C&I

Curriculum and Instruction

New York State Mathematics Science Partnership Program 2007-2010 Abstracts


Syracuse City SD/ Syracuse University (Mathematics)


School District:

Syracuse City School District

Focus Area:

Mathematics

Curriculum Area:

PreK-12

Abstract:

The main instructional focus for Syracuse’s MSP grant (2007-2010) is assessment. Our last grant gave us many opportunities to work on our classroom strategies and content so that now we will be able to make a difference by focusing on the assessment process.

At the elementary level, we have a set of teacher assistants who serve as classroom substitutes while we provide embedded professional development for the teachers involved. This gives us the ability to work with all 4th and 5th grade teams at eleven of our elementary schools on a monthly basis. Each session is a half day in length, enough time to delve deeply into the topic at hand.

After completing our first steps of developing teacher’s definitions of the formative assessment process, the focus will be on choosing strategies and designing recording tools to meet the curriculum and NYS Standard goals for each teaching unit. We expect that helping teachers to design tools that will inform daily instructional goals for individual students will significantly raise achievement scores. Professional development will include choices of more in-depth work on assessment, math content and technology integration.

At the secondary level, because of a major new initiative that the district is embracing, we have two foci. We will be planning lessons that integrate our new initiative of Rigor, Relevance and Relationship with our newly adopted math program. This is timely as the NYS Algebra curriculum is new to us also this year. Future years will focus on the new NYS Geometry and Algebra 2 curricula. A second goal is to develop new assessments with teachers in order to better inform daily instruction. Professional development will include choices of topics that include the NCTM Process Strands, Classroom Strategies, Technology Integration and the Investigations of Math Content.

Program Contact:

Nancy Zarach
725 Harrison St
Syracuse, NY 13210
(315) 435 - 4303
Email: nzarach@scsd.us

Rochester City SD/ SUNY Brockport (Mathematics)


School District:

Rochester City School District

Focus Area:

Mathematics

Curriculum Area:

PreK-12

Abstract:

The $2,399,981 Math and Science Partnership grand awarded to the Rochester City School District (RCSD) will fund Pump Up the Math, a project that is being facilitated by a partnership among the RCSD, the Department of Computational Science at the State University of New York at Brockport, the Warner Graduate School of Education at the University of Rochester, and Mid-West Regional School Support Center of NYS. Pump Up the Math will facilitate professional development for a cohort of 200 teachers and administrators in the RCSD. The RCSD has a K-12 student enrollment of 32,586. Among urban school districts in New York, RCSD has the largest percentage of minority students (87%) and students eligible for the free- and reduced-lunch program (88.4%). According to the US Department of Education, the RCSD has the highest poverty rate among public districts in New York State.

The well-defined interventional focus of Pump Up the Math is to use professional development strategies to increase teaching quality. The project's broader goals are systemic change, significantly improving student achievement and enrolling a greater percent of students in more rigorous high school math courses. Pump Up the Math seeks to bring about lasting change in all interrelated aspects of the education system that affect teaching quality. With respect to this broader goal of system change, there are three goals of Pump Up the Math.

  • Goal 1: Broaden and Deepen Teacher Content Knowledge.
  • Goal 2: Broaden and Deepen Pedagogical Content Knowledge.
  • Goal 3: Improve Student Achievement as evidenced by
    1. Increasing scores on Grade 4 and Grade 8 State Assessments grades
    2. a higher percent of high school students passing a mathematics regents exam with 65% or higher and
    3. a higher percent of high school students taking more rigorous mathematics courses as evidenced by a higher percent of high school students
      1. taking and passing more than one Regents exam in mathematics
      2. taking and passing Intermediate Algebra and
      3. taking and passing Algebra II.

To broaden and deepen teacher content knowledge, the Pump Up the Math project will facilitate, among other opportunities: Developing Mathematical Ideas (DMI); Thinking Mathematics; Fostering Algebraic Thinking and Fostering Geometric Thinking (Driscoll); Topics in Algebra I; Geometry for Teachers; Pre-Calculus for Teachers; Advanced Placement (AP) Calculus I Summer Institute. The professional development learning experiences for deepening teachers' content knowledge were chosen because they reflect mathematical understandings that are identified areas of weakness fro RCSD students. To develop teacher pedagogical content knowledge, a variety of learning experiences including collegial learning circles and guest speakers will be facilitated for project participants and Pump Up the Math will build on previous coaching work with Lucy West and Steve Barkley; there will be several opportunities for grant participants to be a part of different collegial learning circles. Finally, all teachers will participate in professional development on using data to inform instruction. The RCSD is fortunate to have several teachers with expertise in this area. These teachers are designing learning experiences specifically for the participants in Pump Up the Math.

The evaluation will be a participatory evaluation design with the project manager and the external evaluation team working closely together in all phases of the evaluation. The grant project manager will be responsible for collecting onsite data including the Measuring Teachers' Content Knowledge Protocol, the Classroom Observation Protocol, and professional development session evaluations. The impact of this project will extend well beyond the 36-month project period because the RCSD mathematics department will have developed a cadre of teacher leaders who have participated in the professional development and serve as turnkey trainers after the project period. At both the elementary and secondary levels, these teacher leaders will support the work of RCSD and mathematics coaches by providing additional PD and mentoring. The teacher leaders and mathematics coaches will continue to model the use of data to inform instruction and model the use of effective pedagogical content strategies.

Program Contact:

Linda Stagles
131 West Broad Street
Rochester, NY 14614
(585) 262 - 8682
Email: linda.stagles@rcsdk12.org

NYC CSD #30/ Hunter College (Mathematics)


School District:

Community School District 30, New York City

Focus Area:

Mathematics

Curriculum Area:

PreK-12

Abstract:

Through the Federal No Child Left Behind Title IIB Math Partnership grant, over a three year period from July 1, 2007 through June 30, 2010, District 30 in New York City will be in partnership with Hunter College to enhance and improve the math community of all schools in the district. Some Schools from Districts 24 and 32 have been grandfathered in to participate in the grant as an extension of the previously awarded No Child Left Behind Title II B math Partnership grant to Districts 24, 30 and 32 from September 2004 through June 30, 2007. There are additional partnerships and components with The Lehman College Math Project, WNET Channel 13 and with Schools Attuned.

