From sweinand at osrhe.edu Tue Mar 5 16:00:26 2002 From: sweinand at osrhe.edu (Weinand, Stacey) Date: Tue Mar 23 20:21:19 2004 Subject: [NSFMSP] Statewide Comprehensive Message-ID: > Sorry that this has taken a little longer than planned, but I have been overwhelmed by the ideas and projects that you have been sharing with me. I notice that no one has used the option to submit your ideas on the list serve but I do appreciate that you have shared them with me individually. > > I encourage you to please utilize this listserve to let others know about your projects and/or opportunities whether or not we receive this particular NSF grant. I think the ability to share and connect with others in the state doing great work related to math and science education is much needed. > > As promised I am including some information regarding the statewide comprehensive NSF MSP proposal. As you can see, it is still very much a draft. Even today, I met with some people who provided additional input to consider. We want to ensure that these funds will truly build state capacity to form effective working partnerships among common education, higher education, and other entities to impact student achievement in math and science. Since we have been overwhelmed by your interest and willingness to partner, we are considering a tiered approach to phase in partnerships each year to continue to expand the impact. An RFP approach will begin for the second year of funding. This will allow some continued work in the state with forming effective partnerships. Also, please realize that the comprehensive proposal will need to emphasize systems changes versus programs/projects. > > If you are submitting a targeted proposal OR a NSF Center for Teaching and Learning grant, please let us know since we should not duplicate services in the state. Also it is important to realize that an LEA can participate in the comprehensive proposal and only one targeted proposal. > > I would appreciate your input, especially on any barriers which inhibit collaborations between K-12 schools and institutions of higher education. > > NATIONAL SCIENCE FOUNDATION > MATH AND SCIENCE PARTNERSHIP (MSP) PROGRAM > The Oklahoma State Regents for Higher Education proposes to respond to the National Science Foundation> '> s Math and Science Partnership (MSP) program solicitation. The MSP program is supported by a $160 million appropriation in the fiscal 2002 budget. A planned $1 billion, five-year investment by NSF in MSP is part of President Bush's wider initiatives in mathematics and science education. The partnerships that are funded through MSP will unite the efforts of local school districts with mathematics, science and engineering faculties, as well as education faculty, to address issues of improving learning and teaching in science and mathematics for pre kindergarten through 12th grade. MSP projects will focus on improving student achievement by ensuring that all students are engaged in a challenging curriculum. The program also seeks to increase the number, quality and diversity of teachers of science and mathematics, and create a network of researchers and teachers to share and study educational reform. > VISION: The preparation of a productive workforce and an educated and literate citizenry who have the mathematics and science skills to meet the rapidly changing and increasing needs of Oklahoma. > > In order to meet this vision, we believe the following: > > Excellence in mathematics and science education requires high academic expectations and strong support for all students > Curriculum is more than a collection of activities or a textbook; it must be > inquiry-based, standards-based, and well articulated across the grades. > Effective mathematics and science teaching requires understanding what > students know and need to learn and then making the necessary decisions > related to curriculum and experiences to build understanding. > Student must learn mathematics and science with understanding, actively> > investigating new problems or questions and making sense of prior knowledge in > relation to new knowledge. > Classroom assessment should authentically support the learning of important mathematics and science. > Technology is an important tool to support teaching and learning in > mathematics and science > Following are some preliminary thoughts for the project description. > > OVERVIEW > The purpose of the overview section is to describe the need for the MSP in Oklahoma and what the partnership plans to accomplish. A preliminary list of state gaps and weakness for improving learning and teaching in science and mathematics include: > * Lack of critical mass among preK-12 teachers who understand mathematics and science subject content within the context of teaching and learning and who utilize appropriate educational pedagogy. > * Inconsistent use of the Priority Academic Student Skills, Oklahoma> '> s core curriculum, to align (articulate) local mathematics and science curriculum. > * Low teacher knowledge base for using utilize