Compliance hearing exhibits, ''Writings on Program Evaluation-Mathematics/Science''

"WRITINGS" ON PROGRAM EVALUATION -MATHEMATICS/SCIENCE1 Writings on Program EvaluationMathematics/Science Formal Program EvaluationsMathematics/Science 1. Proposal to National Science Foundation, Aug. 1, 1998, to fund Collaborative Partnerships in Mathematics and Science Achievement (see pp. 2-4 for needs assessment). 2. Management Plan for Year One, 1998-99, CPMSA (based on proposal for funding to the National Science Foundation. 3. 1999-2000 Strategic Plan, CPMSA (based on data analysis and decisions about next steps) 4. September 2000February 2002 Strategic Plan, CPMSA (based on data analysis and decisions about next steps) 5. September 1, 2000August 31, 2003 Strategic Plan, CPMSA (based on data analysis and decisions about next steps) 6. Revised Three-Year Strategic Plan, April 11, 2001, CPMSA (based on data analysis and decisions about next steps) 7. Annual Progress Report, 1998-99, submitted to the National Science Foundation. 8. Letter from National Science Foundation to Dr. Les Camine, May 20, 1999, with follow-up report to Site Visit of April 27-29, 1999. ^3/ 9. Document prepared for December 3, 1999, Site Visit: Relationship of CPMSA Goals and LRSD Quality Indicators ^3-5 10. Agenda for NSF Site Visit, December 3, 1999 11. Letter from National Science Foundation to Dr. Les Camine, January 24, 2000, with follow-up report to Site Visit of December 1-3, 1999. 12. Annual Progress Report, 1999-2000, submitted to the National Science Foundation. 13. Copy of slide presentation to the National Science Foundation Site Visit team, December 1-3, 1999. 14. Letter from National Science Foundation to Dr. Les Camine, January 16, 2001, with follow-up report to Site Visit of December 6-8, 2000. 15. Copy of slide presentation to Board of Education relating to CPMSA progress, January 2001. ^37 r 16. Copy of slide presentation to the National Science Foundation Midpoint Review (reverse site visit) in Washington, DC, February 5, 2001. 17. Letter from National Science Foundation to Dr. Les Camine, March 15, 2001, with follow-up report on Midpoint Review presentation in Washington, DC (reverse site visit) of February 5,2001. 18. Systemic Initiatives Core Data Elements, 1998-99: Results for Little Rock, report submitted to the National Science Foundation relating to implementation of new mathematics/science programs 19. Systemic Initiatives Core Data Elements, 1999-2000: Results for Little Rock, report submitted to the National Science Foundation relating to implementation of new mathematics/science programs 20. Program EvaluationSigns of Success: Trends in Mathematics and Science Student Performance, 1997-98 and 1999-2000, report submitted by CPMSA Program Evaluator to project staff. 21. Program EvaluationBenchmark ExaminationOpen Response Mathematics Items: Student Outcomes of a Targeted Initiative with 4** Grade Students, 1998-99. 22. Program EvaluationACTAAP Benchmark Examination Mathematics Results, Grades 4 and 8, 1997-98 to 2000-01. 23. Program EvaluationDistrict Criterion Referenced Tests (CRTs), Higher-Level Mathematics and Science, 3''* Quarter, 2000-01 24. Program EvaluationStanford Achievement Test, 9* Edition, Mathematics Results, 1997-98 to 2000-01. 25. Program EvaluationStanford Achievement Test, 9**' Edition, Science Reasoning Results, 1997-98 to 2000-01. 26. Program EvaluationAdvanced Placement Test: Mathematics Results, 1997-98 to 2000-01. ^5^ 27. Program EvaluationAdvanced Placement Test: Science Results, 1997-98 to 2000- 01. 28. Program EvaluationAmerican College Test Results for 8* Grade EXPLORE, 1997- 98 to 2000-01. 29. Program EvaluationAmerican College Test Results for 10* Grade PLAN, 1997-98 to 2000-01. 30. Program EvaluationAmerican College Test Results for 12*' Grade ACT Test, 1997- 98 to 2000-01. 31. Program EvaluationComprehensive Partnerships for Mathematics and Science Achievement: Tabulated Indicators for Systemic Changes, 1997-98 to 2000-01, Part I: Graduation Data Summary and SEM Proficiency by Ethnicity. ^^7 32. Program EvaluationComprehensive Partnerships for Mathematics and Science Achievement: Tabulated Indicators for Systemic Changes, 1997-98 to 2000-01, Part II: Enrollment by Grade Level and Ethnicity. 33. Program EvaluationComprehensive Partnerships for Mathematics and Science Achievement: Tabulated Indicators for Systemic Changes, 1997-98 to 2001-02: Qualitative Indicators. 34. Program Evaluation^Comprehensive Partnerships for Mathematics and Science Achievement: Tabulated Indicators for Systemic Changes, 1997-98 to 2000-01: Part 4: Higher Level Mathematics and Science Course Enrollment and Successful Completion. 35. Program EvaluationSMART (Summer Advanced Mathematics Readiness Training), 1999 and 2000. 36. Program EvaluationAfter School Science Club, 1999 and 2000. 37. Executive Summary, CPMSA (Collaborative Partnerships for Mathematics and Science Achievement) Program Evaluation conducted by PRE, July 2000 38. CPMSA Program Evaluation conducted by PRE, August 2000 39. Updated draft of CPMSA Program Evaluation by John Nunnery, Feb. 26, 2001 40. Final Draft of CPMSA Program Evaluation by John Nunnery, July 2001 Collaborative Partnership for Mathematics and Science Achievement fCPMSA) 41. Grant Proposal to the National Science Foundation for supplemental funding relating to the implementation of the CPMSA projectLittle Rock Center of Excellence for Research, Teaching, and Learning (CERTL), October 1, 1998 42. LRSD Mathematics and Science Mini-Grant Application for 2001-02 to provide funds to schools to accelerate their implementation of the CPMSA project 43. E-mail from Bonnie Lesley to CPMSA team, Dec. 11, 2000, praising them for their preparation and performance at the NSF Site Visit 44. E-mail exchange with Boimie Lesley and Vanessa Cleaver relating to need for data to evaluate SECME program, Feb. 16, 2001 45. E-mail from/to Vanessa Cleaver and Bonnie Lesley, Feb. 21-Mar. 22, 2001, relating to needs to expand SMART program for Algebra I Readiness 46. Agendas for Advisory Committee/Goveming Committee/Steering Committee, September 1998^May 15, 2001 47. E-mail from Dennis Glasgow to elementary principals and other staff, April 11, 2001
attached Validation Study on Investigations in Number, Data, and Space (elementary mathematics curriculum)
contains achievement data for districts around the country
attached paper. 48. E-mail from Dermis Glasgow to elementary principals and other staff, April 25, 2001, providing information on the relationship between participation in professional development and student achievement
attached bar graph. 49. E-mail from Dennis Glasgow to elementary principals and other staff, April 25, 2001, attaching a summary of a large scale study by the Miliken Family Foundation that links classroom practices to student achievement in mathematics. 50. E-mail from/to Bonnie Lesley and Eddie McCoy, Apr. 26, 2001, relating to an item analysis of SAT9 results that Ms. McCoy volunteered to do for the CPMSA program evaluation team 51. S AT9 item analysis for grades 5 and 7mathematics, completed by Eddie McCoy in June 2001. HKUJUGl bUMMAKY The Project Summary should include a statement o1 objecttves, methods to be employed, and the signfficance proposed activity to the advancement of knowledge or education. Avoid use of first person to complete this summary. DO JUSCU Q^viviijr VW M'W WWW.-------- - ~ r \ NOT EXCEED ONE PAGE. (Some Programs may impose more stnngent limits.) Little Rock Comprehensive Partnership for Mathematics and Science Achievemem Project Summary and Science Achievement (LRPMSA) is a collaborative Thp 1 ittle Rock Partnership for Mathematics and Science Achievement (LKbivioM
is p vvn^uviau = ISoX sXn^Sorm of public education that will impact all students. The program poals are la increase :---------- . continued study through higher education toward careers in science, mathematics, and engineering. partnership effort among leading Tn accomolish these goals the Little Rock School District has built a partnership effort arnong leaaing the Arkansas Museum of Science and History
municipal agencies - the City of UWe Rock ^n Rnnk Hni.mno Authoritv. the Central Arkansas Library System
and the Little Rock Alhance Rock Housing Authority
the Central Arkansas PubJc Schoofs, aZsines^/community association dedicated to excellence in public e
Jucation. The LRPMSA program focuses on curriculum revision and staff development programs to increase the iiicu.i\i r .... . .________ incfn trlinn capacity of educators to motivate students and provide more effective instruction. Program goals include
