1. California Mathematics and Science Partnership (CaMSP) Grant A Science, Technology, Engineering and Mathematics (STEM) Initiative Project Director Webinar June 10, 2011

2. California Mathematics and Science Partnership (CaMSP) Grant Project Director Webinar June 10, a.m. - noon
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3. Table of Contents Statewide Program Goal Program Overview
Key Features of CaMSP Projects
Partnership-Driven
Teacher Quality
Challenging Courses and Curricula
Evidence-Based Design and Outcomes
Institutional Change and Sustainability
Budget
Fiscal Considerations
Contacts and Resources
We will elaborate on the topics listed above as we move through our presentation. 3 3

4. 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 Algebra) 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 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. 4 4

5. 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 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 of the teaching profession.
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
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. 5 5

6. 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:
Projects are strongly encouraged to include other IHE faculty:
a teacher education department
another engineering, math, or science department
evaluation faculty 6 6

7. Key Feature 1: Partnership-Driven
Partners design and implement the project
Partnership draws upon the expertise of all members
Partners are deeply engaged at both the institutional and individual levels, and share goals, responsibilities, and accountability for the project
Partnership-Driven Designed and implemented by partnerships that unite administrators, teachers, and guidance counselors in participating LEA partner organizations and STEM faculty, education faculty, and administrators in IHE partner organizations.
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.

8. Key Feature 1: Partnership-Driven (cont’d)
The Lead Partner
Accepts management and fiduciary responsibility for the Project
Provides a Project Director responsible for the day-to-day activities of the project and serves as the primary contact with CDE*
While the lead LEA serves as the fiscal agent for the project, all partner organizations share responsibility and accountability for the CaMSP program.
Project Director
A single full-time Project Director (PD) is an employee of the lead local educational agency (LEA) and may not be assigned to other projects, duties or agencies of the CaMSP projects, e.g., a full-time college instructor or administrator. The PD is a full-time position, whether funded full or in part by CaMSP. A percentage of the PDs salary may be paid for using in-kind funding. The PD may not serve as a coach, facilitator, evaluator, or professional development provider to the CaMSP project.
The PD is responsible for the day-to-day management, administration of the partnership which includes all reporting requirements, and is the CDE’s primary project contact.
Management and administrative duties include but are not limited to: communications, fiscal management, complete and submit quarterly, state and federal final reports, ensure timely completion and maintenance of data entry for statewide evaluator (Public Works, Inc.), 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  
The intent of the Request for Application (RFA) and the CDEs expectation is for PDs to be employed and available 100 percent for the entire performance period of the grant. Based on performance, grants are awarded up to five cycles of funding. Cycle 1 begins January 1 and ends with September 30 of the following year. Cycles 2 and beyond begin July 1 and end September 30 of the following year. Therefore, a PD must be employed under a year round contract or, as with many Teachers on Special Assignment (TOSA); this individual's contract may include supplemental pay to cover any portion of time not covered under their teacher contract, which is usually a ten month contract. It is crucial they be available year round to meet the obligations of the grant.
Professional development activities required to be completed during the summer months are essential. As a requirement of the grant award, PDs coordinate and facilitate partnership activities and events as well as observe the partnership’s professional development offerings. Thus, the summer months are an especially critical time of year for the PDs work. More specifically:
Data collection and data entry into the statewide evaluator database must be completed, reviewed, and corrected during the summer months to provide mandatory teacher and student data for the United States Department of Education's required Annual Performance Report (APR). 8 8

9. Key Feature 1: Partnership-Driven (cont’d)
Leadership Team Responsibilities
Meets at least once each reporting period 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 9 9

10. Key Feature 2: Teacher Quality
The CaMSP Project Participants
In-service teachers only
Have their own classroom of students.
Commit to the program throughout the entire life of the grant funding.
Participate in one CaMSP project only
Strongly encourage IHE faculty to be involved with classroom follow-up
Anticipate missed hours and plan accordingly for make-up sessions
2. Teacher Quality
Projects enhance the quality and expertise of teachers who teach mathematics and science. Drawing upon the expertise of mathematics, science, and engineering faculty in IHE partner organizations, teachers are engaged in professional learning activities to develop strong mathematics and science content knowledge and related pedagogical strategies. Project activities ensure that educators develop the necessary knowledge and skills to effectively teach challenging courses using SBE-adopted instructional materials.
Per C8 RFA
Project Design must be the same for all
(One program for all- not a menu of choices)
Teacher Leaders receiving additional professional development or additional responsibilities are not to be included in the number of treatment or participating teachers targeted.
Sessions for site/district administrators, parent training. These activities are wonderful leveraging opportunities, not a requirement of the grant and thus would not be an allowable expenditure of CaMSP funding. Typically this is funded by in-kind and should be reflected on the budget, as such.
Strategies that encourage and support treatment or control teachers to pursue National Board Certification and Presidential Awards. 10 10

11. Key Feature 2: Teacher Quality (cont’d)
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.
Must enter all attendance data into the Public Works (CaMSP) database as soon as possible following the professional development activities.

