List of Awarded Partnerships

The Mathematics and Science Partnerships is a competitive grant program intended to increase academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers. Partnerships between high-need school districts and the science, technology, engineering, and mathematics (STEM) departments in institutions of higher education are at the core of these improvement efforts.

Links to the United States Department of Education guidance for this program, as well as the relevant federal statute can be found at: http://www.ed.gov/programs/mathsci/index.html.

Questions regarding this application can be emailed to emscmsp@mail.nysed.gov.  All questions and answers will be posted here (http://www.emsc.nysed.gov/funding/mspcover.htm).

Please submit completed proposals as follows:

In January of 2002, the No Child Left Behind Act of 2001 (NCLB) became law. Title II, Part B of this legislation authorizes a Mathematics and Science Partnership (MSP) competitive grant program. The text of NCLB, Title II, Part B can be found at http://www.ed.gov/policy/elsec/leg/esea02/pg26.html.

The intent of this grant program is to encourage institutions of higher education, local school districts, elementary schools, and secondary schools to participate in professional development activities that increase the subject matter knowledge and teaching skills of teachers of mathematics and science. Professional development activities must be sustained, intensive, classroom focused, and aligned with State and local learning standards and mathematics and/or science curricula. These activities must result in a demonstrable and measurable improvement in student academic achievement in mathematics and/or science. The emphasis of NCLB, Title II, Part B is:

• Professional development that uses reliable scientifically-based or evidence-based teaching methods as a means of improving student academic performance, and
• Partnerships between high-need school districts and the science, technology, engineering, and/or mathematics (STEM) departments in institutions of higher education.

For NCLB purposes, the definition of professional development can be found in Title IX, Part A, Section 9101(34), and scientifically based research can be found in Title IX, Part A, Section 9101(37). These sections of the NCLB can be found at http://www.ed.gov/policy/elsec/leg/esea02/pg107.html#sec9101

For purposes of this application, professional development is considered a minimum of 60 hours per year per participant.

1. An applicant for this grant must be a partnership that includes:

3. Services under this program are available to private and nonpublic elementary and secondary school teachers and other educational personnel in areas served by the partnership (NCLB Title IX, Part E, Section 9501(a)). After timely and meaningful consultation with private and nonpublic school officials, the needs of the private school teachers and students shall be equitably identified and addressed.

Partnerships may submit separate proposals for each competitive priority. Combined proposals for both mathematics and science will not be considered. High-need local educational agencies may participate in only one proposal for each priority area.

Links to the NYS learning standards for both mathematics and science can be found at http://www.emsc.nysed.gov/ciai/mst/mstls.html

1. Competitive Priority 1 – Mathematics Focus.

The mathematics focus has two related goals:

• Professional development for teachers and administrators on State endorsed or developed materials to help increase student performance in mathematics as evident on local, State and national mathematics assessments; and
• Collaboration with State networks in delivering professional development to improve curriculum, instruction and/or assessment practices through face-to-face or electronic formats to teachers of mathematics in high-need school districts.

Proposals should be guided by the conceptual framework of the New York State Mathematics Initiative, which is designed to improve student achievement in PreK-12 mathematics programs by providing curriculum guidance, instructional resources and tools that will:

• Elevate the importance of mathematics,
• Enhance professional development for teachers; and
• Encourage students, teachers, administrators, parents, higher education professionals, and community members to work together.

First consideration for funding will be given to proposals that target significant activities to participating schools:

• which have been identified as being schools in need of improvement (SINI) in mathematics, and
• will serve the greatest number of teachers of mathematics.

More information about the NYS Mathematics Initiative, and links to resource guides, core curriculum, and Key Idea Tasks to Enhance Success (KITES) can be found at  http://www.emsc.nysed.gov/ciai/mst/math.html.

The science focus has the goal of developing and implementing local scientifically-based or evidence-based professional development to improve curriculum, instruction and/or assessment practices in the sciences. The proposals, similar to the NYS mathematics initiative, should be designed to improve student achievement in PreK-12 science programs by providing guidance resources and tools that will:

• Elevate the importance of science,
• Enhance professional development for teachers (content and pedagogy), and
• Encourage students, teachers, administrators, parents, higher education professionals, and community members to work together.

Funding under NCLB, Title II, Part B may be used for one or more of the activities listed below. The proposal must clearly describe how the specified activities carry out the competitive priority.

• Developing rigorous mathematics and science curricula;
• Improving subject matter knowledge and strong teaching skills of teachers of mathematics and science, including integrating reliable scientifically- based or evidence-based teaching methods and technology-based teaching methods into the curriculum;
• Establishing summer professional development institutes, as defined in NCLB, Title II, Part B, Sections 2201(b)(2) and 2202(c)(3);
• Recruiting mathematics, science, or engineering majors into teaching through scholarships, stipends, and signing incentives;
• Designing programs to identify and develop exemplary teachers of mathematics and science in the K-8 classrooms;
• Establishing distance learning programs for teachers of mathematics and science, using curricula that are innovative, content-based, and based on current scientifically-based or evidence-based research;
• Creating programs that bring teachers of mathematics and science into contact with working scientists, mathematicians, and engineers;
• Designing programs to prepare a teacher of mathematics or science at a school to provide professional development to other teachers of mathematics or science; and
• Encouraging young men and women and other under-represented individuals to pursue degrees leading to math and science careers.

Funds must be used to supplement, and not supplant, funds that would otherwise be used for proposed activities.

Application Cover Page:

Both of the mandatory partners must be identified on the application cover page. Information on schools in need of improvement (SINI) can be found at www.emsc.nysed.gov/deputy/nclb/sini/sini200304.htm.

All other partners should be identified in the Partner Identification Form. Proposals must include commitment letters from each partner, signed by an authorized official of the organization, outlining their role and contribution to the project.

Participating Schools Identification Form:

All participating schools, including public schools, private and nonpublic schools, and charter schools must be identified in the Participating Schools Identification Form. For each participating school, the number of teachers to be served and the number of students to be impacted should be indicated. Also, for each private and nonpublic school, the value of the services to be provided to the school should be estimated.

Private and Nonpublic School Consultation Form:

Any private or nonpublic school located in areas served by the partnership must be consulted during the design and development of the program. Each private and nonpublic school must be identified in the Private and Nonpublic School Consultation Form. The form should include:

• The signature of a school official confirming that the consultation took place, and
• An explanation of the date and type of consultation.

A project evaluation must be conducted during each year of the program period. The evaluation plan must include rigorous objectives that measure the impact of the activities carried out in each program year, including:

• Measurable objectives to increase the number of teachers of mathematics and science who participate in content-based professional development activities;
• Measurable objectives for improved student academic achievement in mathematics and science as evident on State mathematics and science assessments or, where applicable, an International Mathematics and Science Study assessment; and
• Specific benchmarks for measuring achievement relative to the identified objectives.

The evaluation plan may also address other measurable objectives and benchmarks, including:

• Increased participation by students in advanced courses in mathematics and science;
• Increased percentages of elementary school teachers with college majors or minors, or group majors or minors, in mathematics, engineering, or the sciences; and
• Increased percentages of secondary school classes in mathematics and science taught by teachers with academic majors related to the subjects they teach.

It is expected that grants will be awarded for approximately three years, for the following project periods:

• 9/1/2004 through 6/30/2005
• 7/1/2005 through 6/30/2006, and
• 7/1/2006 through 6/30/2007.

Funding for the second and third years will be contingent upon the availability of funds from the United States Department of Education and satisfactory program performance and reporting. Eighty-five percent (85%) of the funds will support projects with a mathematics focus. Fifteen percent (15%) of the funds, will support projects with a science focus. At this time, the State Education Department expects to fund approximately 10 to 15 applicants.