Goal: To build a community of mathematics life long learners.

Reason: To improve student achievement, we recognized the need to enhance supervisors’ and teachers’ mathematics content knowledge and pedagogy through on going math institutes over a three year period. This includes a Math A/Integrated Algebra and Math B Institute. All institutes focus on the New York State Math Standard and performance indicators.

Two Different components of the Hunter College Partnership:
  1. Dr. Barry Cherkas, Hunter College, Mathematics and Statistics Department
    • Full Mathematics Scholarships
    • A Master Degree track
    • Math credits applicable towards a M.A. and/or NYS math accrediation (Grades 7-12)
  2. Dr. Bob Gyles, Hunter College, Department of Curriculum and Teaching
    • K-12 Hunter College Math Institutes:
      • Participants: K-12 public and non-public school Principals, Math Assistant Principals, Math Coaches, Lead Math Teachers, Mentors and Parent Coordinators
      • An estimated 200 plus participants from District 30 will be benefiting from these institutes which were designed to meet the needs of specific groups (content/pedagogy)
      • The majority of the math coaches, math teachers and mentors has already participated over a four year period and has received professional libraries to enable them to independently continue the mathematics professional development at the termination of this grant
Lehman College Components:
  • Leadership Circles for K-12 Principals, Math Assistant Principals and Math Coaches
  • Two week summer Math Institutes for K-12 Math Teachers in which participants received 4 math education graduate credits
WNET Channel 13 Component:
PBS Teacherline New York Series
  • Math courses applicable towards new teacher professional development hours or towards mathematics graduate credits.
Schools Attuned Component:
School Teams of four receive certification in Schools Attuned.

Program Contact:

Helena Ureta Conti
28-11 Queens Plaza North
Long Island City, NY 11375
(718) 391 - 8165
Email: hconti@schools.nyc.gov

Buffalo City SD/ Buffalo State College (Mathematics)


School District:

Buffalo City Schools

Focus Area:

Mathematics

Curriculum Area:

PreK-12

Abstract:

The intent of the Buffalo City School District's Math Science Partnership - Math Focus program is to increase student academic achievement in mathematics by enhancing the content knowledge and teaching skills of classroom teachers. District partnership with Buffalo State College and the State University of New York at Buffalo are at the core of these improvement efforts.

Several measures indicate the need for this program. Results of a MAGI Educational Services survey of K-6 mathematics teachers shows a perceived lack of key coursework in mathematics content and instruction, and of collaborative work among mathematics faculty. District teachers scored in the 37th percentile on the Content Knowledge for Teaching Mathematics assessment, while student mathematics achievement contributed to Buffalo's designation as a District in Need of Improvement. Student achievement is lowest in the Superintendent's School Improvement District (SSID), which includes 13 elementary schools and three high schools, to which a significant portion of this grant's resources are devoted.

The program provides a variety of scientifically-based professional development activities that support both K-12 teachers and students. A group of instructors, consisting of the mathematics teachers from the SSID, the other 28 elementary schools' Building Math Specialists, and all of the high schools' Technology Mathematics Specialists, made a three-year commitment to a minimum of 60 hours of professional development per year. Two full-time Teachers on Special Assignment serve as mathematics program lead teachers, providing the on-site, embedded, collaborative activities that develop this cadre of instructional leaders. Several contracted entities enhance and provide further professional development services. Consultants from the Buffalo State College Department of Mathematics support the work of the lead teachers. Texas Instruments offers the Technology Mathematics Specialists professional development on technological innovations for improving the teaching and learning of mathematics. Math Solutions provides coaching training for the Building Math Specialists. The Early Childhood Mathematics faculty of the State University of New York at Buffalo delivers sessions in mathematics content and pedagogy for K-2 teachers.

To address the need for coursework, the development and implementation of graduate courses with Buffalo State College faculty takes place. The partnership with the Department of Mathematics includes up to $46,500 for tuition for teachers in two-credit-hour graduate courses. The coursework is offered during the academic year ,with continuation of coursework during summer institutes. Courses are designed to increase teacher command of important mathematical concepts.

The Math Science Partnership - Math Focus program evaluation will be based on quantitatively measured change in teacher knowledge and student achievement over time, and qualitative measures of developments in teacher beliefs, attitudes, and practices. The instructional leaders developed through program activities will sustain their work beyond the life of the grant. Buffalo State College will continue to offer the aforementioned graduate courses indefinitely.

Program Contact:

June Simmons Barrow
408 City Hall - Office of Federal and State Programs
Buffalo, NY 14202
(716) 816 - 3966
Email: Jbarrow@buffaloschools.org

NYC CSD # 6/ Brooklyn College (Mathematics)


School District:

Consortium of Community School Districts 3, 5 & 6, New York City

Focus Area:

Mathematics

Curriculum Area:

PreK-12

Abstract:

The Mathematics Professional Development Project (MPDP) is a three year K-12 professional development project. MPDP envisions expanding and deepening the content and pedagogy knowledge of K-12 teachers. The project will service NYCDOE Community School Districts 3, 5, and 6. More than two-hundred (200+) teachers from low-performing schools and two non-public are targeted for our program.

The project is carefully tied to improving instruction. The professional development will improve instruction in content and pedagogy with grade specific emphasis; and the establishment of a community of mathematics educators that will help raise the profile of mathematics at the SINI target sites.

