[NSFMSP] Statewide Comprehensive

[Weinand, Stacey]

> 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.  
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> 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.
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> 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.
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> 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. 
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> I would appreciate your input, especially on any barriers which inhibit collaborations between K-12 schools and institutions of higher education.
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> 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. 
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> In order to meet this vision, we believe the following:
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> 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.
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> 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: 
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> *	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. 
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> GOALS, OBJECTIVES AND BENCHMARKS
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> 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:
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> *	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.
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> *	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.
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> *	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
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> *	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
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