Oregon Mathematics and Science Partnerships Program (ESEA Title IIB MSP)
Competitive RFP –2014-2017
OREGON
MATHEMATICS AND SCIENCE PARTNERSHIPS PROGRAM
(ESEA Title IIB MSP)
Elementary and Secondary Education Act of 2001
Public Law 107-110
Title II, Part B
Competitive Grant Application Instructions
and
Information on Scoring
Partnership Applications Due:
October 1, 2014
This Request for Proposals and support materials are available on the Oregon Department of Education’s Title IIB website: www.ode.state.or.us/search/results/?id=103
Issued by the
Oregon Department of Education
Office of Learning | Instruction, Standards, Assessment, and Accountability Unit
255 Capitol Street NE
Salem, OR 97310-0203
Table of Contents
Page
I. Background Information 3
A. Title IIB Mathematics and Science Partnerships 3
B. Purpose of Title IIB Program 3
C. Goals of Oregon Title IIB Program 4
D. Contacts 6
II. General Information 7
A. Eligibility 7
B. Program Requirements 7
C. Authorized Activities 10
D. Reporting Requirements 11
E. Funding 12
III. Application Process 14
A. Application Review and Scoring 14
B. Application Requirements 14
1. Required Documentation 14
2. Partnership Narrative 15
3. Evaluation Plan 16
4. Budget Narrative and Worksheet. 17
5. Bonus Points 17
C. Timeline and Important Dates 19
D. Application Requirements 20
E. Instructions for Submission 20
IV. Appendices 21
Appendix A: Definitions 21
Appendix B: Required Documentation - List and Forms 23
Appendix C: Budget Worksheets 28
Appendix D: Scoring Rubric 32
Appendix E: Resources 36
I. Background Information
A. Title IIB Mathematics and Science Partnerships
In January of 2002, the Elementary and Secondary Education Act (ESEA) of 2001 became law. The Improving Teacher Quality Grant Programs (Title II) are major components of the Elementary and Secondary Education legislation. These programs encourage scientifically-based professional development as a means for improving student academic performance. As schools are responsible for improving student learning, it is essential to have highly qualified teachers leading the way.
Title II, Part B of the ESEA authorizes a Mathematics and Science Partnerships competitive program within each state. The Oregon Department of Education (ODE) is responsible for the administration of this program. The program is intended to increase the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers. Title I and Title IIA funds may be used to support the partnership’s activities to demonstrate progress towards meeting the district partner’s Title I Adequate Yearly Progress goals.
The ODE is responsible for conducting this competitive grant program and will make awards to partnerships of high-need school districts and science, mathematics, and engineering departments within institutions of higher education. The overall goal is to give districts, and mathematics and science higher education faculty, joint responsibility for improving mathematics and science instruction through the process of implementing high-quality professional development.
B. Purpose of Title IIB Program
The purpose of this program is to improve the academic achievement of students in the areas of mathematics and science by encouraging State educational agencies (SEAs), institutions of higher education, local educational agencies (LEAs), elementary schools, and secondary schools to participate in programs that [ESEA, sec. 2201]:
(a)(1) Improve and upgrade the status and stature of mathematics and science teaching by encouraging institutions of higher education to assume greater responsibility for improving mathematics and science teacher education through the establishment of a comprehensive, integrated system of recruiting, training, and advising mathematics and science teachers;
(a)(2) Focus on the education of mathematics and science teachers as a career-long process that continuously stimulates teachers' intellectual growth and upgrades teachers' knowledge and skills;
(a)(3) Bring mathematics and science teachers in elementary schools and secondary schools together with scientists, mathematicians, and engineers to increase the subject matter knowledge of mathematics and science teachers and improve such teachers' teaching skills through the use of sophisticated laboratory equipment and work space, computing facilities, libraries, and other resources that institutions of higher education are better able to provide than the elementary schools and secondary schools;
(a)(4) Develop more rigorous mathematics and science curricula that are aligned with challenging state and local academic content standards and with the standards expected for postsecondary study in engineering, mathematics, and science; and
(a)(5) Improve and expand training of mathematics and science teachers, including training such teachers in the effective integration of technology into curricula and instruction.
