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December 2016

Mathematics and Science Partnership Grant Call for Proposals Now Open

What is the Mathematics and Science Partnership Grant?

When the No Child Left Behind Act of 2001 became law in 2002, a section of the Act allocated money to each state to improve its mathematics and science education. North Carolina has been allotted approximately $4,595,387.00 for fiscal year 2017-2018 to support projects already funded and to begin new Mathematics and Science Partnership (MSP) grants.
The MSP program is intended to increase the academic achievement of elementary, middle, and high school students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers. Grants will be awarded on a competitive basis, with grant awards ranging between $4500 and $9000 per teacher participant, each of whom will receive at least 120 hours of professional development during a 18-month period ending September 30, 2018. Funds must be used to supplement, not supplant, funds that would otherwise be used for proposed activities. The North Carolina Department of Public Instruction (NCDPI) is responsible for administering this program and for determining funding recipients.
RFP Published: December 7, 2016Intent to Apply Due: December 22, 2016Full Proposals Due: January 27, 2017





2015-2016 Mathematics and Science Partnership (MSP) Grants
(Year 1 of 3: Cohort 11)

DPI Liaison
Project Name and LEA Served
2015-2016 Mathematics and Science Partnership (MSP) Grants
(Year 1 of 3: Cohort 11)
LEA Fiscal Agent
IHE
Number of Teachers
Ragan Spain
AI3MS Albemarle Instruction, Inquiry Integration
Bertie, Camden, Edenton-Chowan,
Elizabeth City-Pasquotank, Gates, Hyde, Perquimans, Washington
Elizabeth
City Schools
(region 1)
ElizabethCity State University
230 totalK-8 Math & ScienceK-8 Teacher Leaders
Kitty Rutherford 00000
Connecting Math and Science
Granville
Granville County Schools
(region 3)
Vance-Granville CC & Appalachian State University
25 total3-12 Math & Science3-12 Teacher Leaders
Denise Schulz
C3M Cultivating Conceptual Teaching and Collaboration
Person
Person County Schools
(region 5)
NC State University
65 total3-8 Math3-8 Teacher Leaders
Jennifer Curtis
MAPS Mt.Airy City,Alamance-Burlington,Lexington City, Davidson, Randolph,
Piedmont Triad Ed. Consortium
Mt.Airy
(region 7)
Wake Forest University
150 totalK-8 MathK-8 Teacher Leaders
Lisa Ashe
Sandhills Math Project Anson, Bladen, Columbus, Cumberland, Harnett, Hoke,
Lee, Montgomery, Robeson, Richmond,Scotland, Whiteville City, Sandhills Regional Ed.Consortium
Hoke County Schools
(region 4)
Meredith College
240 total6-12 Math6-12 Teacher Leaders
Joseph Reaper
TLC Math Teacher Leader Collaboration
Brunswick
Brunswick County Schools
(region 2)
University of NC-Wilmington
40 total6-9 Math6-9 Teacher Leaders


AI3MS Albemarle Instruction, Inquiry Integration Project Abstract
The Albemarle Instruction, Inquiry and Integration Mathematics and Science(AI3MS)Partnership has been developed collaboratively with Elizabeth City State University, ElizabethCity-Pasquotank Public Schools(ECPPS), and seven other LEA partners. ECPPS will serve as the Lead LEA and the Fiscal Agent. The other partner LEAs include Bertie, Camden, Edenton-Chowan, Gates, Hyde, Perquimans, and Washington County Schools.
The proposed project seeks to impact kindergarten through eighth grade instruction and student outcomes by addressing he Regional Mathematics Content and Leadership Institutes and Physical Science Strand K-8 focus areas. The needs and focus of the project were determined through planning meetings with LEA representatives , evaluation of district achievement data, and a teacher needs assessment survey in the partnering LEAs. Five needs were identified:

  • Students in the service area for this project are significantly less proficient than the state average in K-8 science and mathematics.
  • K-8 teachers lack adequate background in specific areas of mathematic sand science content for effective teaching.
  • K-8 teachers lack adequate background in pedagogical content knowledge for effective mathematics and science teaching.
  • Most teachers have had little, if any recent professional development focused specifically on improving mathematics and science instruction.
  • Mathematics and science teachers in the partner districts have few connections to resource persons in the region.
To address these needs, the partnership has developed specific objectives in the areas of enhancing teacher content knowledge and pedagogical content knowledge in mathematics and science; implementing research-based instruction in mathematics and science classrooms; improving student understanding of key mathematics and science concepts; and creating a sustainable partnership to provide ongoing support for professional development and classroomimplementation. These goals and objectives will be met through recruiting 230 K-8 mathematics and science teachers for participation in 132 hours of professional development that includes an eight day Summer Institute, online follow-up coursework, in-school coaching, half-day follow up sessions, leadership development, and support for professional learning communities in the partner schools. Each year will focus on specific grade levels, allowing participating teachers to complete the program in one academic year. Year one will serve eighth, fourth, and fifth grade teachers. Year two will serve seventh, second, and third grade teachers. Year three will serve sixth, kindergarten, and first grade teachers. With almost half of the science and mathematics teachers in the partner districts participating and sharing their experiences through professional learning communities, a profound effect on instruction and achievement is expected in the partner districts.
Evaluation of the effectiveness of this project and research designed to contribute to the broader knowledge base of professional development will be performed in collaboration with Dr. Michael Howard. Theevaluation and research will utilize anassessment of teachers’ content knowledge, assessments of student knowledge, teacher classroom observations, assessments of performance tasks, lesson plans reviews, participant feedback forms, and participant focus groups. This project has the potential to impact 490 teachers and almost 10,000 students during the grant period.




Connecting Math and ScienceProject Abstract
The goal of the Connecting Math and Science project in Granville County Schools (GCS) is to increase student achievement. Teachers can drive this increase by facilitating instruction in a collaborative environment in which students approach tasks and projects that integrate Math and Science content with effective instructional technology practices. While we have curricular tools in place, and have focused on developing a deep understanding of the NCSCOS for the past four years, our teachers still require meaningful exposure to what students are required to know and do in the Common Core State Standards for Mathematics, and Science Essential
Standards. Traditional methods of instruction do not support the rigor of the standards. A shift in philosophy is necessary, which requires hours of training, coaching, and reflection. By providing increased clarity regarding content, and capacity to implement strategies to support student collaboration, teachers will gain the skills to adapt our curriculum to provide student tasks, problems, and projects that are aligned to standards, rigorous and engaging. Throughout this project, we will provide teachers the opportunity and support necessary to plan and develop mathematical tasks, facilitate connections between math and science instruction, experience hands-on exploratory learning in science, and develop plans/projects for science coursework.
We will work with two IHE partners, Appalachian State University (ASU), and Vance Granville Community College (VGCC). The benefits of the partnership for our teachers are obviously the access to the content and instructional specialists. It is our desire to create a sustainable partnership with both IHE’s. We will work together to increase the number of teachers who take courses from these institutes, increase student-recruitment in GCS, and encourage a deep understanding for each IHE regarding the needs of our district
With our partners, we will design and deliver 164 hours of training and coaching for teachers. Our team will recruit and serve approximately 15 GCS teachers in grades 3-5, and 10 GCS teachers in grades 6-10. In year 1, Professors from ASU and VGCC will provide a four- day training on how to integrate Math and Science into tasks and projects. Teachers will apply their new learning in classrooms as part of a four-week summer camp for students (not funded through this grant). Each day of camp, teachers will participate in a guided reflection of their lessons and instruction. For the remainder of the academic year, teacher participants will attend 8 1-hr. webinars lead by the Professors from their summer training. In the webinars, teachers will reflect on their instruction, seek clarification regarding Math and Science content, and learn additional instructional strategies. In year two, teachers will participate in a two-day training led by the same Professors. Then GCS Teacher Leaders will facilitate the opportunity for teacher participants to revise and improve our local curriculum using the skills and knowledge acquired thus far. In year two of the project, teachers will implement the new and improved curriculum, and attend 8 total 1-hr. webinars in order to reflect on the revised curriculum and its impact on instruction. In year three, Professor partners will provide a two-day training; teachers will again participate in the curriculum improvement process, and participate in 8 total 1-hr. webinars.
Regarding evaluation, Dr. Cindy Copolo will work with us to assess teacher content knowledge each year using the DTAMS and LMT assessments. Proposed Mathematics goals for increased student achievement will be assessed using the 4th, 5th, and 8th grade EOG assessments, and the Math 1 EOC. For Science, we will monitor the 5th and 8th grade EOG’s, as well as the NCFE for Physical Science. Dr. Copolo will review our local curriculum, lesson plans, and conduct classroom observations to determine progress toward the increased use of effective instructional methods. Finally, in order to evaluate the creation of sustainable partnerships, she will conduct participant surveys.