Components of the MPDP:

  • Marilyn Burns Education Associates:
    • Grade focus: K-8 Teachers
    • School based lab site days for teachers, math coaches, and administrators
    • School year course - "Number Sense and Operations", 5 sessions
    • Summer 2008 Course - "Building a Foundation for Algebra"
    • Summer 2009 Course - Geometry and Measurement
  • Metro Math at Brooklyn College:
    • Grade Focus: High School Teachers
    • PD workshops throughout the school year focused on the NYS Standards in Algebra and Geometry
    • After school component
  • Key Curriculum Press:
    • Online courses with Geometer's Sketchpad in Algebra and Geometry
    • Grade Focus: Middle and High School teachers
    • P-Credit is being offered for salary differentials
  • Math Grant Personnel:
    • Monthly meetings for K-8 teachers, coaches and administrators
    • Content focus in number sense and operations aligned to the pacing guidelines for Everyday Mathematics and Impact
    • On-site professional development

Program Contact:

Mary Lou Wainwright
4360 Broadway, Room 525
New York, NY 10033
(212)  521 - 3701
Email: mwainwr@schools.nyc.gov

NYC CSD #19/ Queens College (Mathematics)


School District:

Community School District 19, New York City

Focus Area:

Mathematics

Curriculum Area:

PreK-12

Abstract:

Community School District 19 proposes “Math on the Rise” a 3-year intense professional development program that will give targeted teachers multiple opportunities to enhance their knowledge in math content and pedagogy. This professional development program will include a partnership between SINI/Corrective/SURR public schools in CSD 19 and 23, a consortium of private schools, Queens College, Teachers College Center for Technology and School Change (CTSC), Channel 13, Tech 4 Learning, PLATO and Learning.. This consortium of providers will offer targeted teachers a variety of professional development opportunities to become certified math teachers, improve their math content and pedagogy knowledge, implement standards based lessons in the area of math, and use real world math in the classroom. This will be accomplished through offering summer institutes for teachers, graduate and online courses, and distance learning resources, modeling of best practices, peer mentoring, Administrative Institutes, and math retreats for Administrators. The Queens College Math Department, under the leadership of Dr. Thomas C. Strekas, Dean of the Division of Mathematics and Natural Sciences, will be the lead partner in this project.

Program Contact:

Edna Lieberman
82-01 Rockaway Blvd
Ozone Park, NY 11416
(917) 930 - 2269
Email: elieber@schools.nyc.gov

NYC CSD #10/ City College of NY (Science)


School District:

Community School District 10, New York City

Focus Area:

Science

Curriculum Area:

Grades 5-12

Abstract:

The MSP grant, Project Starship, looks at building capacity of science education so that both teacher and student achievement is maximized. In a partnership, with City College of New York, teachers will support the design and implementation of standards and research based science and technology instruction in grades K-12. Project Starship will focus on improving teachers' science content knowledge, engaging teachers in real-world science investigations, and sharpening their ability to integrate technology into the classroom.

Project Starship will provide support for over 200 teachers from targeted schools in New York City (CSD 9 and CSD 10). Along with course work, professional development and training in technology the program's objectives are to increase measurable student science achievement and sustain ongoing teacher development.

In submitting the application for federal assistance for Project STARSHIP, 25 high-risk schools (10 elementary, 13 middle, and 2 high schools) as candidates for participation in the project based on their proportions of ethnic minority students, students at low socioeconomic levels, students not meeting the standards in science or math, and the proportions of uncertified science teachers. From the 13 schools, Metis Associates, grant evaluator, statistically ranked selected schools to be assigned to Treatment or Control groups.

The treatment schools will be provided with professional development in the form of graduate courses, technology workshops and ongoing professional development. The goals are to impact on teacher quality through developing teacher science content knowledge which will in turn raise student achievement.

Teacher pedagogic skills will support an impact in working with diverse student populations and lead to an improvement in the teaching workforce of the future.

Program Contact:

Warren Livingston
40 West Tremont Avenue
Bronx, NY 10453
(718) 583 - 0103
Email: wliving@schools.nyc.gov

NYC CSD #30/ Brooklyn College (Science)


School District:

Community School District 30, New York City

Focus Area:

Science

Curriculum Area:

PreK-12

Abstract:

The Science Professional Development Institute serves 200 elementary, middle and high school teachers in public and non-public schools in School District # 30, with 60 hours per year of intensive professional development to bring their science knowledge and practice to a high level of competence.

The Science Professional Development Institute will provide three years (2007-2010) of high quality professional development in earth and environmental science content, and inquiry pedagogy for elementary, middle and high school teachers through a partnership with The Department of Geology and Education at Brooklyn College of The City University of New York, the National Park Services, and Bank Street College of Education Tiorati Workshop for Environmental Learning. It also provides upper elementary, middle and high school teachers in need of state certification with 18 credits of earth science towards their certification.

Teachers participating in the program are also provided with the opportunity to be immersed in research-based pedagogy that will allow them to become more effective in the classroom and strengthen their institutional methods to align with the curricula reforms being instituted in New York City. All professional development activities conducted by the chosen partners, consultants and staff, are aligned with New York State MST Standards and K-12 Science Core Curricula.

The Goals of the Science Professional Development Institute are:

  • Goal 1: Provide high quality professional development to elementary, middle, and high school teachers of science that is effective in improving science instruction by helping teachers apply newly acquired content and pedagogical knowledge and use of inquiry-based materials.
  • Goal 2: To improve teachers' content knowledge in science.
  • Goal 3: To improve teachers' pedagogy, pedagogical content knowledge, and practice of science instruction.
  • Goal 4: To support the implementation of an inquiry-based modular science curriculum across the district.
  • Goal 5: To build teacher leadership capacity for high quality science instruction in the district.
  • Goal 6: To raise student achievement in science.

The grant will be assessed by:

  • Data on all teachers in all programs will be compared with pre-post surveys for treatment and control groups.
  • Mid-course corrections will be evaluated for effectiveness.
  • Student achievement will be directly linked to professional development.
  • Sustainability with fully certified teachers and established partnerships will be a key success factor.