12. Key Feature 2: Teacher Quality (cont’d)
Classroom follow-up and support is:
Intended to infuse the knowledge and skills gained from intensive hours 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.
Each cycle of the project design/planned activities must end with classroom follow-up activities.
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.

13. 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. 13 13

14. Key Feature 3: Challenging Courses and Curricula (cont’d)
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 14 14

15. Key Feature 4: Evidence-based Design and Outcomes
Professional learning opportunities must address all five requirements including:
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. 15 15

16. Key Feature 4: Evidence-based Design and Outcomes (cont’d)
Annual Performance Report (APR)
New Federal information:
ONLY summer offerings of at least 2 weeks providing 60+ hours may be considered a summer institute according to Federal reporting guidelines.
Offerings of less than 2 weeks offering and 60 hours may not use the term summer institute.
All projects may use the term Summer Intensive hours.
7-10 No longer true, the US Dept of Ed changed the definition. Please use the label Summer Intensive Hours to any activity with a duration of less than 2 weeks.

17. Key Feature 4: Evidence-based Design and Outcomes (cont’d)
The Local Evaluation must include:
A matched control/comparison group of teachers
Pre-Mid-Cycle-Post test of treatment teachers each cycle
Pre-Post test of control teachers each cycle
Pre/Mid-Cycle/Post test of treatment students each cycle
Evidence of teachers’ implementation of newly acquired pedagogical content knowledge and instructional strategies
Required for Reporting
Year-to-Date (YTD) Expenditure and Progress Reports
CDE Annual Report/YTD #2 due in March
Public Works, Inc. database
US Dept of Education’s Annual Performance Reporting (APR) System
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 at each Leadership Team meeting to expedite the implementation of changes as necessary, submits a copy of the progress reports, including proposed changes, along with the agendas and minutes from each meeting to the CDE Project Monitor as part of the YTD reports. Also submits an annual report to the federal government on the project’s implementation and impact each fall. Local evaluator must also provide all data necessary for state and federal reporting to the statewide evaluator.
PDs are responsible for maintaining the PW database.
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.
Per RFA 8
The Request for Application requires local periodic assessments of teacher participants, matched control teachers and the students of both groups.
Ideally the number of control to treatment teachers is one-to-one.  
APR profile will be set up in the next few weeks. Each Project Director will receive an from the APR system with your access information.

18. Key Feature 5: Institutional Change and Sustainability
All project partners:
Leverage resources and design and implement new policies and practices leading to well-documented, inclusive, and coordinated institutional change at all levels.
Provide environments for teachers and administrators that support an evidence-based approach and that recognize and reward exemplary contributions to mathematics and science learning and teaching.
CaMSP funds are short-term funds/seed money. 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.
Per RFA 8 – Section 4 Partnership Management
5. Explicitly describe how the partnership’s plan will effect institutional change within partner organizations.
6. Identify and describe the project’s capacity and leveraging of other funding and how resources within partner organizations will be leveraged.
7. Describe how partner organizations plan to develop and implement policies and practices necessary to ensure sustainability. 18 18

19. Key Feature 5: Institutional Change and Sustainability (cont’d)
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.
Although various methodologies can strengthen teaching practices, of major importance to CaMSP are the models of professional development. 19 19

20. Key Feature 5: Institutional Change and Sustainability (cont’d)
Communication and dissemination tools:
Websites*
Wikispaces
Blogs
Items included:
Calendar of events
IHE resources
Sample/video tapes lessons
Student and parent tools
Reference sample website handout

21. Partnership Management
Key Feature 5: Institutional Change and Sustainability (cont’d)
Partnership Management
Partners
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.
CDE strongly encourages staff be dedicated to one project at a time.
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 project 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.

22. Budget Presents detailed justification for all expenses
Purchase of technological tools that 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 .