Grants for each of the three project periods are expected to range from $200,000 to $1,200,000, depending on the number of teachers to be served as indicated in the following table:

Applications must include a completed FS-10 budget form for the initial project period of 9/1/2004 through 6/30/2005 and a Three-Year Budget Summary form.

For project reporting and evaluation components, refer to Section VI Evaluation and Accountability Plan, Section VIII Proposal Narrative Requirements (item 5 Evaluation and Accountability Plan), and Section XI Reporting Requirements.

The proposal narrative must include the following information in the order presented. It must be typed in at least 12-point font and not exceed 20 pages in length (not including charts and required forms).

1. Comprehensive Assessment (10 points): Describe the comprehensive assessment of the teacher quality and professional development needs, with respect to the teaching and learning of mathematics and science, of any school district or schools that comprise the partnership. Include detail on:

• The approach used to assess the needs of any school district or school that comprise the partnership or will participate in the project.
• The assessment methods employed, data analyzed, and results obtained;
• An explanation of how the results of the assessment will shape the project’s goals, objectives and activities.

2. Scientifically-Based Research (15 points):

• Describe how the project activities were chosen based on a review of scientifically-based research.

• Describe the project’s goals and objectives and how they meet the needs identified in the comprehensive assessment;
• Describe how the project activities will align to State Learning Standards and core content in mathematics and/or science, and with other educational reform activities that promote student academic achievement in mathematics and/or science;
• Describe how the project activities will be aligned with the competitive priority and State initiatives (e.g., NYS Mathematics Initiative) by providing meaningful curriculum guidance, instructional resources and tools, and professional development.

• Describe the methods of data collection and analysis;
• Identify the specific rigorous, quantifiable objectives to assess the impact of the project activities;
• Identify the meaningful and realistic benchmarks that will be applied to the measurable objectives;
• Describe how the data will be used to influence the program activities to increase teacher and student performance; and
• Identify who will be responsible for data collection and include the qualifications of such staff.

• Complete the Three-Year Budget Summary form (see form in application).
• Describe how the expenditures are appropriate, reasonable and necessary to support the project activities for each of the three years as outlined in the Three-year Budget Summary.
• Prepare an FS-10 Budget Form for 9/1/2004 through 6/30/2005.
• Justify the specific detailed expenditures in the FS-10 Budget Form for 2004-2005.

Proposals will initially be reviewed to determine eligibility and completeness. Incomplete proposals and proposals received after the due date will not be reviewed. The funding requested must be within the allowable award amount based on the number of teachers to be served. The decision of the Department is final and will be communicated to applicants in writing.

Each eligible proposal will be reviewed by at least two reviewers. Each reviewer will score the Proposal Narrative according to the indicated point criteria. A final average score will be calculated for each proposal. The Three-Year Budget Summary and the initial FS-10 budget form will be reviewed. Budgets will be adjusted to eliminate any unallowable or inappropriate expenditures.

Proposals that receive a final average score of 75 or more will be considered for funding. SED reserves the right to lower the minimum score, in either or both competitive priorities, if there are not sufficient successful applications to utilize the available funding.

Proposals will be placed in order of final average scores from highest to lowest in each of the following categories and subcategories:

Category 1, Mathematics Focus (85% of available funds):

Subcategory 1: Proposals with a mathematics focus that have one or more participating SINI-math schools, and will serve 300 or more teachers of mathematics.

Subcategory 2: Proposals with a mathematics focus that have one or more participating SINI-math schools, and will serve 299 or fewer teachers of mathematics.

Subcategory 3: The remaining proposals with a mathematics focus.

Category 2, Science Focus (15% of available funds):

For projects with a Mathematics Focus, grants will be awarded in the full amount of the budget, as adjusted, to projects:

• First, in subcategory 1 to the highest-ranked proposals until funds are insufficient to fund the next ranked proposal in full.
• Second (if there are remaining funds), in subcategory 2 to the highest-ranked proposals until funds are insufficient to fund the next ranked proposal in full.
• Third (if there are remaining funds), in subcategory 3 to the highest-ranked proposals until funds are insufficient to fund the next ranked proposal in full.

For projects with a Science Focus, grants will be awarded in the full amount of the budget, as adjusted, to highest-ranked proposals until funds are insufficient to fund the next ranked proposal in full.

If within either category there are insufficient funds to fund the next ranked proposal in full, than the next ranked applicant will be given the opportunity to operate a smaller program using the remaining funds.

In the event that funds remain in the science category after all science awards have been made, the remaining funds will be transferred to the mathematics category.

In the event of tie scores, the score on the following parts of the Project Narrative will be used to determine the higher ranking:

• the score on item 4, Program Activities, and if still tied
• the score on item 3, Project Goals and Alignment, and if still tied
• the score on item 5, Evaluation and Accountability Plan.

Listed below are the required components of an acceptable proposal, in the order that they should appear. The Proposal Narrative must use at least 12-point font and not exceed 20 pages.

• Application Checklist
• Application Cover Page
• Statement of Assurances
• Certifications Regarding Lobbying; Debarment, Suspension and Other Responsibility Matters; and Drug-Free Workplace Requirements
• Partner Identification Form
• Participating School Identification Form
• Private and Nonpublic School Consultation Form
• Letter of Commitment from each partner outlining their role and contribution to the project
• Proposal Narrative
• Three-year Budget Summary Form
• FS-10 Budget for 2004-05 with original signature (available at http://www.oms.nysed.gov/cafe/forms.html.

Applicants must submit one original and three copies of the full proposal to the Department. Fax and e-mail transmissions are not acceptable. To be considered for funding, proposals must be received at the Department by 3:00 pm on the due date. Incomplete proposals and proposals received after the required time on the due date will not be reviewed.

Grant recipients must report annually to the Department on progress in meeting the objectives and annual targets described in the partnership’s proposal. Continuation funding for 7/1/2005 through 6/30/2006 and 7/1/2006 through 6/30/2007 will be tied to satisfactory data and reporting. Further information regarding reporting requirements and forms will be made available on the Department’s EMSC website.

Information on the direction of related federal reporting requirements can be found at

http://www.ed.gov/about/reports/annual/2005plan/edlite-esea-mathematics.html.

The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race gender, or genetic predisposition or carrier status, or sexual orientation in its educational programs, services and activities. Portions of any publication designed for distribution can be made available in a variety of formats, including Braille, large print or audiotape, upon request. Inquiries regarding this policy of nondiscrimination should be directed to the Department’s Office for Diversity, Ethics, and Access, Room 152, Education Building, Albany, NY 12234. Requests for publications should be made to the Department’s Publication Sales Desk, Room 309 Education Building, Albany, NY 12234.

A Technical Assistance Meeting on the NCLB Title II B Mathematics Science Partnership (MSP) Competitive Grant Program will be conducted by the NYS Education Department to review general requirements under this federal competitive grant program. The workshop will be held from 10:00 am to 12:30 pm on Wednesday, July 28, 2004 in Chancellor’s Hall at the State Education Building in Albany.  (Directions and Parking Information)

Note: Interested parties in New York City can join the meeting by videoconference at Room 451 in 55 Hanson Place in Brooklyn.  (Capacity is limited at 55 Hanson Place.)

Update:  We have added an additional video link to the Syracuse Teacher's Center. Space is limited to approximately 15 people. Please contact  ethein78@scsd.us by email with your reservation. Directions to this site can be found at www.syracusetc.org **

Registration will begin at 9:30 am.  Key staff members from eligible partnerships responsible for responding to the competitive grant RFP are encouraged to attend.  Additional eligible partners as identified in the RFP are also invited. There is no limit on the number of individuals allowed to attend given the size of Chancellor’s Hall.  No pre-registration is required for this event. 

Due to the amount of information to be presented and discussed, your cooperation is appreciated in adhering to the established time schedule.  Please bring copies of all application materials to the meeting.  Handouts at the meeting will be limited.