Program Contact:

Michelle G. Cambier
28-11 Queens Plaza North
Long Island City, NY 11101
(718)  252 - 7307
Email: mcambier@schools.nyc.gov

NYC CSD #24/ Brooklyn College (Science)


School District:

Community School District 24, New York City

Focus Area:

Science

Curriculum Area:

PreK-12

Abstract:

Over a three year period of time, the Title IIB MSP Science Grant will support teachers of Science, K-12 in New York City District 24 by increasing content knowledge in Earth Science and Environmental Science along with encouraging scientific inquiry. Teachers will be provided with authentic experiences with scientific inquiry and field based studies in environmental and geoscience to enhance critical thinking, problem solving, and process skills in these content areas. Science teachers in District 24 will also receive assistance with New York State Department of Education and New York City Department of Education initiatives. Assisted by our higher educational partner, Brooklyn College, teachers are able to participate in graduate courses applicable to a masters degree in Geology or (Earth) Science certification, and workshops geared to enhancing scientific inquiry for the teachers themselves and in the classroom. Partners include the National Park Service (US Department of the Interior), Bank Street (Tiorati), the American Museum of Natural History, and the New York Hall of Science.

Our goal is to build a community of lifelong science learners through high motivational professional development workshops. By improving teacher knowledge and therefore comfort with their subject, teachers "teach better," and students "learn better" so that student knowledge and achievement increase.

Program Contact:

Ellen Mandel
GCSES Building 272, Floyd Bennett Field
Brooklyn, NY 11234
(718)  252 - 8286
Email: emandel@schools.nyc.gov

NYC CSD #12/ Queens College (Science)


School District:

Consortium of Community School Districts 8, 11 & 12, New York City

Focus Area:

Science

Curriculum Area:

PreK-8

Abstract:

The GLOBE/Environment Science Professional Development Program (ESPDP) is a three year K-8 professional development partnership between New York City Department of Education Community School Districts #8, #11 and #12 (South and East Bronx), the Department of Environmental and Eath Sciences, Queens College, City University of New York, New York Botanical Garden, and the Wildlife Conservation Society (Bronx Zoo). More than two hundred (200+) teachers from 81 low-performing schools (81 public and two non-public) are targeted for our program. The student population of these 81 schools that are participating in the program are approximately 28,650 students.

Our program is designed to create, over a three-year period, a critical mass of science teachers who can support improved science instruction because they have been provided with a broad, interdisciplinary content background in the physical and biological sciences and the ability to use experimental models that draw on urban settings for research inquiries.

A centerpiece of our science curriculum from Queens College will be the GLOBE (Global Learning and Observations to Benefit the Environment) Program, an international hands-on environmental science program currently in place in 20,000 schools from 110 separate countries. GLOBE will support our training with extensive environmental educational materials including protocols for GLOBE measurements and associated learning activities including: Teacher's Kits, technical support, GPS units and Land sat images. Teachers will attend intensive Summer Institutes with follow-up lectures, workshops and field trips throughout the school year.

Program Contact:

Nadya Awadallah
1 Fordham Plaza, Room 749
Bronx, NY 10458
(718) 741 - 5565
Email: Nawadal@schools.nyc.gov

Buffalo City SD/ Buffalo State College (Science)


School District:

Buffalo City Schools

Focus Area:

Science

Curriculum Area:

PreK-12

Abstract:

The Buffalo City School District's Science Focus - Math Science partnership Project is targeting ten high schools and twelve elementary schools (teachers in three non-public schools are also active participants). Over two hundred teachers will participate in a minimum of 60 hours of professional development or coursework. The professional development includes a Summer Institute, on-going Institute course work, opportunites to attend conferences, mentoring/coaching, and other related professional development activities. Principals in the targeted elementary schools and high schools will be encouraged to participate in the professional development. This project supports student learning by:

  • enhancing the culture of on-going professional development in science;
  • aligning and revising the science materials/kits to the New York State Science initiative, the Statewide Strategic Plan of Science, and the NYS learning standards;
  • building and strengthening the capacity of school leaders in partnership with higher education and the science community to meet the demands of a rigorous science curriculum.

Using a random stratified selection method we will identify 35 teachers, six in the high schools, four in grades 7 and 8, and 25 in the elementary schools, to participate in an in-depth three-year study of the impact of our Science Focus Partnership. The "Reformed Teacher Observation Protocol" (RTOP) will be used to gather information about changes in teachers' practices (Peburn, et al, 2000). SUNY at Buffalo's Evaluation Center will provide data to help us determine the overall impact our Science Focus Partnership project ahs had on improvement in science achievement. The evaluation strategy for the Science Focus Partnership will focus on the impact on school outcomes in science, specifically improvements in NY State science assessment scores, Regents science examination pass rate, and advanced science (AP) course credits awarded during the three years of the project. However, these outcomes are measured only once with each cohort of students, and therefore the evaluation will also systematically track regular school data such as changes that can be observed in the four marking periods in the academic year for each cohort. The evaluation will investigate the extent to which improvements during these marking periods can predict performance on the examinations. This evaluation will utilize the data already collected within each school, as well as existing relevant data in the District, to develop a new evaluation strategy - a combination of quasi-experimental design and binary logistic regression. The combination of these two approaches will create a powerful design to investigate not only what interventions work, but also the circumstances in which they may be effective. At the end of each marking period, the effectiveness of the project activities in improving grades will be evaluated. Data will be shared with teachers and the Science Focus Partnership Advisory Committee; and will be used to identify instructional and professional development activities that can be adjusted throughout the year to improve teaching and learning.