state, local, and classroom testing data to identify strengths and weaknesses in order to enhance student achievement. > * Lack of public support for a challenging curriculum for every student throughout the preK-12 experience. > > PLANNING HISTORY > Included in this section will be existing policies and programs that affect learning and teaching in science and mathematics in Oklahoma. Legislative history includes: > > * Beginning with the high school graduates of 2003, all students must complete three units of mathematics (Algebra I or higher) and three units of science (Biology I or higher). > * A testing program in math and science is currently in place (3rd grade math, 5th & 8th grade math and science). > * End of course testing in Algebra I and Biology I will begin in 2002-03. > * By 2005-2006, grades 3-8 testing in math and grades 5-8 testing in science > * Advanced Placement legislation > * Effective September 2003, all math teachers of grade 7 or 8 must be either have middle level math certification, middle level math endorsement, or secondary level certification. > * Beginning in 1997, the state legislature authorized that, once a National Board Certification is received, an Oklahoma resident who is a full-time public school teacher can receive a $5000 annual salary bonus for the life of the certificate (10 years). > Below are state policies or programs that create state capacity in Oklahoma for this proposal: > * Oklahoma Higher Learning Access Program (OHLAP, 1992): Oklahoma Legislature created unique program for eighth, ninth and 10th grade students that will help pay for their college education if their family's income is $50,000 or less and they meet certain criteria including enrolling in college preparatory curriculum. > * Future Teachers Scholarship and the Oklahoma Teacher Shortage Employment Incentive Program (Year). > * Minority Teacher Recruitment Center (Insert year) > * Early childhood, elementary, and special education teachers are required to complete 12 hours of mathematics and 12 hours of science college courses in their respective teacher preparation programs (Year). > * Educational Planning and Assessment System (EPAS, 1993) provides information on 8th and 10th grade math and science achievement relative to preparation for the ACT college entrance examination. > * As part of its overall goal to ensure all students are prepared to succeed in postsecondary education, the Oklahoma Gaining Early Awareness & Readiness for Undergraduate Program (GEAR UP, 1999) provides human and financial resources in selected school districts to implement new services and activities for students, parents and teachers. The focus of these services and activities is college readiness. > * Beginning in 1998, the Oklahoma Commission for Teacher Preparation (OCTP) has funded summer Professional Development Institutes in K-8 science and grades 6-8 mathematics.> > * Beginning in 1994, the Oklahoma Department of Education has created a cadre of Master Teachers comprised of K-12 math and science teacher leaders across the state. > > GOALS, OBJECTIVES AND BENCHMARKS > > The proposed objectives of the project are organized under four goals outlined by the National Science Foundation in its Math and Science Partnership (MSP) program solicitation: > > * Goal One. Enhance significantly the capacity of schools to provide a challenging curriculum for every student and to encourage more students to participate in and succeed in advanced mathematics and science courses. > > The proposed objectives under this goal are to> ...> > 1. Provide high intensity and sustained professional development for PreK-12 STEM teachers by coordinating existing state level professional development programs. > 2. Improve the local alignment of preK-12 math and science curriculum consistent with state and learned society standards in STEM. > 3. Increase the number of students who take advanced mathematics and science courses. > 4. Reduce the remediation rate in mathematics and science entry-level courses. > 5. Increase the access of K-12 mathematics and science teachers to research-based science and mathematics core curriculum and materials and actively engage teachers in using research-based practices. > 6. Develop community support for challenging mathematics and science curriculum. > > * Goal Two: Increase and sustain the number, quality and diversity of PreK-12 teachers of mathematics and science, especially in underserved areas. > The proposed objectives under this goal are to > ...