C3M Cultivating Conceptual Teaching and CollaborationProject Abstract
Project C3M: Cultivating Conceptual Teaching and Collaborative Learning of Rigorous Mathematics represents a partnership between Primary Partners Person County Schools (LEA), and the Department of Mathematics (College of Sciences) and the College of Education at North Carolina State University (IHE). The purposes of this project are to improve teacher content knowledge, increase use of mathematical practices, improve mathematics pedagogy, and develop a culture of conceptual teaching and learning through delivery of a high- quality professional development program to 76 teachers in Person County who serve students in grades 3-8.
The project director for Person County Schools (PCS) is Ms. Jenna Regan, Mathematics, Science, & AIG Coordinator. The project director for North Carolina State University (NCSU) is Dr. Lee V. Stiff, Professor of Mathematics Education and Associate Member of the Department of Mathematics. Dr. Janet Johnson, CEO of EDSTAR will serve as the outside evaluator.
Major goals of the project include: (1) improving teacher understanding of mathematics content for each grade level based on the NC Standard Course of Study, (2) developing a better pedagogy of mathematics that focuses on conceptual teaching and learning, (3) implementing the Standards for Mathematical Practice and the Mathematics Teaching Practices, and (4) using both electronic and manipulative technologies to improve students’ conceptual understanding of mathematics. Additional goals include working with Professional Learning Communities (PLCs) to develop a long-term collaboration and growth plan, developing teacher leaders to continue professional development, developing teacher belief systems that embrace the fact that all students can learn rigorous mathematics, closing the achievement gap between the transition from elementary to middle school and middle school to high school.
Professional development workshops are planned for each academic year. Teachers will be grouped by grade level for each professional development workshop setting provided by NCSU, which will focus on the four main goals listed above. NCSU staff will also work with PLCs and individual teachers to reach the goals of the project. In addition, Dr. Stiff, his assistant, and PCS staff will serve as instructional coaches to work shoulder to shoulder with targeted teachers. School district staff and university faculty will work closely to achieve the goals of the project.
EDSTAR will be the outside evaluator for this project. In addition to services provided by EDSTAR, PCS and NCSU staff will work together to observe teachers and provide constructive feedback throughout the project. NCSU and PCS staff will routinely observe teachers and collect observations from principals to support ongoing formative assessment of the project.



Math and Problem-based/Project-based Learning for Student Success (MAPSS)Project Abstract
The Piedmont Triad Educational Consortium (PTEC) proposes to createa Mathematics and Leadership Institute by partnering with Mount Airy City Schools,Lexington City Schools, Davidson County Schools, Alamance-Burlington Schools and Randolph County Schools,Wake Forest University(WFU), and The University of Texas at Dallas(UTD).This partnership will deliver a regional Mathematics Content and Leadership Institute serving math teachers by grade band:K-2; 3-5 ;6-8.The 240 identified teachers in these districts have outlined their needs in implementing the new North Carolina Standard Course of Study for mathematics as a lack of undergraduate support in mathematics for teachers,low academic achievement of their students, lackofconfidenceinteachingthemathematicsstandardsandtheneedforadditionalsupport because they are new to teaching, new to their school or new to teaching mathematics.
TeacherImpact
Project objective 1:K-8 mathematics teachers will have an increase in content and problem- based learning pedagogical knowledge.
Project objective 2:K-8 mathematics teachers will have an increase in their usage of PBL strategies for teaching math content.
Project objective 3:K-8 mathematics teachers will have an increase in ability to self-generate professional development needs based on self-video.
StudentImpact
Project objective 4: Students will have an increase in their procedural math fluency.
Project objective 5: Students will have an increase in knowledge of math content.
District impact and sustainability
Project objective 6: The district will have a teacher evaluation system linked to proven professional development delivered through a sustained partnership.
StatewideImpact
Project objective 7: The state will gain a repository of effective inquiry-based instructional resources for increasing teaching capacity of K-8 math teachers in North Carolina.
Project objective 8: IHE faculty will have an increased knowledge of K-8 math standards.
The partnership of PTEC, school districts, WFU, and UTD will allow teachers in high need districts to develop relationships with Science,Technology,Engineering, and Mathematics (STEM) faculty at respected universities and other teachers in this project to enhance their math content knowledge.Teachers in he five low wealth districts will gain access to high quality math content and problem-based/project-based curricula rmaterials centered on mathematics. Teachers will collaborate based on their individual needs with university faculty to strengthen areas of content knowledge and instructional skills needed to support learners at all levels of readiness.The primary design will b delivery of content support through summer institutes, STEM regional events , and ongoing coaching support.The project will provide access to a digital repository of reform-based curricular materials and a professional online learning network.
An external evaluation will be conducted by iEvaluate, taking advantage of as mall-scale implementation of an innovative approach to teach mathematics content and pedagogy and use the quantitative and qualitative data from the evaluation to identify barriers to sustainability as well as regional expansion. In collaboration with key personnel, Dr.Bayonas will utilize a mixed methods design to track implementation fidelity,program outcomes,and assess sustainability.