C. Goals of Oregon Title IIB Program
The Oregon Department of Education will award the 2014-2017 Title IIB MSP funding to improve student achievement and teacher content knowledge in either mathematics and/or science education.
All Title IIB proposals must be designed to help support connections to Oregon’s Education Initiatives including: The Oregon Diploma, Oregon Mathematics Standards (CCSS), Oregon Science Standards (NGSS), Next Generation of Accountability, Educator Effectiveness, Oregon Technology Standards, Career and Technology Education Skill Sets, Credit for Proficiency, and School Improvement which all have connections to math and science education in Oregon.
Specific areas of focus for each of 2014-17 grant options are provided below:
1. Option 1: Provide Access to rigorous College- and Career-Ready Curricular Materials
Proposals written to Option 1 need to describe professional development opportunities in mathematics and/or science that help educators to meet the following two imperatives for instruction and assessment:
· Identification, modification, and/or development of more rigorous curricular materials (e.g. lessons, units, and assessments) aligned to Oregon mathematics or science standards [ESEA, sec. 2202(c)(5)]
· Implementation of research based effective instructional and formative assessment practices
Partnerships may also consider supporting additional imperatives for instruction and assessment, including:
· Student support structures including differentiation and intensification strategies
· Ensure the effective use of summative assessment data
This may include training for educators to find, evaluate, adapt, or develop relevant Open Education Resources (OER) to support innovative courses aligned to Oregon Mathematics or Science content standards.
All applicants shall use the criteria adopted by the Oregon State Board of Education for the Review and Adoption of Instructional Materials in the development and evaluation of materials during the grant. All professional development resources and project artifacts developed using grant funds shall be made available to all educators under a Creative Commons (CC-BY) license.
Recommended supporting documents for consideration include:
· National Council of Supervisors of Mathematics (2014). It’s time: Themes and imperatives for mathematics education. Solution Tree Press.
· In science, programs should strive to develop and support secondary programs to align to new course designs, such as NGSS Appendix K: Model Course Mapping in Middle and High School for the Next Generation Science Standards.
2. Option 2: Provide professional development that supports the expansion of programs to develop subject specific content specialists in kindergarten through grade 8 level.
Proposals written to Option 2 would need to describe how they would design programs to identify and develop exemplary mathematics and science teachers in the kindergarten through grade 8 classrooms [ESEA, sec. 2202(c)(9)]. Applicants need to include how they will improve access to K-8 content specific instructional specialists in mathematics and/or science.
This would need to be done by both increasing the quantity and quality content specialists, coaches, and/or teachers on special assignment (TOSAs) in either math or science.
Additionally, applicants aiming to target K-8 mathematics content specialists will need to describe how their program would align and support the AMTE Standards for Elementary Mathematics Specialists as well as support the expansion of Elementary Mathematics Instructional Leader (EMIL) Specializations (OAR 584-066-0015) in Oregon.
All professional development resources and project artifacts developed using grant funds shall be made available to all educators under a Creative Commons (CC-BY) license.
3. Bonus Points:
Additional consideration will be given to proposals that provide examples of leveraging ESEA and for Digital Teaching and Learning. Specific examples are given below in ways grantees could use Title IIB funds to support teaching and learning with technology through professional development, acquisition of digital materials and resources, and educator communication.
3.1 Professional Development – Program funds may be used by grantees to support teachers as they
implement digital learning tools effectively, and use technology to personalize professional development. Specific areas of consideration include:
· Supporting Teachers To Use Digital Learning Tools
o Applicants are encouraged to consider how to help educators learn to use selected devices, platforms, online assessments, or digital materials or to implement technology supported content-specific instructional practice, based on areas identified for improvement.
· Provide Online Professional Development
o Applicants are encourage to consider creating personalized digital learning opportunities for teachers that help move districts away from one-size-fits-all professional development. This may take the form of “blended” professional learning, webinars, simulations, online conferences, massive open online courses (MOOCs), or online communities of practice.
3.2 Student Materials, Resources, and Support – Federal funds may also be used by grantees to provide access to digital materials to better support students.
· Provide Access to high quality College- and Career-Ready Open Educational Resources (OER)
o Applicants are encouraged to consider training to help educators find, adapt, or develop high quality Open Educational Resources aligned with Oregon College- and Career-Ready standards, and made available with a CC-BY license.