. PrPDare 100% of graduates to successfully complete Algebra . Tncrease the numLr of students, who successfully complete upper-level mathematics and . MoTa Board policy to require that students in AP courses take the AP examination. Muopid Duaiu pw y _______^r^r^lrc fnr Prtch orade lev Revise-the mathematics curriculum to limit the number of topics for each grade level and subject KeviseHne mciuicuiauvo ....... orrH tr th dsoth st which ach topic is taught. . implement standards-based modules in each elementary/middle school mathematics and science classroom. . , Increase the use of standards-based pedagogy in all classrooms. : Provide^support programs for students in upper level mathematics and science courses^ riuviuc K a ... , ______and science oro and involvement of parents in the mathematics and science programs. ProXrta'JJeMdtindeZefop^^^^^^ to assistaall In facilitating the above stated objectives. NSF form 1358(1/94)TABLE OF CONTENTS For font size and page formatting specifications, see GPG Section ll.C. Section Total No. of Pages in Section Page No? (Optional)* Cover Sheet (NSF Form 1207- Submit Page 2 with original proposal only) A Project Summary {NSF Form 1358)(not to exceed 1 page) I B Table of Contents (NSF Form 1359) I c Project Description (NSF Form 1360)(including Results From Prior NSF Support) (not to exceed 15 pages) (Exceed only if allowed by a specific program announcemenVsolicitation or if approved in advance by the appropriate NSF Assistant Director or designee) 43 D References Cited (NSF Form 1361) Biographical Sketches (NSF Form 1362)(Not to exceed 2 pages each) /yVC<-4rOe 0 C. F G H I Summary Proposal Budget (NSF Form 1030, including up to 3 pages of budget justification/ explanation) Current and Pending Support (NSF Form 1239) Facilities, Equipment and Other Resources (NSF Form 1363) Special Information/Suliplementary Documentation A/X) /VA J Appendix (List below) (Include only if allowed by a specific program announcernenV ' .. ____u.f >i>\nrrknri9to NSF solicitation or if approved in advance by the appropriate NSF Assistant Director or designee) Appendix Items: Proposers may select any numbering mechanism for the proposal. Complete both columns only if the proposal is numbered consecutively.-------------------------------------------------------------------------- NSF FORM 1359(7/95)COVER SHEET FOR PROPOSAL TO THE OR CONSIDERATION BY NSF ORGANIZATION UNIT(S) NATIONAL SCIENCE FOUNDATION FOR NSF USE ONLY NSF PROPOSAL NUMBER I ndicate Ihe most specrfic wM unown, i . pfogfam.1. dMSion etc ) ROGRAM ANNOUNCEMErn/SOLlCfTATlON NO /CLOSING OATE/U not >n response to a piogram annoufieemenUsoiiCitation enter GPG NSF 95-2? DATE RECEIVED number of copies DIVISION ASSIGNED FUND CODE FILE LOCATION I EMPLOYER IDENTIFICATION NUMBER (EIN) OR TAXPAYER IDENTIFICATION NUMBER (TIN) 71 601 471 7 SHOW PREVIOUS AWARD NO. IF THIS IS A RENEWAL OR Q AN ACCOMPLISHMENT-BASED RENEWAL name of organization tqwhich award should be made Little Rock School District awardee organization code (IF KNOWN) name of performing organization, if different from above PERFORMING ORGANIZATION CODE (IF KNOWN) IS awardee organization (Check All Thal Apply) for-profit organization (See GPG 1I.D.1 For Definilions) _ TITLE OF proposed PROJECT Little Rock Partnership REQUESTED AMOUNT 3,228,022 IS THIS PROPOSAL BEING SUBMITTED TO ANOTHER FEDERAL j AGENCY? YES noQ if yes. list ACRONYM(S) address of AWARDEE ORGANIZATION, INCLUDING ZIP CODE 810 West Markham Little Rock, AR 72201 address of perfo^ organization, if different, including zip code small BUSINESS QmINORITY BUSINESS for Mathematics and Science PROPOSED DURATION (1-60 MONTHS) 6 0 rrwnths ICHECK appropriate box(ES) if this proposal includes ANY OF THE ITEMS LISTED BELOW [^BEGINNING INVESTIGATOR (GPG I A3) DISCLOSURE OF LOBBYING ACTIVITIES (GPG 11.0.1) PROPRIETARY 4 PRIVILEGED INFORMATION (GPG 11.0.10) national environmental POLICY ACT (GPG 1I.D.10) , historic places (GPG II.D.10) SMALL GRANT FOR EXPLOR. RESEARCH (SGER) (GPG 11.0.12) Q group PROPOSAL (GPG Il.D.12) pi/pD department Superintendent Pl/PO PAX NUMBER 501-324-2146 NAMES (TYPED) ______________ PI/PD NAME Leslie Carnine CO-Pl/PO Dennis Glasgow CO-Pl/PO CO-Pl/PD CO-PVPD NOTE
THE FULLY SIGNED J 0WOMAN-OWNED BUSINESS ) Achievement REQUESTED STARTING DATE August 1, 1998 VERTEBRATE ANIMALS (GPG 1LD.12) lACUC App. DM n HUMAN SUBJECTS (GPG Il.D.12) Exemplion Subsection____ of IRB App. Dale international cooperative ACTMTIES: COUNTRV,'COUNTRIES FACILITATION FOR SCIENTISTS/ENGINEERS WITH DISABILITIES (GPG V.G.) RESEARCH OPPORTUNITY AWARD (GPG V.H) PI/PD POSTAL ADDRESS Little Rock School District 810 west Markham Little Rock, AR 72201 Social Security No.* 484-46-7737 High Degree. Yr Ed.D. 196? 31-86-0758 Ed.S. 1 9f' Telephone Number qm-3?4-?nQQ. Electronic Mail Address i I 1 vrarniP1rsftBftm.1rsd.kl2.at 1 501-324-05: 0 d r g1a sg@lrsdadm.Irsd, .ar.us I CERTIFICATION PAGE MUST BE SUBMITTED IMMEDIATELY FOLLOWING THIS COVER SHEET AN INTEGRAL PART OF THE NSF NSF Form 1207 (7/95) ISS VOLUNTARY AND WILL NOT AFFECT y'^ANO assist in PROCESSING THE PROPOSAL SSN THEORGANIZAIIONSa^BILITYFORANAW^^^^^^^^^ Page 1 o(2 CERTIFICATION PAGE__________________________________ Certification for Principal Investigators and Co-Principal Investigators 1 certify to the best of my knowledge that: (1) the statements herein (excluding scientific hypotheses and scientific opinions) are true and complete, and . . Hnin=i vxznrv (2) the text and graphics herein as well as any accompanying publications or other documents, unless otherwise indicated, 9 signatories or individuals working under their supervision. I agree to accept responsibility for the scientific conduct of the projec an o provi e e required progress reports if an award is made as a result of this application. I understand that the willful provision o( false information or concealing a material fact in this proposal or any other communication submitted to NSF is a criminal offense {U.S Code, Title 18, Section 1001), Name (Typed) PI/PD Signature Date Co-Pl/PD Co-PI/PD Dr. Leslie Garni ne Dennis Glasgow 10.12.97 10.12.97 Co-Pl/PD Co-PI/PD Certification for Authorized Organizational Representative or Individual Applicant By signing and submitting this proposal, the individual applicant or the authorized official of the applicant institution is. (1) certifying that statements made herein are true and complete to the best of hisAier knowledge
and (2) agreeing to accept the obligation to comply NSF terms and conditions an award is made as a result of this application. Further, the applicant is hereby providing certifications regarding Federal debt status debarment and suspension, drugfree workplace, and lobbying activities (see below), as set forth in the Grant Pnoposaf Guide (GPG), NSF ^27. WiII ul prowsion of false information in this application and its supporting documents or in reports required under an ensuing award is a cnminal offense (U.S. Code. Tit e . Section 1CX)1). In addition. If the applicant institution employs more than fifty persons, the authorized official of the applicant institiftton is certi^ng that the institiftion has implemented a written and enforced conflict of interest policy that is consisterit with the provisions of Grant Policy Manual Section 510 that to the best of his/her knowledge, all financial disclosures required by that conflict of interest policy have been made
and that all identified conflicts of interest ha been satisfactorily managed, reduced or eliminated prior to the institution's expenditure of any funds under the award, in accordance with the institution s conflict of interest policy. Conflicts which cannot be satisfactorily managed, reduced or eliminated must be disclosed to NSF. Debt and Debarment Certifications (if answer "yes" to either, please provide explanation.) Is the organization delinquent on any Federal debt? Yes O No Is the organization or its principals presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from covered transactions by any Federal Department or agency? YesQ NoFT Certification Regarding Lobbying This certification is required for an award of a Federal contract, grant or cooperative agreement exceeding $100,000 and for an award of a Federal loan or a commitment providing for the United States to insure or guarantee a loan exceeding $150,000. Certification for Contracts, Grants. Loans and Cooperative Agreements The undersigned certifies, to the best of his or her knowledge and belief, that: (1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any federal contract, the making of any Federal grant, the making of any Federal oan, the entenng into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement. (2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or Member of Congress, and officer or employee of Congress, or an employee of a Member of Congress in connection with this cooperative agreement, the undersigned shall complete and submit Standard Form-LLL. "Disclesure of Lobbying employee of any agency, a Federal contract, grant, loan, or Activities," in accordance with its instructions. (3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tfers including subcontracts, sqbgrants. and contracts under grants, loans, and cooperative agreements and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of tact upon which reliance was placed when this transaction was made or entered into. Submission of this entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the certification is a prerequisite for making or required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure. AUTHORIZED ORGANIZATIONAL FtEPRESENTATIVE NAMEniTLE (TYPED) SIGNAJ^RE DATE Dr. Lpslie Gamine. Superintendent 10.12.97 TELEPHONE NUMBER 501-324-2000 ELECTRONIC MAIL ADDRESS \ 1 vearni @1 rsdadin.lrsd.kl2. us FAX NUMBER 501-324-2032 Page 2 of 2Lillie Rock Comprehensive Pannersliip for Matheiualics and Science Achievement Little Rock Comprehensive Partnership for Mathematics and Science Achievement Proposal Contents PROJECT DESCRIPTION 1 A. CITY DEMOGRAPHICS 1 B. SCHOOL SYSTEM DEMOGRAPHICS 1 C. PROBLEMS TO BE ADDRESSED ,3 D. PROJECT DESIGN .4 1. Project Scope.................................................................... 2. Disciplinary Focus........................................................... 3. Participant C>iaracteristics................ ......................... 4. Intervention Strategies and Activities..................... 