Program Contact:

June Simmons Barrow
408 City Hall - Office of Federal and State Programs
Buffalo, NY 14202
(716)  816 - 3966
Email: Jbarrow@buffaloschools.org

Syracuse City SD/ Syracuse University (Science)


School District:

Syracuse City School District

Focus Area:

Science

Curriculum Area:

PreK-12

Abstract:

The Syracuse City School District enthusiastically accepts the Title II-B Math and Science Partnership Grant. We are concentrating on increasing the achievement of students in science by enhancing the content knowledge and teaching skills of classroom teachers through intensive staff development of 60 hours per year for three years from 2007 to 2010. Our focus is to partner with Syracuse University and Cornell University for providing job-embedded staff development to teachers and ensuring site-based support for pedagogical understanding of inquiry based activities. The guidelines set forth in our plan are to collaborate with university professionals, administrators, and teachers to survey the needs of science for our schools. For the first year we are linking the integration of science with ELA through the implementation of science literacy read/write strategies and case studies.

As we move forward to correct misconceptions of science comprehension we plan on developing and refurbishing our classrooms to establish standards based lab activities that will be supported by hands-on learning of science through kits. Our plan emphasizes the need to improve K-12 science teaching based on the content of physical science for year one and subsequent years will focus on Matter and Energy. A core group of teachers will become science leaders to train other faculty. This will sustain staff development activities as we interconnect with our partners, who will model effective science teaching, provide holistic group discussions and in-class coaching for our teachers. Overall we are excited to have this great opportunity to improve science teaching for all students as we aim to facilitate project activities, collect data on student progress, monitor staff development, involve parents, create website for sharing ideas, and reflect on the growth of science learning.

Program Contact:

Afzaluddin Khan
725 Harrison St
Syracuse, NY 13210
(315)  435 - 4303
Email: akhan@scsd.us

NYC CSD # 9 / NY Institute of Technology (STEM)


School District:

Community School District 9, New York City

Focus Area:

STEM

Curriculum Area:

PreK-12

Abstract:

The Digital Immigration Project Phase II is designed to focus its efforts based on a successful model developed through a Mathematics Partnership grant awarded in 2004. The original grant, The Digital Immigration Project, served 324 teachers and 2,000 students in grades three through twelve. Of the 324 teacher participants 159 were general education and 165 were mathematics teachers. During a two-year period seventy-three of the teachers received sixty hours or more of professional development in mathematics content and the integration of technology.

The results for these 73 teachers and their students showed significant increases in performance on standardized tests in mathematics. Baseline data for elementary grade students showed 47.3% of students performing at standard in mathematics 24% at middle level and 36% at high school level. For thes students of teachers that participated in over 60 hours of professional development there was 71% proficiency level in mathematics for the elementary grades 37% for middle school students and 52% for high school level students.

This dramatic difference has led D9 to develop a Digital Immigration Project-Phase II to focus on similar high needs schools in D9 and D10, a partner district in this proposal. The Digital Immigration Project-Phase II proposes to provide over 200 teachers in high needs schools with intensive workshops and graduate level courses focused on cross curricula activities in STEM as provided by our Higher Education Partner, The New York Institute of Technology (NYIT). The schools targeted reflect a K-12 continuum model that will be used to impact a consistent group of "at risk students" from elementary to middle schools and through their high school years.

It is hypothesized that this intervention will produce cumulative, tangible, and measurable impact on student achievement, attitudes, and behaviors as a result of a) student participation in the program activities and b) their teacher's participation in the professional development activities.

In order to test these hypothesis, the evaluation will use a quasi-experimental design. Students and teachers in twenty-one D9 and D10 schools will comprise the treatment group and students and teachers in 21 demographically similar D9 and D10 schools will comprise the comparison group. A total of 200 teachers will be selected to participate in the treatment. The same number of teachers will be selected to be part of the comparison group.

Program Contact:

Ms. Rosemary Nieves
1 Fordham Plaza
Bronx, NY 10458
(718)  741 - 5476
Email: RNieves2@schools.nyc.gov

Morristown CSD/ Clarkson University (STEM)


School District:

Morristown Central School District

Focus Area:

STEM

Curriculum Area:

PreK-12

Abstract:

Following the successful implementation of the St. Lawrence County Math Partnership, which was funded through a NYSED Mathematics and Science Partnership grant, the same consortium of St. Lawrence County school districts propose to continue to partner with Clarkson University to expand and improve STEM (science, technology, engineering and math) education in our 17 school districts. In this 2007-2010 STEM proposal, Morristown CSD will be the new LEA. The MSP 2004-2007 grant, which was lead by Hermon-DeKalb Central School (LEA), served 300+ teachers and directly affected 6,400+ students in seventeen rural St. Lawrence County School Districts. Partners also included the Diocese of Ogdensburg, St. Lawrence-Lewis BOCES, and STEM departments at Clarkson University. This true partnership has allowed us an opportunity to customize our efforts, to use the partnership as an innovative laboratory, and to use the partnership as an opportunity for coalition building. It has also provided on-going assessment of the needs of all participating schools as well as provided essential data on student achievement, teacher quality and the needs of at-risk populations.

Key components of the new STEM Partnership grant include:

  • Summer institutes for teachers taught by STEM faculty at Clarkson University that integrate STEM topics and apply these concepts to relevant and real world problems;
  • SBR (Scientifically-Based Research) workshops for teachers throughout the school year to improve pedagogy for increased STEM integration and enhanced rigor and relevance;
  • TRIADS of STEM teachers from area school districts who will work together to bring cross-discipline projects and activities to their students; and,
  • Peer review and sharing of new curricular units through conferences and web sites (NYSATL Peer Review Process).

This proposal identifies the need for the program in the economically disadvantaged region, justifies the approach through a review of current education research literature, and details the implementation that will positively impact hundreds of teachers and thousands of children.

The Clarkson University Summer Teacher Institutes share common features. They all actively engage teachers in learning about new trends in science, technology, engineering, and mathematics that they can implement in their classrooms to energize their students' interest and enhance their understanding of current STEM disciplines. All topics will integrate mathematics and technology with science and engineering concepts in project-based approaches that make meaningful connections with students' lives. The institutes will model best teaching practices of inquiry-based learning and will involve real-world problem solving and critical thinking skills.