Sandhills Math ProjectProject Abstract
The goal of Sandhills Mathematics Leadership Project is to develop a cadre of middle and high school mathematics teacher leaders who will be able to provide on-going support for mathematics teaching in the Sandhills Regional Education Consortium (SREC) beyond the life of the project. The project will assist 50 leadership cadre teachers and an additional 100 middle and high school teachers in understanding and planning for more rigorous mathematics instruction by increasing content knowledge of all participants and assisting them in developing skills for promoting greater student engagement. Additionally, the project will involve the leadership cadre in acquiring strategies for working with other mathematics teachers in professional development activities. This regional project will involve teachers from the following 13 school districts that constitute the SREC: Hoke County (Primary Partner and fiscal agent), Anson County, Bladen County, Columbus County, Cumberland County, Harnett County, Lee County, Montgomery County, Moore County, Public Schools of Robeson County, Richmond County, Scotland County, and Whiteville City Schools. STEM faculty from Primary IHE Partner Meredith College will co-direct the project in collaboration with faculty from other higher education institutions.
Informed by current research on teacher effectiveness, leadership development, and student learning, Sandhills Mathematics Leadership Project builds upon the belief that designing and facilitating effective professional learning is a key to supporting gains in student achievement.
Professional development that connects specific math content in the Standard Course of Study (SCOS) with formative assessment strategies designed to support greater student engagement and learning is evidenced in the Project’s four measurable goals with supporting objectives: Goal 1: Increase teacher content knowledge of mathematics by (a) increasing conceptual understanding of mathematics content and (b) increasing understanding of connections within and among domains in middle and high school mathematics.
Goal 2: Increase student mathematics achievement by (a) increasing understanding of mathematics, (b) using mathematical models to solve contextual problems and (c) incorporating strategies that support students in reflecting on their understanding of content.
Goal 3: Improve classroom instruction in mathematics by (a) focusing on student-centered instructional and formative assessment strategies and (b) using student-centered mathematics instructional strategies to support conceptual understanding of mathematics through engagement in the Standards for Mathematical Practice.
Goal 4: Build a sustainable cadre of mathematics teacher leaders by (a) developing a leadership cadre of middle and high school teachers from the Sandhills Region and (b) planning on-line resources and future professional development to support implementation of the SCOS.
The professional development plan was created in response to teacher surveys, district data, and conversations with teachers and leaders from partner districts. Cohort 1 is a Leadership Cadre of 30 middle school and 20 high school teachers who will participate in 9 days of professional development in Year 1 (5 days in the summer and 4 days during the academic year). In Year 2 these teacher leaders will join Cohort 2 (50 middle school teachers) for an 8-day summer institute and 4 academic year sessions. In Year 3 the Leadership Cadre will join Cohort 3 (50 high school teachers) for an 8-day summer institute and 4 academic year sessions. Additional readings, classroom embedded assignments, and online communications will provide a sustaining emphasis on the content of the professional development content for all Cohorts. The evaluation and research plans will provide formative and summative support for the Project.

Math Teacher Leader Collaboration (Math TLC)Project Abstract
Math Teacher Leader Collaboration or Math TLC, a grant for Brunswick County Schools
(BCS), will address targeted gaps or weaknesses in mathematics grades 6-9 by providing professional development (PD) opportunities and follow-up activities in various venues. These will be offered on a voluntary basis to a cadre of 40 sixth-ninth grade math teachers, including some others who are "grandfathered in" due to their participation in one or both of the earlier awarded Math & Science Partnership (MSP) grants but whose math or course assignment may not fit into that math 6-9 framework at this time. Although the grant is based on 40 math teachers (public and non-public), the anticipated outreach is closer to 70 or more based on sharing opportunities with colleagues via professional learning communities (PLC's), workshops by teacher leaders, conferences, presentations, and dissemination of materials and reports.
Math TLC will recognize four major goals and set forth a specific plan of action to address each one: 1) to increase teacher content knowledge in math; 2) to raise student math achievement; 3) to improve classroom instruction; and 4) to develop a sustainable partnership with the University of North Carolina Wilmington (UNCW). These goals will focus on the high needs of the district to meet Annual Measureable Objectives (AMO's). This grant will infuse higher-level thinking practices based on Bloom's Revised Taxonomy through Lesson Study development of classroom practices and strategies with an array of technological tools to achieve its goals. Its main focus will be to align grant components with the Common Core Standards as modeled by teacher leaders in order to address mastery of math objectives and teacher pedagogy. Primary partners BCS and UNCW will work together planning, implementing, and monitoring Math TLC based on its projected timeline. Key players will take on important roles.
The Director will coordinate all grant components, prepare reports, authorize spending of budget funds, plan meetings, and serve as the main contact. Co-Coaches will work closely with the
Director and session participants not only during summer PD as co-presenters and course developers along with UNCW Instructors but also during the academic school year as coaches, observers, facilitators, and data in computers. They will model and monitor lesson-study collaborations with school teams and then plan the spring Lesson Study Celebration. The Director of the Center for Education in Science, Technology, Engineering, and Mathematics (CESTEM) at UNCW will coordinate the role of faculty instructors, prepare a sub-budget, and order and prepare resources for the PD. The external Evaluator of East Main Evaluation & Consulting, LLC (EMEC) will prepare a sub-budget and gather data using a mixed-methods' approach. The research question based on math teachers' self-efficacy will be investigated. Data results will be disseminated in multiple ways. Lead Teachers will work with math colleagues in multiple settings to extend Math TLC. The Executive Management Team comprised of the Director, Co-Coaches, CESTEM Director, EMEC Evaluator, a Lead Teacher, a non-public/private school representative, the BCS Finance Specialist, and other designated personnel will meet quarterly or as needed to oversee Math TLC. Summer sessions will be based on the teacher needs' assessment survey, observations, and testing results. Over the three years, designated math content courses will constitute PD summer courses all emphasizing Common Core Standards. In addition, the Lesson-Study cycle will be ongoing throughout the school year. Leadership Training sessions will develop leadership capacity in the teacher cadre. Ultimately, the intended results of Math TLC will be to show growth in teacher content knowledge, student achievement, classroom instruction, and sustainable partnerships with UNCW as well as highlight teacher gains in self-efficacy.



2015-2016 NCDPI

Mathematics and Science Partnership Grant Call for Proposals Now Open

What is the Mathematics and Science Partnership Grant?

When the No Child Left Behind Act of 2001 became law in 2002, a section of the Act allocated money to each state to improve its mathematics and science education. North Carolina has been allotted approximately$4,472,894.00 for fiscal year 2015-2016 to support projects already funded and to begin new Mathematics and Science Partnership (MSP) grants. Please Note: A total of three years of funding is possible contingent upon the availability of additional federal funds. The goal of these grants is to improve the mathematics and science knowledge of North Carolina students in high-need school districts by providing professional-development activities to their mathematics and science teachers. The funding available is targeted to improve mathematics and/or science instruction in elementary, middle, and high schools. Grants will be awarded on a competitive basis, with grant awards ranging between $3000 and $7000 per teacher receiving at least 80 hours of professional development during the three-year period. Grants will be funded for one year and renewed annually pending satisfactory progress toward meeting established goals and continued funding from the United States Department of Education. Funds must be used to supplement, not supplant, funds that would otherwise be used for proposed activities. The North Carolina Department of Public Instruction (NCDPI) is responsible for administering this program and for determining funding recipients.
RFP Published: November 20, 2014Intent to Apply Due: December 19, 2014Full Proposals Due: February 6, 2015