5. Project Monitoring, Assessment and Dissemination E. PROJECT STAFF AND ADVISORY COMMITTEE ..4 ..5 ..5 ..5 11 11 F. PARTICIPATING ORGANIZATIONS AND RESPONSIBILITIES 12 G. MANAGEMENT PLAN AND TIME LINE. 13 H. EVALUATION AND ASSESSMENT 13 BUDGET (NSF 1030) 16 APPENDIX......................................................................................................... A. LRSD Student Enrollment and Completion in Upper Level Courses B. LRSD 1997-1998 ENROLLMENT......................................................................................... C. PRIMARY Investigator Vita....................................................................... D. Co-Primary Investigator Resume........................................................... E. Project Director Job Description........................................................... F. Program Implementation Timeline......................................................... G. Letters of Support..................................................................................... .41 .41 .43 .44 .46 .48 .50 .55 Lillie Rock Comprehensive Partnership for Mallicinalics and Science Achicvemenl Project Description A. City Demographics identifies Little Rock with 175,795 residents. Racial groupings within that Data from the 1990 Census identifies Little Rock with V5./9b resioems. y.uuHu.yo ............. total are 64.6% white. 33.9% black, and less than 1% percent each for native Americans. Asians and ------nrinin A lamp minoiltv DODulation resides in Little Rocks downtown and eastern people of Hispanic origin. A large minority population resides in areas where one-third to one-fourth of the people live at or below the poverty line. A significant portion of downtown iittle Rock is included within the Pulaski County Enterpnse Comrnumty. the federal economic development program for urban areas with high povertyjBtes. Da a om the f^ulasta Co y Rock and 32% of the EC live below poverty levels. Median income for EC reveals that 14 6% of Little Rock and 32% of the EC live Peiow poveny leve.s .v- a,, = .v. Sie Rock is $26,889 compared to $14,241 for the EC. Educational atteinrnent for adults f^er reflects the general racial and economic disparities of the city. Ql% of the white adult population and 68.9 /o of the black adult population are high school graduates. In higher education. 35 4% of the white population holds bachelor's degrees or higher compared to only 16.5% of the black adults. Algebra 1 Enrollment and Success Rate by Grade Level (Grade of C or better) Grade Level 7-8 _______9 10-12 Enrollment 394 1,038 375 Successful Completion / Percentage 330 / 83.8% 570 / 54.9% 144/38.4% Enrollment in SMET Courses COURSE Algebra I____________________ Geometry____________________ Algebra II_______________ Trigonometry / Advanced Algebra Pre-Calculus __________ AP Calculus AB___________ Biology I - _______ Chemistry I________________ Physics I____________________ AP Biology II ____________ AP Chemistry II _____________ AP Physics II_____________ ENROLLMENT 1,830 1,169 1,379 666 26 171 1,899 1,241 237 111 54 29 Graduation data for students completing courses through pre-calculus with at least 3 years science: Graduating Class Enrollment
1.902 Number Completing Pre-Calculus with Three Units of Science: 666 Percentage of Total
35% B. Schoof System Demographics Math and Science Curricula The mathematics curriculum promotes in students the capacity to think, to solve problems, and to make connections into a personal, ever expanding knowledge base. General and Integra ^3) ^^lits, including Algebra I or its equivalent. graduation requirements in 1Lillie Rock Comprehensive Pannership for Maihcmaiics and Science Acliievemeni Applied Math I and II are offered as an Algebra I equivalent course. The math curriculum includes Algebra 1, Algebra 11, Geometry, Statistics, AP Statistics, Pre-Calculus, Trigonometry and Advanced Algebra, AP Calculus AB and AP Calculus BC. The K-12 science curriculum contains broad science concepts that should be gained by students through inquiry and other types of first hand experiences. Connections with other disciplines, real-life applications, the nature of scientific inquiry, the history of science, and content in the life, earth and space, and physical sciences are included at all levels. In junior high school, students take integrated science which focuses on the connections between the various disciplines of science. General graduation requirements in science include three (3) units
one in a physical science, one in a life science, and the third in an elective science course. LRSD science courses include. Science and Technology
Applied Biology I and II
Biology 1 and ll/AP
Physics I and ll/AP
Chemistry I and 11/AP, and Physiology. Student Characteristics The Little Rock School District is the largest public school district in Arkansas, with a K-12 enrollment of 24,886 for the 1997-98 school year. The District operates fifty school buildings, including thirty-five elementary schools (Pre K - 6"* Grade), eight junior high schools (7*' - S' Grade), five senior high schools (io' - 12' Grade), one vocational technical high school, and one alternative school. Since 1982, District efforts for the desegregation of schools have been guided by a federal court desegregation order and the Eighth Circuit Court of Appeals. School assignrnent is based on attendance zones, and predominantly minority neighborhoods are served by schools with high minority student enrollment. Particularly in inner city neighborhoods, black student population averages 80 percent and higher. Minority students comprise 71% of the total LRSD student body. More specifically, black students account for 67%, Hispanic, Asian, and other minorities represent 4%, and white students 29% of the total school enrollment. A large number of LRSD students come from low income households, as reflected in a 50% eligibility for the free and reduced lunch program and 40% participation in Title 1 programs. Black students comprise a disproportionately high percentage of these low income groups. In the 1996-97 school year, 921 students out of 10,628 students at the secondary level dropped out of school. This represents 8.7% of the LRSD secondary student enrollment. Black students accounted for 69% of the dropout population, with black males representing 44% and black females representing 25.1 % of the total. Teacher Characteristics The LRSD employs 2,191 teachers, of whom 38% are minorities. All teachers have bachelors degrees and are certified, and'46% have masters degrees. Many math and science teachers, especially at the upper elementary and junior high level, do not have degrees in their field. About 50% of high school math teachers have math degrees. About 75% of high school science teachers have degrees in science or science education, and 40% have masters degrees in those fields. Available Equipment and Resources Elementary schools are provided a set of basic materials and supplies that are needed to implement the science curriculum. Consumable and lost or damaged supplies are replaced upon request. District science specialists loan more specialized equipment such as microscopes to the elementary schools and show teachers how to use the equipment. Junior high science classes take place in science laboratories which are moderately well equipped with lab tables, microscopes, balances, teacher fahipq sinks Utilities, and necessary materials and supplies. High school science demonstration tables, sinks, utilities, 2Lillie Rock Comprehensive Partnership for Maihcmaiics and Science Achievcinenl classes are generally held in laboratories which are fully equipped. Computers are available on a limited basis at most secondary schools. The District is in process of wiring all schools for Internet connection. C. Problems to be Addressed While the LRCPMSA Program is targeted at all students, the most significant gains will need to be made among black and Hispanic students, and particularly females within those groups, for the overall program to achieve its goals. These students are underrepresented in the SEM pipeline, and they are less likely than white and Asian students to earn advanced diplomas or even pursue postsecondary education. On many occasions, minorities participate in upper level courses at later grade levels than white students, thereby limiting their enrollment in the full range of courses available. For example, blacks outnumber white students in 11' grade Algebra I enrollment by a 6:1 ratio. The low participation of minorities in the SEM pipeline is the result of early exposure to educational barriers. Many underprivileged students and parents have the false impression that education, particularly math and science, is lacking in direct application to their world. They see a gap between learning and the application of knowledge, between education and jobs. Many disadvantaged young people have attitudes that it is not cool to be smart or to act on self-development goals. As a result, they have a low perception of their potential for success in mathematics and science. Negative attitudes and social barriers to education have caused a disparity level which is established early on and maintained across the entire K-12 spectrum. The data below illustrates the disparity levels which persist for minorities, especially blacks, in mathematics education. LRSD National Percentile Rankings in Total Math Stanford 9 Achievement Test - Fall 1996 Grade 2 Grade 11 Black 21 35 White 54 65 Hispanic 28 56 Native American 2 58 Asian 50 77 Other 38 79 i Specific problems to be addressed by the LRCPMSA intervention strategies and activities include: Lack of parental/community support for education A high percentage of LRSD students come from low-income families. Many reside in public housing, are raised by single females with high dependency on social services, and have daily exposure to teen pregnancy, youth crime and violence, and low rates of adult literacy and high school completion. Many of their parents often are uncomfortable dealing with schools and teachers because of their own lack of education. In such homes, parents are generally ill prepared to motivate or assist their children's education Low numbers of students in advanced math and science courses especially minorities): Students in advanced mathematics and science courses are not having the level of success that the District expects. Successful completion (as measured by a grade of C or better) of some courses is only in the range of 50-60% (see Appendix A. Table 2). And these are the small number of students who actually felt prepared enough and had enough confidence to take the upper-level courses. With an increase in the number of students in the pipeline over the next several years the level of success may drop even more if corrective action is not taken. A need exists to increase the success rate of students in advanced math and science courses. Corrective action is needed on two fronts: to better prepare students with the knowledge and skills which are prerequisite for advanced math and science courses and to provide a support mechanism for students who are enrolled in those courses. 