> > 1. Create a pipeline of teacher preparation with multiple access points (such as middle school, high school, community colleges, four year institutions, alternative certification) and multiple exit points (such as paraprofessional degree, baccalaureate degree, baccalaureate plus 15, masters degree, National Board Certification). > 2. Increase the number of highly qualified, diverse group of paraprofessionals in the state consistent with the provisions of Title I of the Leave No Child Behind Act of 2001. > 3. Increase the number of teachers achieving National Board Certification. > 4. Increase the number of teacher leaders in the state who are skilled at mentoring colleagues and building leadership capacity. > 5. Create and sustain a program to recognize college faculty who model effective teaching practices in their college courses and/or demonstrate innovative collaborations with K-12 teachers and/or students. > > > * Goal Three: Study and evaluate educational reform and experimental approaches to the improvement of teacher preparation and professional development. > The proposed objectives under this goal are to > ...> > 1. Facilitate scientifically based research in Oklahoma consistent with the provisions of the Leave No Child Behind Act of 2001. > 2. Actively research best practices in content and pedagogy that close achievement gaps in STEM content areas > > * Goal Four: Engage the learning community in the knowledge base being developed in current and future NSF Centers for Learning and Teaching and Science of Learning Centers. > The proposed objectives under this goal are to > ...> > 1. Interact with NSF Centers for Teaching and Learning in order to align the Oklahoma learning community with the knowledge base being developed. > 2. Adopt the NSF Centers for Teaching and Learning best practices in Oklahoma learning communities statewide > > > > > From cstein at kipr.org Thu Mar 7 16:48:55 2002 From: cstein at kipr.org (Cathryne Stein) Date: Tue Mar 23 20:21:19 2004 Subject: [NSFMSP] NSF MSP - Botball Message-ID: Greetings, Since Stacey has encouraged us to use the listserv to talk about MSP opportunities and programs, I would like to offer information about the Botball Robot Education Program and its use as a teaching tool for science, tech, engineering & math. Oklahoma schools, including several GEAR UP schools, have been using Botball for the last three years with their middle and high school students. Botball has been shown to be especially effective with a wide variety of students, and especially so with at-risk students or those who are not easily engaged. (A team from a California "continuation" (alternative) school won the National Botball Championship last year!). I apologize for the "commercial" below, but wanted to include a description of the Botball Robot Education Program for those who may be unfamiliar with the program. Botball is an education and public outreach program for middle and high school students that capitalizes on kids' fascination with robots and uses this to get them excited about science and technology. Through the acts of designing, building, and programming robots, students begin to truly comprehend how we use the tools of math and science to accomplish creative projects and learn about the world. Botball starts with a hands-on workshop for teachers, in which they learn how to use robotics to support curriculum in many subject areas. During this workshop, we give teachers a customized kit that contains everything needed to create robots. Teachers give this information and the robot kit to their students. The students then use these kits and work in teams to design, build, and program (in the C language) a team of small mobile robots to play in their Regional Botball Tournament and Exhibition. Students also participate in an Internet Research/Website Development project as part of the Botball program, helping them gain valuable skills in telecommunications that will help put them ahead in life. Botball robotics equipment is intended to be reprogrammed and reused for classroom and extracurricular activities long after the Botball Tournament and Exhibition is over. In this way, the equipment and teacher training can continue to impact many students every year. In general, about forty students participate on an actual Botball team (this number gets even higher for middle schools) for a regional event, and the equipment will be used with other students as well on a year round basis. Botball can help foster partnerships between school districts and institutes of higher education, as universities or colleges can provide valuable mentorship for local teams. (and just think of the recruiting possibilities -- with all these highly motivated high school students participating in the program!) Botball is not like Battlebots on TV KISS Institute's Botball Robot Education Program is primarily an educational program. The real heart of this program is the Teachers' Workshop, and the many ways in which the teachers use robotics to inspire increased understanding in students (although the competition and exhibition elements are rewarding places for the students to show their work.) Unlike other robot events, Botball robots do not use remote control, so the physical skill of the "driver" is never a factor. There is no driver. Botball robots' behaviors are based solely on their programming and feedback from their sensors. Botball robots must start by themselves, play the game according to whatever strategy the students programmed, and turn themselves off after ninety seconds. Botball rounds are