There are several objectives that are common to many of these institutes and workshops and which are addressed in slightly different ways appropriate to the specific subject content:

  1. Improve teacher understanding of math and science topics, and of newer branches of science, engineering and technology to help them develop the innovators of tomorrow;
  2. Provide a deeper appreciation of how STEM disciplines work together, using appropriate technology to solve real problems and understand natural phenomena;
  3. Provide opportunities for teachers to develop curricular materials that include engaging hands-on activities integrating the key concepts and activities of the workshop;
  4. Empower teachers to use a scientific thought process to integrate STEM and broader disciplinary knowledge and skills; and,
  5. Create and share projects which will be class tested and peer-reviewed, assisted by mentoring from Clarkson University faculty and students.

The benefits to students in the K-12 system are many. Bringing project-based learning into classroom helps student appreciate "real-life" examples of STEM interactions. The introduction to scientific and engineering thought processes and improved problem-solving skills (starting with literacy) enable students, who may otherwise never consider a technical college major and career, awareness and confidence to pursue those objectives. This is further enhanced through campus lab visits and other field trips, and though their exposure to college student role models. All of this ultimately leads to better motivated, and therefore more successful, students.

Program Contact:

Gail Gotham
7227 State Highway 56
Norwood, NY 13668
(315)  353 - 6693
Email: ggotham@sllboces.org

Niagara Falls City SD/ Niagara University (STEM)


School District:

Niagara Falls City School District

Focus Area:

STEM

Curriculum Area:

PreK-12

Abstract:

Goal:

  • Increase academic achievement in Math and Science by enhancing the subject matter, content knowledge, and teaching skills of classroom teachers.
  • Provide Professional Development opportunities that are sustained, intensive, and classroom focused which are aligned with MST learning standards.
    • Train Science Content Specialists to serve as Science Coaches.
    • Minimum of 60 hours of PD for each teacher each year for three years.
    • Minimum of 30 hours building/district level, 30 hours individual 1/1.
  • Utilize inquiry-centered interdisciplinary focus PreK-12.
  • Increase Academic Focus MST by providing quality and ongoing PD.
  • Emphasis on cross curricular connections - STEM.
    • Develop targeted interventions to increase performance of at risk students.
    • Collaborate with professional mathematicians, scientists, and engineers.
    • Expose students to STEM related career pathways, NYSED/NYDOL Careerzone, Tech Prep.
    • Develop more rigorous MST curricula.

Partnership:

  • Partnership - Niagara Falls City School District - Niagara University College of Education, Institute of Applied Learning.

Evaluation methodology:

  • Quasi-experimental design involving six NFCSD schools (NFHS - 2 houses, LaSalle Preparatory School (a SINI school), and four LPS feeder elementary schools) servicing 200 teachers.

Program Contact:

Sheila Smith
901 Hyde Park Blvd
Niagara Falls, NY 14301
(716)  278 - 5820
Email: ssmith@nfschools.net

Utica City SD/ SUNY Institute of Technology (STEM)


School District:

Utica City Schools

Focus Area:

STEM

Curriculum Area:

PreK-8

Abstract:

The Utica City School District has forged a partnership with Hunter College, Buffalo State College and SUNY IT that will provide high quality content area professional development to teachers of math, science and technology in our nine elementary and two middle schools. Results from our needs assessment reveal that in order to increase student performance in high school math and science, there needs to be a significant increase in the level of student learning in elementary and middle schools. Expanding the content knowledge of math, science and technology for our elementary and middle school teachers will result in improved curriculum content and instructional delivery. This will increase the number of students that are willing and able to participate in higher level math, science and technology in high school. The coordinating professional development includes three distance learning courses that inform teachers of project based learning models: Inquiry Based Learning; Webquests; and Constructivism.

Each building will have a teacher leader who will facilitate the professional development and support implementation of the program in the buildings. Approximately 100 plus teachers will participate in this program that has as its goal to increase student participation in STEM coursework and increase student achievement in those areas.

This math, science and technology project will be implemented over a three year period and will create a community of well informed teachers who are well equipped with interdisciplinary math, science and technology content information. Committed teachers will have the opportunity to add NYS Certification in the areas of math and/or science. The results will be improved sustainable academic programs and higher student achievement at all levels.

Program Contact:

Carla Percia
1115 Mohawk St
Utica, NY 13501
(315)  792 - 2266
Email: Cpercia@uticaschools.org

NYC CSD #32 / Queens College (STEM)


School District:

Community School District 32, New York City

Focus Area:

STEM

Curriculum Area:

PreK-12

Abstract:

The purpose of the STEP CSD 32 grant is to increase teachers' content knowledge and help teachers develop best classroom teaching practices, while creating and supporting a community of life-long learners in science, technology, engineering, and mathematics. Our vision is to build capacity within our math, science and engineering communities that will ensure continuous and sustainable growth in the learning and teaching of these content areas.

The grant is designed to service lead teachers, math coaches, science clusters, classroom teachers, technology liaisons, computer teachers, staff developers, mentors, social studies teachers and clusters, librarians and new science teachers at all grade levels (k-12). The STEM grant offers three alternative training tracks under an "Environmental Rotation" section of the grant, and other static training tracks, under a "STEM Immersion" section, which will be implemented over the next three years.

The three alternating tracks under the Environmental Rotation title are as follows:

  • Project Based Learning (PBL) with a focus on bodies of water
  • GLOBE (Global Learning and Observations to Benefit the Environment) Training and Environmental Symposia with Queens College
  • Thematic Investigations, which studies the impact of communities and various constructions on nature and the environment.

Groups rotate within the alternating tracks over the course of the three years. For example, a candidate to the PBL track will attend the GLOBE Training track in year 2, and the Thematic Investigation track in year 3. We are currently accepting participants the GLOBE Training Track and the Thematic Investigation Track.