3Little Rock Coinpreliensive Partnership for Mathematics and Science Achievcincnt Low success rate of students in advanced mathematics and science courses (especially minorities: Students enrolled in advanced mathematics and science courses are not having the level of success that the District expects. Student data in Appendix A. Table 2 shows that successful completion of some courses (measured by grade C or better) is only in the 50%-60% range. And these are the small number of students who actually felt prepared enough and had enough confidence to take the upperlevel courses. With an increase in the number of students in the pipeline over the next several years, the level of success may drop even more if corrective action is not taken. Corrective action to increase the success rate of students in advanced math and science courses is needed on two fronts: to better prepare students with the knowledge and skills which are prerequisite for advanced math and science courses and to provide a support mechanism for students who are enrolled in those courses. Low numbers of students in AP classes who take the AP exam: Advanced Placement (AP) courses are offered in a variety of subject areas in the District. AP courses in calculus AB, calculus BC, statistics, biology year 2, chemistry year 2, and physics year 2 are offered. Very few students in the courses take the AP examination (see Appendix A. Table 3). The AP examination has been optional for students, the rationale being that requiring the AP exam would discourage students from taking the courses. A need exists to require students to take the AP examination, for no other way exists to maintain the high standards established by the College Board or to determine how students measure up to those standards. Low usage of standards-based instructional methods/materials: The District's mathematics and science programs are textbook based. Granted, the textbooks being utilized purport to be standards- based, and they do contain many features which are based on the national standards in mathematics and science. However, the textbooks can also be used in a very traditional way that bears little resemblance to the standards, and many teachers choose to use them in that fashion. There is a need to provide teachers with truly standards-based programs and to provide the necessary training and support to ensure proper implementation of the programs. Mathematics curriculum does not reflect NCTM standards: The Third International Math and Science Study TIMSS) that compared eight grade mathematics achievement in forty-one (41) countries reported that the number of math topics taught in the eight grade in the United States is much greater than that in other countries, such as Japan and Germany. The message in this report follows the NCTM Standards which claim that the U.S. mathematics curriculum is a mile wide and an inch deep. The mathematics curriculum in the District follows this pattern at all grade levels. A need exists to revise the mathematics curriculum to reduce the coverage" and to give more depth to each topic. D. Project Design 1. Project Scope The overall goal of the LRPMSA is to promote a higher standard of learning and performance in math and science in all students. The program will specifically work toward closing the gap in college-going and success rates between minority and non-minority, advantaged and disadvantaged students. LRPMSA will use math/science as a lever, beginning at middle grades, to achieve systemic reform. The program will redesign classroom learning and strengthen the practical applications of education through high academic standards and appropriate support systems for all students. As a result, all students will be prepared for success in higher education and the world of work, particularly in careers with high application of math and science skills. 4Little Rock Coiiipreliensive Partnership for Mallieinatics and Science Acliicvcincnt 2. Disciplinary Focus The LRPMSA will focus on all K-12 math and science programs through components addressing the needs of educators, parents, and students. The primary program components include: 1. 2. 3. 4. 5. District-wide policy and practice changes On-going professional development for teachers, counselors, and administrators Student academic enrichment programs Parent and family involvement Community partnerships 3. Participant Characteristics The LRPMSA will address all students in the LRSD, and program activities will be equally accessible to all. However, because economically disadvantaged, minority, and female students suffer the greatest disparity in mathematics and science education, program goals will be largely accomplished by individuals from those groups. Similarly, program outreach to parents will be offered to all, but a greater participation is anticipated from schools with low parent involvement or low parental capacity for assisting student learning. All LRSD educators will participate in the program through input into school plans. Program-specific professional development will be provided for math and science teachers and school counselors. 4. Intervention Strategies and Activities The LRPMSA will introduce systemic change encompassing curriculum, instructional practices, and staff development for teachers at all grade levels, K-12. a. Pre-AP courses/emphasis: A need exists for students to begin preparation to enter high school Advanced Placement (AP) math and science courses and other upper level math and science courses while they are still in elementary and junior high school. Many students, even if they meet the course prerequisites for upper level courses, have not acquired the types of skills and content knpwledge that is required to be confident about their ability to succeed in these courses. The pre-requisite skills and the confidence that they engender are both critical elements in increasing the number of students in AP and other upper level math and science courses, this is particularly true for some minorities who may not be well represented among upper classmen who are currently enrolled in these courses. The College Board offers training for Vertical Teams in the various subjects in which Advanced Placement (AP) courses are offered. The Vertical Teams include the high school teachers of the AP courses as well as teachers at the middle school and elementary levels who teach courses that precede or are pre-requisite to the AP courses. The Vertical Teams meet on a regular basis and discuss the specific skills and knowledge that are needed by students to be successful in the AP courses. The teachers of the pre-requisite courses adjust their instruction to strengthen their students in these critical areas. Vertical Teams will be established in the areas of mathematics and science for each of the five high schools in the District. Included on the teams will be middle school and upper elementary school teachers of mathematics and science from the schools that are feeder schools for each high school. The teams will receive Vertical Teams training included as part of the Advanced Placement Training offered by the College Board. b. Individual School Plans: The low numbers of students in advanced math and science courses is a systemic problem that has its roots in low expectations and poor preparation. A need exists to intervene in students' lives at an early stage in their education to plant the seed" of high expectations for success in mathematics and science and to nourish that seed constantly until it germinates and grows. 5Little Rock Comprehensive Pannership for Mathematics and Science Acliievement Preparation toward the attainment of prerequisite knowledge and skills needs to begin in the elementary grades and continue into high school. Every school in the District develops and submits a school improvement plan each September/October. component will be added to this required annual plan that asks school staff to collaborate and A new component will be added to this requirea annual pian mat asivs suwi siau identify how they will intervene in students' lives to develop high expectations for present and continuing success in mathematics and science. Not only will the motivation factor be addressed but also strategies--for ensuring present success in learning the necessary skills and content that can lead to future success in advanced mathematics and science courses. The expectation is that schools will be very creative and effective in developing activities that will include greater numbers of students in the math/science pipeline. Including this component in the annual School Improvement Plan is a systemic way of addressing the need. The School Improvement Plans are reviewed at-the assistant superintendent level, and principals are held accountable for the plan during their annual performance appraisal. Counselors have an extraordinary amount of influence over the c. Training for Counselors: ------------- math/science pipeline. Not only do they steer students toward or away from particular courses, they also advise students about future career opportunities and college programs of