not intended to be destructive (although there frequently is interaction). Robots score points by putting appropriately colored pieces in scoring positions. In general, Botball robots are physically smaller than the robots you see on TV and they involve no machining or specialized equipment. Since they tend to be about the size of a large toaster oven, they are easy to transport or lock away. More information is available at www.botball.org. Cathryne -- ******************************** Cathryne Stein President & CEO KISS Institute for Practical Robotics 1818 W. Lindsey Dr, Bld D, STE 100 Norman, OK 73069 www.botball.org voice(405) 579-4609 fax (405) 329-4664 From gsacket at www3.auroraok.org Wed Mar 13 19:30:50 2002 From: gsacket at www3.auroraok.org (Gary D. Sacket) Date: Tue Mar 23 20:21:19 2004 Subject: [NSFMSP] NSF MSP Efforts In-Reply-To: References: Message-ID: http://www.alcaweb.org/cgi-bin/WebObjects/ALCA.woa/wa/Do/viewFileable?oid=184&sid=-1&tid=Presentation The above is a presentation illustrating potential applications of the ALCA Community server in facilitating collaborative efforts between and across universities, public schools, and other non-profits. We are interested in collaborating with several initiatives to promote STEM education and research. We have significant experience in research-based professional development, high quality curriculum, and a very beneficial network of online K-16 communities within Oklahoma and across the United States. As ALCA scales up this coming year across the United States, your resources including virtual projects, university courses, and shared protocols, and learning and content objects can be of significant value and benefit across ALCA Communities in Texas, California, North Dakota, Louisiana, Arizona, and many other states. Consider how the Community server and our experience with K-16 collaborations can address needs within your effort. I or other staff members can walk you through a demo of the Community server. Again, we are a non-profit professional association which addresses information and knowledge flow within and between systems including K-20 educational institutions, state and federal agencies, and other organizations. Whether you actually decide to collaborate with ALCA or not, I would encourage you to discuss with us lessons learned in the last four years of our TICG initiative. You can feel free to use any information we share with you. The most important thing is that public and private schools and universities enhance their mutual, collaborative learning to impact STEM education. Gary Sacket Director, The Aurora Project Aurora Learning Community Association 1000 East Elm Fairview, OK 73737 (580) 227-1007 From sweinand at osrhe.edu Thu Mar 14 08:37:42 2002 From: sweinand at osrhe.edu (Weinand, Stacey) Date: Tue Mar 23 20:21:19 2004 Subject: [NSFMSP] Clarification Message-ID: It is important to realize that a school system (LEA) can not be a partner on two proposals -- so if you are working on a targeted proposal make sure that your LEA partner(s) realize this. This means that LEAs involved in a targeted proposal can not be partners in the comprehensive. However, institutions of higher education can be partners on a targeted and a comprehensive. Stacey From gsacket at www3.auroraok.org Thu Mar 14 08:37:20 2002 From: gsacket at www3.auroraok.org (Gary D. Sacket) Date: Tue Mar 23 20:21:19 2004 Subject: [NSFMSP] Clarification In-Reply-To: References: Message-ID: sweinand@osrhe.edu writes: > It is important to realize that a school system (LEA) can not be a >partner on two proposals -- so if you are working on a targeted proposal >make sure that your LEA partner(s) realize this. This means that LEAs >involved in a targeted proposal can not be partners in the comprehensive. >However, institutions of higher education can be partners on a targeted >and a comprehensive. This is important to clarify. The Aurora Learning Community Association is a unique 501c3 in its own right similar to ISTE. Although the Aurora Project is a TICG project with Fairview Public Schools as the LEA, ALCA is a separate entity involving numerous public schools, universities, other TICG and PT3 projects, agencies, and societies. The ALCA staff that would be working with comprehensives and targeted grants would be coming from existing partners or members of ALCA. This includes professors, scientists, curriculum writers, evaluators, and K-12 educators. ALCA provides turnkey solutions for very robust, object-oriented, online solutions for collaboration and eLearning. Fairview Public Schools is just one of many partners in ALCA. On a similar note. If any projects are needing schools districts, we have MANY school districts we can bring in who would be quite interested in participating. They already have experience with ALCA and are working as a team. If you like working with collaborative teams, we have one (actually several)! Gary Sacket Director, The Aurora Project Aurora Learning Community Association 1000 East Elm Fairview, OK 73737 (580) 227-1007