· Enhance Instruction with Digital Resources to support all students
o Additional consideration will be given to applicants that describe how Title IIB funds would be used to improve instruction for students both above average and below state academic averages through digital resources. In particular, applicants should describe how the use of such resources can reduce academic achievement gaps for student groups. The could include helping English Learners by acquiring digital learning resources and software, including materials in languages other than English.
3.3 Educator Communication and Collaboration – Federal funds may be used by grantees for technology to enhance collaboration among educators, experts, and parents.
· Evidence of regional or statewide impact
o Projects that provide evidence a wide reach to educators across the state of Oregon are strongly encouraged. Especially projects that reach educators in rural or remote regions through innovative use of collaborative technologies.
· Use Technology to Connect Educators with STEM Professionals
o Applicants may use Title II-B Math Science Partnership funds to purchase software and devices that are an essential component of a grantee’s plan to create and provide digital professional learning communities (PLCs) with practicing scientists or engineers. ESEA, sec. 2202(c)(8).
D. Contacts
For assistance related to the Oregon Mathematics and Science Partnerships Program (ESEA Title IIB) applications, please contact:
Mark R. Freed | Mathematics Education Program Specialist
Office of Learning | Instruction, Standards, Assessment and Accountability Unit
503.947.5610
II. General Information
A. Eligibility
Eligible partnerships must include as core partners a high-need school or district (LEA), and the mathematics, science, and/or engineering faculty in institutions of higher education (IHE).
The term “high-need” means a school, district, or regionally-based consortium of small rural schools:
• that has a lower than statewide average percentage of students performing at or above meets in mathematics and/or science on the Oregon statewide Assessment of Knowledge and Skills (OAKS).
-and/or-
• that has a lower than median state graduation rate.
To be eligible for a Title IIB MSP Grant, an applicant LEA must demonstrate a need for improvement in student performance in mathematics and/or science and a need for improving STEM learning opportunities for students. An analysis of Oregon Assessment of Knowledge and Skills (OAKS) student achievement data must be part of the needs assessment. In addition, the proposal must demonstrate that participating teachers serve a sufficient number of students exhibiting this need.
B. Program Requirements
1. Projects are designed and implemented by partnerships that include:
• One or more high-need school(s) or district(s) (see definition in Appendix A).
• K-12 teachers of mathematics and/or science, and/or guidance counselors in participating eligible high-need school districts.
• Mathematics, science and/or engineering faculty, and administrators in higher education organizations (may serve as principal investigator). Arts and Sciences faculty at institutions of higher education MUST be a partner.
• School district administrators and/or Educational Service District (ESD) administrators.
• Education faculty, and/or ESD or school district educators with expertise in teacher professional development may serve as co-principal investigator.
• A business officer from the fiscal agent (An ESD, school district, or IHE may serve as the fiscal agent.);
• IHE Education faculty and/or ESD or school district educators with expertise in teacher professional development (may serve as co-principal investigator); and
• an External Evaluator who is an active partner from the planning stages through completion of the final reports. The evaluator designs and manages an evaluation and accountability system that includes measurable objectives related to BOTH process evaluation (implementation) and outcome evaluation. The external evaluator may be affiliated with the partnering IHE, but must not be working in the same department as the participating IHE faculty nor take an active role in the program delivery.
2. Other stakeholders are encouraged and may include businesses and nonprofits or informal science and mathematics organizations. These partners and other stakeholders engage in the effort at both the institutional and individual levels, and share goals, responsibilities and accountability for the project.
Examples of other Title IIB partners may include:
• public charter schools;
• education department faculty in an institution of higher education;
• private career schools;
• apprenticeship programs;
• additional schools or districts; and/or
• one or more Education Service Districts, professional organizations, centers of informal mathematics and/or science learning, and other non-profit or for-profit organizations concerned with mathematics and/or science education.
All partners must engage in the partnership to share goals, responsibilities, and accountability for the grant award. There must be an active and well-defined partnership between the IHE faculty and LEAs in all aspects of the grant, including planning, delivery, and evaluation of the professional development.
3. Additional guidance on Core Partnerships: