-base Design and Outcomes (continued)
Local Evaluator Criteria
Project must include a local evaluator
Project must allocate at least 8 percent of the total budget to support local evaluation activities
The evaluator may be internal or external and must attend leadership team meetings
Expertise in program evaluation is an essential characteristic
Every project is required to have a local evaluator who has the expertise to design and implement an effective evaluation strategy. The evaluator may be internal to the project, that is an evaluation professional who works for one of the partners as long as they are not directly involved in the design and/or delivery of the Professional development model (PDM) OR
the evaluator may be an independent external evaluator hired because of their outstanding qualifications in evaluation design and implementation.
In either case, the evaluator must attend leadership team meetings and provide the team with regular updates on implementation. These updates should be included in the quarterly progress reports due to the CDE.
The essential criteria for the selection of a project evaluator is their expertise in evaluation design, implementation and reporting. 28
Return to Table of Contents

29. Key Feature 5: Institutional Change and Sustainability
All project partners:
Leverage resources and design and implement new policies and practices leading to institutional change at all levels.
Provide supportive environments that support an evidence-based approach.
IHE partners engage mathematics, science, or engineering faculty in activities that strengthen their teaching practices and their roles in mathematics and science education, including teacher preparation and teacher professional development.
CaMSP funds are short-term, restricted use funds. All project partners should be planning for sustaining the effective elements of the project for when the funding ends. Applying for additional short-term funding is not effective planning.
5. Institutional Change and Sustainability
To ensure program sustainability, partner organizations:
Leverage resources and design and implement new policies and practices leading to well-documented, inclusive, and coordinated institutional change at both the IHE and the LEA level
Commit to providing supportive environments for teachers, guidance counselors, and administrators that support an evidence-based approach and that recognize and reward exemplary contributions, to mathematics and science learning and teaching
IHE partners engage mathematics, science, or engineering faculty in activities that strengthen their teaching practices and their roles in mathematics and science education, including teacher preparation and teacher professional development. 29

30. Structure of Grant Application
Four application sections
Rationale – Need and Response
Work Plan
Evaluation and Research
Partnership Management
Each section contains guiding questions
Supporting documentation is required for some sections
Budget

31. Rationale – Need and Response
This section must clearly describe the partnership’s need and planned response.
A local needs assessment must provide the basis of the rationale. Include an explanation of the conceptual foundation and scientifically- based research on which the proposed project design and activities are built.
It is expected that students and teachers in partnership schools with the greatest academic and instructional needs will be the primary participants in the CaMSP.

32. Work Plan
The statement of work for the proposed project and provides a coherent set of strategic actions that illustrate how the project supports mathematics or science curricula.
It is broken down into three parts:
a Narrative response to questions
Project Design Diagram and
Work Plan Summary Forms

33. Intensive vs. Classroom Follow-up
Intensive, targeted learning is:
Delivered to participants in a concentrated timeframe and followed up with classroom practice and implementation.
Intended to improve the content knowledge and teaching skills of teachers
Intensive as well as classroom follow-up and support activities are necessary, interdependent components of a CaMSP project design. While the content of each component is similar, it is the relationship between the professional development activities that determines which is which. Intensive, targeted learning is delivered to participants in a concentrated timeframe and followed up with classroom practice and implementation. Intensive training is intended to improve the content knowledge and teaching skills of teachers while classroom follow-up and support is intended to infuse the knowledge and skills gained directly into the classroom to benefit students.
The intent of the “intensive” label is any protracted (two or more hours) instruction or demonstration regarding content or pedagogical process required to fully implement a lesson.
Teachers apply their newly acquired pedagogical content knowledge and pedagogical strategies to the classroom through classroom follow-up and support.

34. Intensive vs. Classroom Follow-up (continued)
Classroom follow-up and support is:
Intended to infuse the knowledge and skills gained directly into the classroom to benefit students.
Where/how teachers apply their newly acquired pedagogical content knowledge and pedagogical strategies to the classroom.
Directly related to the focus of the intensive training.
Linked to preceding intensive hours rather than introducing a new focus.
Classroom follow-up and support must be directly related to the focus of the intensive training. It is important to structure the classroom follow-up and support activities so that there is a clear link to the implementation of the knowledge and skills gained through the intensive hours of the project. Classroom follow-up and support activities must build on the intensive hours rather than introduce a new focus.
If the activity is actual lesson follow-up – be it debriefing, analysis of student performance, coaching notes on a lesson implemented – then the activity is classified as classroom follow-up.
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.

35. Evaluation and Research
The Local Evaluation must include:
A matched control/comparison group of teachers
Pre-Post-Post test of treatment teachers each cycle
Pre-Post test of control teachers each cycle
A plan to document and report changes in student achievement and teacher content knowledge
Evidence of teachers’ implementation of newly acquired pedagogical content knowledge and instructional strategies
A matched control/comparison group of teachers would consist of teachers possessing the same characteristics as the teacher participants; including gender, ethnicity, years of teaching experience, teacher certification, grade level taught in base year, etc.
Local Evaluator required to conduct local CaMSP project evaluations, provides periodic reports on the status of the project to the project’s Leadership Team, submits a progress report in the spring to CDE, and submits an annual report to the federal government on the project’s implementation and impact.
Must have strong evaluation skills and experience that include the development and implementation of research-based evaluations. In addition to providing project improvement information, periodic reports and the required annual local evaluation report for submittal to the federal government, the project’s Local
The Local Evaluator or members of the local evaluation team may not be directly involved with the planning or delivery of the professional development content or pedagogy.
Although neither a partner nor a member of the Leadership Team, the Local Evaluator must provide progress reports at each Leadership Team meeting to expedite the implementation of changes as necessary. These reports, including proposed changes, are to be sent along with the agendas and minutes from each meeting to the CDE Project Monitor as part of the YTD reports.
The Local Evaluator is required to work closely with the statewide evaluator. Local evaluators, working with appropriate partnership personnel, must provide teacher participation/attendance data necessary for state and federal reporting to the statewide evaluator.

36. Evaluation and Research continued
The local evaluation should be used to guide LEAs, IHEs, and other project partners in refining policies and practices for both the CaMSP project and non-project endeavors, e.g., pre-service and in-service offerings.
Local Evaluator is required to work closely with the statewide evaluator

37. Partnership Management
District, private schools, or IHE partners may not be added or deleted once the grant has been awarded.
All LEAs providing teacher participants must be listed in the application.
The Local Evaluator is not considered a partner.
CDE strongly encourages staff be dedicated to one project at a time.
For Replication Projects Only – using the template table, list all subcontractors or individual partners that have participated or are currently participating in a funded CaMSP projects
The CDE does not advise using the same IHE individual to facilitate content or instructional strategy training for more than one cohort or project.
If there is any overlap of partners in the grant application, the application must explain how those partners will ensure they are not over committed.
Additionally, district or county staff must have very focused roles and responsibilities assigned in relation to a particular grant project.
Grant projects are evaluated by grant readers and ultimately by CDE Project Monitors based on the capacity of the partners to meet the requirements of the grant.

38. Budget
Appropriate to achieve the proposed outcomes with regard to the number of students and teachers impacted by the proposed activities?
Presents detailed justification for all expenses
Purchase of technological tools are essential to realize the proposed project outcomes
Books and classroom materials purchased with CaMSP funds are used only in classrooms where teachers are the students
Funded partnerships participate in both CaMSP Learning Network meetings and Federal Regional Mathematics and Science Partnership Conferences (Federal Learning Network). Both the California and Federal Learning Networks support a cycle of discovery, innovation, and application in kindergarten through grade twelve educational reform. Partnerships are linked through these network meetings with researchers and practitioners in the study and evaluation of educational innovations designed to improve student academic achievement in mathematics or science. The Mathematics and Science Partnerships (MSP) Learning Networks contribute to the education community’s capacity to engage in and understand large-scale innovation in education. By participating in the California Learning Network Meetings and Federal Regional MSP Conferences, partnerships broadly disseminate their research findings and successful evidence-based strategies thereby assisting in improving educational practice while collectively contributing to the knowledge base on teaching and learning.
Funding for the Project Director and an additional representative (often the Local Evaluator) from each partnership to attend an initial Orientation Meeting and up to two CaMSP Learning Network meetings per year must be included in the grant application budget. The CaMSP Project Director and an additional representative are required to attend a federal MSP Regional Conference if offered in California. The Project Director 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.

39. Budget (continued)
Demonstrates a transition from reliance on CaMSP funding to other funding sources for continuation after the project funding ends
Required CaMSP Meetings:
The Project Director and an additional representative (often the Local Evaluator) from each partnership are budgeted to attend an initial Orientation Meeting and up to two Learning Network meetings per year

40. CaMSP Contacts Regions 1, 2, 3, 4, 5, 6
Stacey Christopher, or
Region 7
Doug Jann, or
Regions 8, 9, 10, 11
Lisa Fassett, or
Fiscal Contacts
Alice Ng, or
Maxine Wheeler, , or
Education Administrator
Jim Greco, or 40