The static tracks under the STEM Immersion title are:

  • College coursework track
    • These college credits can be used by participants towards a certification in Earth Science.
  • Robotics track
    • The Robotics Track looks to increase Teachers' content knowledge in Mathematics and Science through applications in Technology and Engineering.
  • Teachers as Scientists
    • Participants to this track will expand their content knowledge as they develop a conceptual framework for defining scientific literacy.
  • Technology as a Tool Track
    • Participants to this track learn to use a variety of collaborative and communication tools, specialized engineering and science software, and Internet resources to increase their content knowledge and enhance the teaching of Science, Technology, Engineering, and Mathematics.

Participants involved in the static tracks remain in those tracks over the life of the grant (three years).

Program Contact:

Alix Jospitre
Floyd Bennett Field, Building 272
Brooklyn, NY 11234
(718)  252 - 7307
Email: ajospitre@schools.nyc.gov

NYC CSD #24 / Queens College (STEM)


School District:

Community School District 24, New York City

Focus Area:

STEM

Curriculum Area:

PreK-12

Abstract:

CSD 24 STEM GRANT (Science Technology Engineering and Mathematics Grant) focus is integrating science, technology, engineering, and mathematics and across the curriculum to build teacher content knowledge as well as assist teachers in transforming that knowledge into greater student engagement and increased student achievement.

The design includes:

  • Scholarship – the building on teacher content knowledge, and
  • Professional Development for teachers and other key constituents (teacher-coaches, and teacher-leaders, principals, assistant principals) learn how to teach the content for increased student engagement and in increasing student achievement. This will encompass assisting teachers, as well as the school communities, in understanding of real-world applications of math, science, technology and engineering (the how-to behind real-world applications).

Science

Participants will be involved in professional development and workshops that focus specifically on the core curriculum across grades K-12.

  • Project-Based Learning
  • Thematic Inquiry-Based Learning
  • Science and technology for mathematicians and mathematics and technology for scientists
Queens College - Globe Training

Teachers will be trained to make atmospheric measurements (e.g., temperature, maximum and minimum temperature, relative humidity, cloud cover) and soil measurements (e.g., soil moisture, characterization); to use a GPS receiver; to enter data into the GLOBE database; and to acquire, analyze, graph, and map data that has been entered into this global database.

Teachers will learn GLOBE protocols for measuring turbidity/transparency, temperature, pH, salinity/dissolved solids; designing water sampling project; taking field measurements; analyzing hydrology data; and entering hydrology data into the GLOBE database.

  • Earth Science Graduate Credit
    • Queens College for a three year course of study in Earth Sciences – Earth Science graduate coursework can use toward state certification in Earth Science
Liberty Science Center, The New York Hall of Science, Queens Botanical Gardens, National Parks Services

These research-based, hands-on workshops will help teachers effectively develop and expand their knowledge and pedagogical skills; and will assist teachers in planning how to integrate science, math, language arts, and social studies with the five GLOBE modules that address earth system science, and interrelated subjects including weather, water, seasons, and soils; the use of scientific tools and higher reasoning skills of scientists, mathematicians, and engineers in the field.

These centers of education have innovative learning resources for lifelong exploration of nature, humanity and technology that will enhance the knowledge base of educators, providing transformative experiences, inspiring each individual to understand the continuing connection between scientific advances and how they improve and impact our daily living.

Project-Based Learning

Project-Based Learning workshops & field experiences include hands-on content driven professional learning that incorporates the use of scientific tools and instruments in the realms of science and technology; walking tours and follow up on the ecology of urban parks: trees, plants, and forestry; geology of the park and landforms; and geographical history of the parks in Gateway National Park-Jamaica Bay, Newtown Creek, Queens Botanical Gardens and Park, and waterways in the New York City area.

Teachers will analyze long-term patterns of water, light, and heat flux; establish food web change and the determinants of long-term primary productivity; project the biomass of waterways; measure trends in oxygen concentrations in the hypolimnion; assess the average annual concentration for primary production in the photic zone; study climatic and metamorphic influences on the life, history, and diversity of local fish; and study different approaches and tools for studying groundwater ecology, and the influence of ground and surface water exchange on landforms.

Thematic Inquiry-Based Learning - Teachers as Scientists

Thematic Project is designed to provide teachers with an understanding of how cultural diversity influences our society in decision making with respect to technology and engineering. Teachers will also learn to take a world view, examining how various cultures contribute to the complexity of what and how we learn and know about modern technology and engineering. The primary focus will be conducted from the perspective of a cultural researcher with emphasis on linguistics, cultural assimilations, inclusion and cultural transformations. Drawing across these lenses will lead to a better understanding of the decision behind the design and inspiration of architectural structures and their impact on the environment.

Teachers as Scientists will connect teachers to valuable resources through formal and informal education organizations, institutions, and industry. This model will provide teachers with an opportunity to connect with scientists; investigate real issues;

The Nature of Science and Earth Science will increase teacher content knowledge so that they have a solid understanding of the content and thus proficiently communicate the content to their students by providing opportunities to learn real hands-on investigations using surrounding parks, museums, playgrounds, waterways, and museums as an integral part of the learning experiences. Teachers will make meaning and sense of the required curriculum so as to relate it to the real world of the teachers and plan methods of transferring those learnings to their students integrating the MST Standards into the core curriculum.

Online Coursework

St. John's University – Mathematics for Scientists/Science for Mathematicians Online Coursework and Learning Series – Teachers of Science and Mathematics will receive credits through the on-line coursework at St. John’s University earning 12 credits over the course of grant.

Teacher Institutes - The proposed design for the secondary teacher institute includes two full day workshops and two 5-week online courses in the spring, with a one-week institute in the summer of 2008. Elementary teachers would begin in the summer with a one-week institute and then participate in an online experience in the fall of 2008.

PBS Teacherline Online Coursework – will also serve as a vehicle for teacher to participate in online coursework and professional learning in the content areas of focus. Teachers will also have an opportunity to earn graduate credits for this coursework should they choose to do so.