study. Counselors are prone to the same stereotypical tendencies as are teachers and parents. Counselors often have a mindset that the "gifted white male or Asian male student is the prime candidate for encouragement and enrichment in the areas of mathematics and science. Even bright minorities and females are directed toward other disciplines and left out of the math/science pipeline. A full day's training with follow-up sessions for counselors will be held to establish the focus on mathematics and science that the District wants to have. The system-wide commitment to increasing the number of students who are in the pipeline will be shared. The training will be modeled after TESA (Teacher Expectations and Student Achievement) and EQUALS (Lawrence Hall of science equity program) in that it will ask counselors to examine their own behavior as it relates to their interaction with different groups of students. Counselors may have unwittingly through their behavior been an impediment to students' motivation, confidence, and preparation for taking upper level mathematics and science courses. Statements and behaviors that would be conducive to inspiring all students in the area of mathematics and science will be identified and practiced. Counselors, as part of the training, will be allowed to develop their own plan for addressing the need for more students in the math/science pipeline. d. Student Support Programs: Often, just a little extra support and encouragement is needed along the way to motivate underrepresented, underserved students to believe in themselves and excel in mathematics and science. For many students this extra push can come from extra-curricular or co- curricular programs which are provided for them as enrichment during the regular school year or dunng the summer months. The District will establish or expand the student support programs: SECME (Southeastern Consortium for Minorities in Engineering), JR-TEAMS (Joint Recruiting and Teaching for Effecting Aspiring Minorities in Science), and VITAL LINK. SECME is a program offered through a consortium of IVllI l\zl ILICO II I SJ**!^* , ,, 1 .1 M southeastern universities that motivates minorities (and others) to excel in math and science through a includes local and national competitions in essay writing, poster creation, and the club format that includes local and national compewions in essay wimiiy, pustc, u,,, o... mousetrap car event. A curriculum component is included for math and science courses^ Club meetings are motivational events that include mentoring, social activities, and field trips. Three (3) high schools five (5) junior high schools, and three (3) elementary schools currently participate in the SECME program. Summer training is offered for teachers at a southeastern university. The national 6Little Rock Comprehensive Partnership for Mathematics and Science Achievement finals for the student competitions are held at the same time. SECME chapters will be established at all of the Districts schools over the course of three years. JR-TEAMS is a two week program that will be offered through a partnership with the University of Arkansas at Little Rock (UALR). JR-TEAMS was offered for District students under funding from the National Science Foundation during 1995-97. The program, which is not presently funded, was a multidisciplinary pre-college science and engineering program sponsored by the UALR Department of Chemistry and involving six departments within the college of Science and Engineering Technology. The goal of the-program is to increase the number of minority students from the Little Rock School District pursuing degrees in science and engineering. A variety of academic programs in mathematics and science and mentorship and coaching by college students are centerpieces of JR-TEAMS. JR- TEAMS summer program will be offered for 45 seventh, eighth, and ninth grade students during the summer of 1999 and in each summer thereafter. Local school follow-up, support, and enrichment will occur for these students throughout the regular school term. As students exit the program in the tenth grade, a school based counseling and follow-up program takes over and another 15 new seventh grade students are added. VITAL LINK is a summer work site experience that acquaints students with the job requirements and responsibilities in-a variety of careers. Students spend five days at a work site and actually get to investigate career opportunities and spend time helping with those responsibilities. Job site employees orient students to the different jobs at that site and what students would need to know to be successful in each position. Five hundred (500) students participated in VITAL LINK during the..summer of 1997. Additional VITAL LINK sites will be established for the summer of 1999 that focus on careers in the field of mathematics and science. Underrepresented and underserved sixth grade students from each elementary school who show promise in advancing their studies in mathematics and science will be assigned to these locations (MATH/SCIENCE VITAL LINK). Project staff will work closely with the math and science businesses/industries who participate in VITAL LINK to promote a continued relationship with the students as mentors or in some other capacity during the school year. e. Extended Year Algebra I Program: Algebra I is often viewed as a gate-keeping course in mathematics. Successful completion of algebra I provides access to higher level mathematics and science courses. Failure to master algebra I skills, on the other hand, shuts the door to success in higher level mathematics and science courses. Summer algebra I institutes will be formed to serve students at all eight junior high schools. Entering ninth grade students who need a little extra push to be successful in algebra 1 will be invited to attend a two-week, half-day algebra 1 enrichment institute prior to the beginning of school. Algebra I teachers from the junior high schools will instruct the classes and high school student mentors/coaches will be utilized to assist in the ratio of one high school mentor for every five (5) students. One hundred twenty (120) students will be involved in the program the first summer and 240 each summer thereafter. The algebra 1 enrichment institute is designed to give students an extra boost so that they start off ahead and confident in their regular algebra I course when school starts. The bonding between these students and their teachers should also boost students confidence and raise the expectations of teachers for these students. The student mentors/coaches will be asked to continue to serve as tutors/mentors/coaches during the regular school term. They will be compensated forlheir service in this area. National standards from NCTM (National Council of f. Adoption of Standards Based Programs: Teachers of Mathematics) and the National Science Education Standards were developed by broad based teams consisting of practitioners and researchers in the areas of mathematics and science^ These standards are recognized as state of the art for curriculum, instruction, and assessment 7Little Rock Coinpreliensive Partnership for Mathematics and Science Achievement practices in mathematics and science. A wide variety of curricular materials available on the market claim to be standards-based. Many of these, however, incorporate some aspects of the standards while clinging to the traditional approach that has not served us well. The standards-based programs whose development was funded through the National Science Foundation have undergone a rigorous cycle of development, field testing, and revision. These NSF approved programs were developed using the national standards and represent the best standards-based programs available today. The District will adopt standards based programs in mathematics and science. The Investigations" curriculum developed by TERC (Technical Education Research Center) will be phased in over four years starting at grades 4 and 5 in 1998-99 and "backing up to grades 3, 2, and 1 in subsequent years. Thorough, module-specific training will be provided for teachers. Site based support and follow-up will be provided so that implementation will be successful. At the same time, beginning in 1998-99, the 1999-2000 Connected Mathematics Project (CMP) will be implemented in grade 7 throughout the District. Again, follow-up and support will be provided at every step along the way to ensure success. In science. Science and Technology for Children (STC) will be phased in throughout the District's 35 elementary schools for grades 1-6, starting in 1999-2000. STC units will be provided to schools through a science resource center that loans the kits to schools and refurbishes them after each use. The resource center will be manned by teacher's aides and volunteers under the direction of the Project Director. Training and follow-up and support for each unit will be provided. g. Revised Mathematics Curriculum: The TIMSS (Third International Math and Science Study) report found that the mathematics curriculum in the United States is much broader and has less depth than the curriculum in other countries where students have greater mathematics achievement. Students are exposed to much content at each grade level but do not learn the material well. Consequently, students confront the same material year after year. Although the NCTM standards were available in draft form when the District's curriculum was last revised, the number of concepts and topics at each level is still . too great. Teachers who served on the curriculum revision committee were reluctant to give up any content they had traditionally taught and, furthermore, the textbooks were still overstuffed with content. The mathematics curriculum of the District will be revised, K-12, to provide greater focus on a smaller number oLcohcepts/skills at each grade level or course. The Vertical Teams approach where a crosssection of teachers from high school, middle school, and elementary school work together to identify the most important mathematics at each grade level or course will prepare students for success in advanced courses. The NCTM standards and standards based curricula such as the Investigations.'w curriculum from TERC and the Connected Mathematics Project will also be used to identify the most important topics for each grade level and course. h. Board Policy for AP Exams: Advanced Placement (AP) courses are offered in a variety of subject areas in the District. AP courses in calculus AB, calculus BC, statistics, biology year 2, chemistry year 2, and physics year 2 are offered. Students are offered an additional quality point toward their grade point average for completing an AP course. However, very few (19% ) students in these courses take the AP examination. The rationale for not requiring the AP exam has been that it would discourage students from taking the courses. A benchmark to measure success in our AP courses does not presently exist. The LRSD Superintendent will recommend the Board adopt a policy requiring students in AP courses to take the appropriate AP examination. Results of these exams will guide the District in maintaining quality in these courses. The District will allocate funds to pay for the cost of the AP examination for students on a sliding scale based upon income level. Teachers will utilize strategies to help students who are test-anxious. Advance practice with retired copies of the AP exams, available from the College Board, will be one strategy that is used. 8 Lillie Rock Coiiipreliensive Partnership for Malhematics and Science Achievement i. Follow-up and Support for Staff Development: The District has provided many staff development programs for teachers. Cooperative learning, Teacher Expectations and Student Achievement (TESA), K-4 Crusade (Arkansas SSI Component), Math Crusade (Arkansas SSI component), and Science Crusade (Arkansas SSI component) are just a few of the staff development programs which appear to support national standards in mathematics and science. The District, however, has been remiss in not adequately supporting, through follow-up and technical assistance, the continued implementation of the components of these programs. In reality teachers need much encouragement and support during the time they are beginning to implement a new program. As it is, notebooks and manipulatives are often sitting idle on bookshelves. Each new staff development program undertaken by the District will have a follow-up/accountability component. The District will only offer staff development in proportion to its ability to provide follow-up and support. All staff development included in the areas of mathematics and science in this proposal will have viable follow-up. In addition worthwhile staff development efforts from the past will be revitalized. A reunion of Math Crusade and K-4 Crusade participants will be held. A motivational tone will be established through the speeches and activities of the day. Teachers will be asked to start or continue their implementation of these programs with District support. Classroom visitations will be scheduled, materials and supplies will be up-dated, and on-going support meetings will be scheduled. The full benefit that could have come from these staff development courses has not been realized: however, it has not been lost. With an extra effort from the District, the potential of these courses can be reached. Training will be provided for new teachers of science and mathematics. Teacher turn-over in math and science is quite high. Students may lose their motivation and confidence in mathematics and/or science when they encounter a first year teacher who has had little or no preparation and support by the District. A buddy teacher system will be used where each new teacher is assigned an experienced teacher to advise and assist them during their first year of teaching in the District. Training offered by the District related to implementation of the mathematics or science curriculum, classroom management, use of manipulative materials, and cooperative learning will better prepare teachers to meet the needs of potential participants in higher level mathematics and science courses. j. Support of Arkansas Statewide Systemic Initiative: The efforts of the Little Rock School District and the Arkansas Statewide Systemic Initiative (ASSI) need to have a synergestic effect. The ASSI, funded by the National Science Foundation, has developed programs with goals that are similar to those delineated by the Little Rock School District in this proposal. The ASSI goals are centered around improving mathematics and science education for students through the adoption of standards-based curricula, instruction, and assessment. ASSI programs include the K-4 Crusade, Science Crusade, Math Crusade, Family Math and Science, EQUALS, and regional partnerships that seek the involvement of business and industry in mathematics and science education. ASSI also supports the piloting of standards-based programs in local school districts. The District plans to continue its symbionic relationship with the ASSI. Eleven (11) District employees serve as instructors/trainers for ASSI courses. In addition the District has representatives who sit on the advisory committee for the Central Arkansas Business-Education Partnership, serve as coaches for the Arkansas Leadership Academy, and who develop/revise curricula for ASSI. The ASSI, in turn, provides a multitude of staff development opportunities for District employees. Also, the ASSI has provided financial assistance for such activities as a Principals Retreat with a math and science focus, seed money for piloting standards-based programs in mathematics and science, and grants for schools to implement family math and science programs. 9Lillie Rock Coinprchensive Partnership for Malheniaiics and Science Achievement The District is very supportive of ASSI programs. Pilot programs in Event-Based science, TERC mathematics. Connected Mathematics Project, and Science and Technology for Children will be implemented this year with the support of ASSI. The pilots will prepare the District for broader implementation of these programs in the future. Should ASSI not be re-funded, the District will fund training programs for teachers in grades K-12 that will be modeled after the Crusade courses. The District will also take steps to realize the potential from teachers previous participation in the Crusade courses. Reunions of Crusade participants will be scheduled each year. Updated information and activities will be shared with mathematics and science teachers. Lest, broken, or outdated equipment will be replaced. Site visitations to each participants classroom will be scheduled to provide technical assistance and to monitor the teachers use of Crusade-type pedagogy and activities. Although the vast majority of teachers who participated in Crusade courses believe in their worth, many do not fully adopt the Crusade way of teaching because of each of support and monitoring from the District. The reunion concept will allow the District to recoup good staff development that was offered in the past few years. k. Tutoring for Upper Level Math and Science Courses: As more students enroll in upper level mathematics and science courses, the need for an academic support system becomes greater. Students need toknow that there is a built-in way to get help if they fall a little behind in an advanced class. Teachers generally target instruction toward the academic middle of the class. This tendency puts the lower academic end of the class in the position of becoming frustrated as the pace of instruction runs beyond their capacity to incorporate new knowledge. This group of students are likely candidates for either never enrolling in upper level courses in the first place or dropping out when they begin to fall behind. Block scheduling presents the opportunity to build tutoring time into the schedule for students in upper level mathematics and science courses. Peer tutoring will be utilized along with outside volunteer tutors. Students who participate as peer tutors will receive service learning hours for their contributions. (In conjunction with Arkansas Act 648, the LRSD allows students to earn academic credit for activities that align educational goals with projects in citizenship and service to others.) Parkview and Hall high schools currently have block schedules. The tutoring program will be established in those schools in year one ol the grant cycle and will be expanded to the other three high schools as they move to block scheduling during the next five years. Tutoring will be available for students enrolled in calculus, trigonometry, algebra 11, geometry, physics, and chemistry. I. Parent Education and Involvement: Standards-based mathematics and science programs may appear foreign to many parents. To those who learned mathematics and science through a traditional approach, the seeming disorder and noise that are a natural by-product of cooperative groups of students using manipulatives or doing hands-on science investigations may be disconcerting. These parents expect for students to be sitting in straight rows, for teachers to be delivering instruction, and for students to be listening, taking notes, and practicing that which was taught to them, parents must be taught about standards-based instruction