23. Budget (cont’d)
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, up to two Learning Network meetings per year, and one federal MSP meeting .
If the federal MSP meeting is in California, the project will not be approved for out-of-state travel.
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

24. Fiscal Considerations
Use of Funds
In-service teachers as participants
Deepen content knowledge and instructional strategies for teachers in mathematics and science only
Disperse stipends to teachers as they complete deliverables/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
Control teachers incentives -Only approved incentives, to date are stipends for participation. 24 24

25. Fiscal Considerations (cont’d)
Not for:
Student/classroom supplies and materials,
Activities such as field trips for K-12 students
Administrators
Pre-service teachers
Technology for each teacher or administrator use
Meals
Conferences
The Leadership Team’s attendance at locally sponsored workshops provides another opportunity for the partnership to leverage resources, However, CaMSP funding may not be used to fund this activity.
Only those teachers who complete at least 30 intensive hours by August 31 constitute the active cohort
Only those teachers who complete the required minimum training hours by June 30 of each cycle are eligible to continue in the next cycle
Grant awards are based on the target number in the application not on the number of teachers actually recruited

26. Fiscal Considerations (cont’d)
Attrition from the original funding scale may push the project into a lower funding scale resulting in a budget reduction.
FUNDING SCALE:
30 – 49 Teacher participants = $450,000 per cycle
50 – 69 Teacher participants = $650,000 per cycle
70 – 89 Teacher participants = $850,000 per cycle
90 – 100+ Teacher participants= $1,000,000 per cycle
Example: The project was funded to target 75 teacher participants. Only 65 complete all Cycle/Year 1 summer intensive hours. Grant funding would be reduced from $850,000 to $650,000.
Projects will automatically be defunded if the number of participating teachers falls below 30.
Defunding if participating teachers falls below 30 is specific to Cohort 8 26 26

27. Fiscal Considerations (cont’d)
A participating teacher must either:
Complete at least 30 hours by August 31, 2011, and at least 60 hours of intensive and 24 hours of classroom follow-up by June 30, 2012 or
Complete at least 30 intensive hours, by Friday, November 25, 2011, and at least 60 hours of intensive and 24 hours of classroom follow-up by June 30, 2012
This applies to teacher participants who receive release notifications and are reinstated.
A participating teacher is one who either:
A. Completes at least 30 hours of intensive professional learning opportunities by August 31, 2011, and who will complete at least 60 hours of intensive and 24 hours of classroom follow-up by June 30, 2012 or
B. Teachers who receive release notifications and are reinstated after the summer intensive hours have been offered have until Friday, November 25, 2011, rather than August 31 to complete at least 30 intensive hours. Teachers released who are reinstated when summer intensive is in progress and there are fewer than 30 hours remaining also have until November 25, 2011, to complete at least 30 hours of intensive professional learning. 27

28. Fiscal Considerations (cont’d)
Option A for teachers Released from Employment allows:
A released teacher to participate in summer 2011 professional development or
A released teacher reassigned to a school within an LEA that is part of the CaMSP partnership to continue participating. The teacher must be assigned to a grade within the scope of the approved project.
Released from Employment
Project directors have several options. You can choose to allow released teachers to participate in summer 2011 professional develop or you can choose to allow released teachers who are reinstated to participate in make-up sessions.
If you choose to allow released teachers to participate in summer intensive hours, for those not reinstated by September 30, 2011, your budget will be adjusted for remaining professional development offerings. Naturally, if a released teacher participates in the summer professional development and completes at least 30 hours of intensive professional development and is reinstated, the project’s budget will not be reduced.
Teachers who receive release notifications and are reinstated after the summer intensive hours have been offered have until Friday, November 25, 2011, rather than August 31 to complete at least 30 intensive hours. Teachers released who are reinstated when summer intensive is in progress and there are fewer than 30 hours remaining also have until November 25, 2011, to complete at least 30 hours of intensive professional learning.
Teachers must be reinstated to grades within the scope of the approved project. For example, a participating grade 4 teacher is reinstated to teach grade 6. This teacher would not be eligible to continue as a CaMSP participant if the approved project is for teachers in grades 3-5.
A released teacher reassigned to a school within an LEA that is part of the CaMSP partnership is still considered a participating teacher. The teacher must be assigned to a grade within the scope of the approved project.
It is important that each project informs the CDE Project Monitor and when teachers are reinstated.
All other provisions of the CaMSP Program apply. All teacher participants must complete 60 hours of intensive and 24 hours of classroom follow-up by June 30 of each performance cycle. 28

29. Fiscal Considerations (cont’d)
Option B for Teachers Released from Employment allows:
Released teachers who are reinstated to participate in make-up sessions.
Teachers who receive release notifications and are reinstated after the summer intensive hours have been offered have until Friday, November 25, 2011, rather than August 31 to complete at least 30 intensive hours.
Teachers must be reinstated to grades within the scope of the approved project.
A released teacher reassigned to a school within an LEA that is part of the CaMSP partnership to continue participating. 29

30. CaMSP Project Monitors
Regions 1, 2, 3, 6
Jim Miller, or
Regions 4, 5
Stacey Christopher, or
Region 7, 8
Doug Jann, or
Regions 9, 10, 11
Lisa Fassett, or
Fiscal Contacts
Jonathan Mortimer, or
Alice Ng, or
Maxine Wheeler, or
Education Administrator
Jim Greco, or 30