Symposia
  1. Environmental Issues and Environmental Engineering - presented and facilitated by environmental scientists and engineers along with participating higher education partners, district educators, and grant staff.
  2. Science, Technology, and Mathematics - Teachers will attend science, technology and mathematics symposiums and work sessions designed to tie together the content areas as well as to connect how Science, Mathematics, Technology, and Engineering is impacted by literacy, social studies, and living environments in general.
    1. This would bring together the various components and participants in the grant across school communities.
    2. It will give participating schools (teachers, administrators, students, and parents) the opportunity to share projects from products of their learning experiences.
Learning Communities/Study Groups

Support participating teachers/schools in content driven learning circles designed for the entire school community to keep abreast of new learning and best practices in the respective content areas. These Learning Communities/Study Groups will also provide venues for participants to share their learning experiences and application of content knowledge in the classroom; support collaboration and sharing across district schools; and provide a forum to align mathematic, science, and technology standards across the curriculum for increased instructional impact on student learning.

Mathematics

Participants will be involved in professional development and workshops that focus specifically on content strands and processes across grades K-12.

Hunter College Mathematics Institutes are designed to offer intensive content driven mathematics sessions that build teacher content knowledge and pedagogy. It is also intended to foster a community of life long learning in the learning and teaching of mathematics. The vision is to build capacity within our math community that will ensure continuous and sustainable growth in the learning and teaching of mathematics that is transformational to our student and their success as learning and lovers of mathematics.

Having analyzed our students' assessment data, in year one (2007-2008) of the grant, the main focus will be on the New York State Mathematics Learning Standard Algebra strand; in year two (2008-2009) the main focus will be on the New York State Mathematics Learning Standard Number Sense and Operation strand; and in year three (2009-2010) the main focus will be on the New York State Mathematics Learning Standard Geometry strand).

Engineering and Robotics

These programs offer teachers an opportunity to study the science topics of balances and forces by applying civil engineering concepts to bridge building projects. Science is too often taught in a purely theoretical manner. This program grounds science in the real world application of civil engineering. By the end of the program, teachers will have an understanding the science behind the engineering and have an awareness of the function of engineers in everyday life and the work they do.

A series workshops and professional development sessions on Robotics and Engineering basics and problem-solving connecting and investigating concepts behind the robotics project that our middle school teachers are currently participating in to real world uses of robotics in everyday life.

In addition, teachers will participate in a series of conferences that focus on the integration of science, mathematics, and engineering.

This series will provide teachers motivational ways to increase their content knowledge in technology, engineering, and robotics, and in turn these teachers will provide their students, opportunities to investigate hands-on technology and real-world applications of the mathematics behind robotics.

These presentations/workshops will support teachers in making connections to the Math and Science curriculum guided by NYS MST Standards.

Technology

Technology Institutes are designed for teachers to supply them with the technology behind science, the technology in engineering, and the mathematical concepts and application of those concepts in real world designs and uses in society.

Scientific equipment/supplies, robotics/engineering kits, computer hardware/software and peripherals will be used to provide the foundation of how such tools are used by scientists, engineers, mathematicians and other professions; and by the very nature of those tolls provide content knowledge and pedagogical skills.

Supplies, materials, and scientific equipment will be purchased for participants to use during training to deepen content knowledge and acquisition. This equipment may be used in schools and shared with other teachers. Additionally consumable materials, equipment, professional documents, and books will be provided to participants to support the building of content knowledge and professional development activities, workshops and training sessions.

As part of the grant professional development activities, participants will use “Wikis”, “Blogs – web logs”, Discussion Boards, and other Internet resources to conduct research and share/discuss ideas and findings; and analyze various local and global environmental issues and questions. Participants will also be provided the use of specialized software, books, equipment and instruments needed to conduct real scientific investigations, and emulate the behavior of scientists and engineers in collecting and analyzing data, as well as preparing reports and presentations. Supplies, equipment and software will be purchased to support all programs, including the Robotics and Technology tracks.

Professional Conferences/Membership

Some of our teachers will have the opportunity to attend/present at a conference in the areas of engineering, science, math and/or technology. In addition, teachers will share conference experience (insights and knowledge acquired) with teachers in their respective schools; and where applicable provide professional development for their colleagues and other members of their school community/district.

Staff Developer and Grant Manager will attend several professional conferences for ongoing professional learning and growth so as to stay abreast of current trends and discoveries in the fields of Science, Technology, Engineering, and Mathematics thus adding to the professional development and growth of the teachers across the grant and district schools.

National memberships and conferences offered by professional associations such as the National Science Foundation Association (NSFA), National Council of Teacher of Mathematics (NCTM), and the International Society for Technology in Education (ISTE), Association of Science-Technology Center (ASTC), and National Science Foundation (NSF) sponsored conferences are rare opportunities for participants to learn about new trends and deepen their knowledge and share ideas and knowledge. The grant will reimburse/cover the cost of attendance/participation of some teachers, from each staff development track, grant developers and grant coordinator to environmental summits or conferences, mathematics, science, technology or engineering conferences where experienced professionals, national and international experts and researchers will discuss real world concerns, solutions to actual environmental problems, application of new technologies and engineering, and new trends in mathematics, science, engineering, and technology education. Attendance to these conferences will give teachers an opportunity to further interact with scientists, mathematicians, engineers, researchers and other educators who impact science, engineering, math, and technology in everyday life, while affording them the opportunity to deepen their thinking around the application of content, and provide them a platform for continued collaboration with these experts.

All participants will be invited to attend Information Literacy Conference.

Program Contact:

Rhenaye Hornsby
Gateway Center for Science and Environmental Studies, Floyd Bennett Field Building 272
Brooklyn, NY 11234
(718)  252-7307
Email: rhornsby@schools.nyc.gov
Last Updated: May 26, 2009