they must understand the great benefits that come from students taking a more active role in their own learning. They must understand that the use of calculators doesnt ruin a students mastery of basic math facts, that student group work is not unstructured, and that a teacher-facilitator can be much more effective than a teacher-disseminator. Family math and science will be used to make parents aware of what standards-based instruction looks like. The program allows parents and their children to participate in math and science activities together. Seven (7) elementary and junior high schools will begin a family math and science program during the 1998-99 school year. The remaining elementary and junior high schools will be phased in over the next four years, 1999-2003. A couple of teacher-facilitators from each school will be given training that will 10 Lillie Rock Comprehensive Partnership for Malhematics and Science Achievement allow them to conduct family math and science nights three times a year at their school. Each school with a family math and science program will be awarded a small grant for materials and supplies for family math and science night and for refreshments for parents. The activities for the night will model the strategies used in the Districts standards-based programs and will allow time for a discussion of the District's curriculum/programs with parents and students. 5. Project Monitoring, Assessment and Dissemination Monitoring of project activities is crucial to staying on course and realizing the objectives of the project. Quantitative student data disaggregated by students' national origin and gender, records of teachers' participation in staff development programs and the like will be analyzed on a frequent basis by the project staff and advisory committee. Qualitative data gained from teacher feedback forms, questionnaires, and anecdotal notes from site visits will also yield results that have a bearing on project success. Frequent monitoring allows potential problems to be noted in time for mid-course corrections to be made. Monitoring of the project will be an ongoing process that includes the following activities: 1. 2. 3. 4. 5. 6. 7. 8. 9. Examine enrollment figures for mathematics and science courses by semester. Examine grade distribution reports for mathematics and science courses by quarter. Compare the number of students taking AP examinations to the number of students enrolled in AP courses on an annual basis. Review and assess math/science component of school improvement plans. Keep records of attendance at staff development provided by the project. Make site visits of personnel who participate in staff development to give assistance and assess the effectiveness of the training put in practice. Review participation level in student support programs. Track success (grade of C or better) in algebra I of those students who participated in extended year algebra I program. Visit classrooms where standards-based curricula are being used. 10. Solicit feedback from teachers at all levels regarding implementation of revised mathematics curriculum. 11. Keep records on an annual basis of District participants in ASSI programs. 12. Keep rejcords of parents who attend Family Math and Science nights. 13. Visit tutoring component of upper level math and science courses. 14. Review/disaggregate data from norm-referenced tests and criterion-referenced tests. Project staff and the CPMSA advisory committee will meet on a monthly basis for the purpose of reviewing monitoring data' and planning mid-course corrections. Depending on the decisions of the committee, additional staff development may be held, additional student-centered programs may be planned or existing ones modified, monitoring schedules may be changed to focus on schools/programs of greatest need, changes in the assistance given by building principals and school-based specialists may occur. Results of the project will be disseminated to the community through the local print and electronic media, District publications and cable television, local school PTA meetings, televised School Board meetings, and visiting other Districts to share information or by hosting visits by teams from other schools. E. Project Staff and Advisory Committee Principal Investigator for the project will be LRSD Superintendent Dr. Leslie Carnine, who brings an extensive professional background to the position. He served for ten years as Superintendent of the 11 Lillie Rock Comprehensive Pannership for Mathematics and Science Achievement Wichita Falls, Texas, school district. Prior to that time. Dr. Gamine served in Texarkana, AR, as superintendent and assistant superintendent and as a high school principal in Harrison, AR. Co-Principal Investigator will be Dennis Glasgow, LRSD Director of Math and Science. Glasgow will be responsible for the design and execution of the K-12 math/science curricula and instructional program and for in-service education of math and science teachers. The Pl and Co-PI positions will be provided as a program match by the LRSD. Resumes for Carnine and Glasgow are included in the Appendix. A full-time Project. Director will oversee planning, staff development, curriculum design and all coordination and scheduling of activities with program partners. The position will require a distinct balance of administrative skills and hands-on math or science education. A job description for the position is provided in the Appendix. A full time Secretary will provide clerical assistance to the Project Director. Additional program staff will include an Evaluator to maintain on-going and summary assessment of activities in relation to program goals and an Instructional Aide to refurbish the STC and other kits as they are circulated among schools. Members of the Advisory Committee will include representatives from the program's primary partners and the four senior LRSD personnel. Additional committee members will include school administrators, counselors, teachers, parents, business and community leaders, and professionals in areas of math and science. F. Participating Organizations and Responsibilities Numerous organization and businesses will participate in the. partnership, particularly in the Vital Link component, by serving as host sites for student and teacher summer internships. A group of primary partner organizations, however, will have additional responsibilities. These are institutions whose mission and resources allow them an active role in planning and implementing innovative learning experiences for students and teachers. Each primary partner will have a representative on the Advisory Committee. The primary partners and some of the program opportunities they will contribute include: Philander Smith College (PSC) is a historically black college (HBC) with a distinguished record of public service in the minority community. The college will use its facilities and staff to promote math and science education, offering summer, after school, and Saturday programs. PSC students will serve as tutors and 'big brothers/sisters' for elementary and secondary students, and they will help students recognize their potential in higher education. Through established community outreach programs, PSC will also assist in raising the capacity of parents to positively influence their children toward math and science education. University of Arkansas at Little Rock (UALR) is an urban campus within the University of Arkansas System. The Universfty includes a College of Education, a planetarium, and a College of Science and Engineering Technology. UALR is currently engaged in several partnership programs with the LRSD, including management of a community Homework Center, a technology education program, and the implementation of Arkansas Math and Science Crusades. The campus is host for Arkansas SECME and NSF Project STRIVE (science teacher research). As a program partner, it will be involved in the JUNIOR TEAMS Program (summer enrichment programs for students), in teacher development, curriculum reform, educational technology applications, star parties, summer institutes, summer science camps, and links with national laboratories (Oak Ridge
NASA) and industry, University of Arkansas for Medical Sciences (UAMS) is the states teaching hospital and medical campus, housing extensive Colleges of Medicine, Pharmacy, and Nursing, research facilities, and established medical outreach programs. UAMS conducts educational programs for teachers and students throughout the state and is a leader in applying telecommunications technology to the classroom. As a program partner, UAMS will assist in providing schools with access to research laboratories and sites of applied science. Il will conduct programs for summer enrichment, teacher 12 Lillie Rock Coinpreliensive Partnership for Maiheinalics and Science Achievement development and student awareness of careers in the health sciences. It will expand its established ' .......... . tr __rir-^e /*loeer/^nm partnership relations with presentations, and other resources across the District. several Little Rock schools, offering lectures, field trips, classroom a public institution incorporated in 1927. In . Arkansas Museum of Science and History (AMSH) is , . 1998, AMSH will move into the new Museum Center, tripling in size. Exhibits in the new faculty wu offer nontraditional learning opportunities, featuring hands-on and interactive displays. AMSH will implement a system of science clubs to be located at community centers across Little Rock, provide an educator to the sites, and train center staff to implement local programs. The science clubs wiH an educator to the sites, ana irain cerner biau lu niipiciiiciH ----------- -- operate weekdays after school. The Museum will also assist schools in developing, displaying, and promoting student science projects. Because the Vital Link component will place approximately 1,500 students and 150 teachers in summer internships at local businesses, a wide range of Little Rock organizations will participate. Among the most prominent of these wilt be the City of Little Rock, whose Police and Fire Departments, Municipal Water Works, and other public service operations will give students a clear view of applied technology in their immediate neighborhoods. Vital Link will also be strongly assisted by the Little Rock Alliance for Our Public Schools, an association of leading businesses and community organizations dedicated to public support and excellence in education. The Alliance helped establish Vital Link in 1997, and Alliance organizations will continue to be instrumental in recruiting additional business sites for the -____ .. X .> __. . .UI i_____litQrar'V internships Beginning in the 1997 school year, the Alliance will implement a city-wide early literacy ** .... . . -p-i__I r-vroi/iHzTi fr^ininn tn thA program that links reading tutors with elementary students. The LRPMSA will provide training to the Alliance literacy tutors to help them influence students to the SEM pipeline. Further program participation will be coordinated at the six branches of the Central Arkansas Library System through summer and after school reading programs and computer research assistance for science-related inquiries. The Little Rock Housing Authority will have an important role in community outreach, providing sites and recruitment for parent training and Algebra I summer institutes. G. Management Plan and Time Line The CPMSA project will be administered by the Little Rock School District under the direction of the * ..t. ___J xu. r\t nihom afmc anrt the principal investigator and the Director of Mathematics and Superintendent of Schools who serves as the principal investigator and tne uirecior or iviau wi wiu auu Science who serves as the co-principal investigator. The day-to-day coordinator of grant activities will be under the direction of the project director. An advisory committee will be formed to revieiw project activities and planning, engage all members in focused discussions on progress in meeting objectives and making mid-course corrections, and particularly in Year 1, determine the allocation of program The advisory committee will meet monthly through the start-up period (year 1) resources for Year 2-5. The advisory committee will meet monthly tnrougn me swii-up peiiuu y and at least quarterly thereafter. An implementation timeline follows has been developed (See Appendix E) as a management tool to guide development of project activities.. Staff development. Vital Link, and planning of primary partner activities will be the major accomplishment of Year 1. These start up efforts will allow the LRPMSA to grow at a controlled rate, additional local support in an orderly fashion and increasing gaining the number of Vital Link student/teacher placements as the program staff gains in experience. Additionally, staff development efforts early in the program will facilitate creation of new thematic units and cumculum design that will be phased-in and implemented in later years. H. Evaluation and Assessment The primary goal of the District's CPMSA proposal is the improvement of the ma hematics and sc ence oroqram This improvement will come through the establishment of a viable mathemat^s and science '^pipeline that begins in the elementary grades and continues through the middle/junior high school i 13Little Rock Coiitprehensive Pannership for Matliematics and Science Achievenient high school. The pipeline will be filled with large numbers of students reflective of the District's population who are in the process of 1) being motivated by caring teachers
2) becoming confident through successful participation in a student-centered, standards-based instructional program
3) gaining competence in mathematics and science knowledge and skills through a rigorous and well articulated curriculum
4) enrolling in upper level mathematics and science courses
5) graduating from high school prepared to major in a SMET course of study. Project objectives designed to evaluate and/or support the goal of the CPMSA project are to: 1. Increase the number of students who successfully complete upper-level mathematics and science courses. 2. Adopt a Board policy to require that students in AP courses take the AP examination. 3. Revise the mathematics curriculum to limit the number of topics for each grade level and subject 4. 5. 6. 7. 8. and to increase the depth at which each topic is taught. Implement standards-based modules in each elementary/middle school mathematics and science classroom. Increase the use of standards-based pedagogy in all classrooms. Provide support programs for students in upper level mathematics and science courses. Increase the knowledge and involvement of parents in the mathematics and science programs. Provide targeted staff development that helps staff facilitate the above stated objectives. Quantitative student based outcomes for the project at the end of five (5) years are
1. 2. 3. Increase enrollment in upper level mathematics and science courses as shown below. The proportion of students in upper level courses will be reflective of the District's overall student ethnic/racial balance. Math and Science Courses_______ Trigonometry and Advanced Algebra Pre-Calculus___________________ AP Calculus AB________ Physics I_______________________ AP Biology II____________________ AP Chemistry II_________________ AP Physics II Amount of Increase 1.5x 2x 2x_______________ 3x 3x 3x 2x Increase by 13% (from 62% to 75%) the successful completion rate for upper level mathematics and science courses. Increase by 22% (frorn 63% to 85%) the number of students who successfully complete algebra I by the end of the ninth grade. Sixty percent (60%) of the gains will be achieved by the end of the third project year. To achieve these outcomes the instructional practices of classroom mathematics and science teachers wilt need to change. The number of teachers who use standards-based materials and pedagogy needs to increase. Standards-based mathematics and science kits will be phased-in in schools so that all elementary-and middle school teachers-have access by the end of a five year period. Appropriate training, monitoring, and follow-up will ensure that the kits are used properly. The Arkansas Statewide Systemic Initiative (ASSI) and the recently adopted plan of the Little Rock School District are in alignment with this proposal. The needs in mathematics and science were identified outside the grant development process. The District has already recognized the benefits of the activities in this proposal. The District has access to the resources and support of ASSI. Eleven (11) 14Little Rock Coinpreliensive Partnership for Matlieniatics and Science Acliieveniciit District personnel serve as trainers for the Arkansas Crusades. These trainers will be here with or without continuation funds from ASSI receives and after the CPMSA grant expires. The administrative support and expertise are in place to continue the proposed program after funding is discontinued. 15appendix B HRD PROPOSAL BUDGET 5 YEAR TOTAL FOR NSF USE ONLY organization _______ little Rock School District PRINCIPAL INVESTIGATOR/'PROJECT DIRECTOR __________ Dr. I. p___s_I _j_p_ _r__a_m__i_ n_p A. SENIOR PERSONNEL: PVPD. Co-PI's. Faculty and Other Senior Associates (List each separately with title. A.6. show number in brackets) NSF FUNDED PERSON-MOS. CAL. PROPOSAL NO. AWARD NO. duration (MONTHL Proposed Grantee 1. 2. 3. 4. 52. 6. Primary Investigator----- Cn-Pritnary Tnvpsti gatJiic Oirprtor-------------------------- IQ 22 2_L2 ) OTkFE'RV(LIST^INDIVIDUALLY ON BUDGET EXPLANATION PAGE) ! (4 ) TOTAE'SENIOR personnel (1-5)______________________ L B OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) T ( 2. ( 3.( 4. ( ) POST DOCTORAL ASSOCIATES I ACAD.i SUi^ I I T FUNDS REQUESTED FROM NSF S I i ) OTHER PROFESSIONALS (TECHNICIAN. PROGRAMMER. ETC.)| ) GRADUATE STUDENTS______________ ___ ______________________ ) UNDERGRADUATE STUDENTS '____________ ________________ 5. ( 1 ) SECRETARIAL - CLERICAL 6. ( i ) OTHER Instructional Aide 1 I T I 360,301.- 110,919- NON-FEDEHAL MATCHING FUNDS . 5 59.847 __ 7B.,.Q6Q 98.919 TI I 1 TOTAL SALARIES AND WAGES (A-,B)___________________________________
C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)________ ______________________________ TOTAL SALARIES. WAGES AND FRINGE BENEFITS (A-.B-I-C)________
_______________ D. PERMANENT EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING S1000)
TOTAL PERMANENT EQUIPMENT E. TRAVEL 1 DOMESTIC (INCL. CANADA AND U.S. POSSESSIONS) 2. FOREIGN______________ _____________________________ r. PARTICIPANT SUPPORT COSTS a. K-12 (Students) b. K-12 (Teachers) c. Undergraduate d. Graduate e. Faculty #38,781 4_S,O49 n_____ Slipend T ravel s 287x712s s22aj)64s712Q0 Subsist. $______ Other 5902,734 S. S. s. S. S. s. i 1I i i s 36.288 sJQi.587 $. s. s. s. s. s. 93,673 I_________ 41.216 I_________ 606,009 I 3.36.836 141,681 .1 647,690- 20.040 I TOTAL PROJECT COSTS $ 59.84 U__ 78.06 360,30 209,83 607 ..^4 93,67 41,21 742.22 66.310-1__ 307,9. 950^3 20.0^ (43.776 ) total participant costs G. OTHER DIRECT COSTS_________________ 1. MATERIALS AND SUPPLIES____________ 2. PUBLICATION COSTS/PAGE CHARGES 3. CONSULTANT SERVICES______________ 4. COMPUTER (ADPE) SERVICES_________ 5. SUBCONTRACTS______________________ 6. other__________________________ _ TOTAL OTHER DIRECT COSTS___ H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (SPECIFY) TOTAL INDIRECT COSTS____________________ _______ _________________________________________ J. total direct AND INDIRECT COSTS (H 4 I) ______________________________________ K PESIPUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 AND 253) L AMOUNT OF THIS REQUEST (J) OR (J MINUS K) PbPO TYPED NAME & signature- I psiip Carnine INST REP, TYPED NAME & SIGNATURE-IISF Form 1030HRD (9/94) 2.162.570 403.315 DATE 10/14/97 DATE IG I T T i I 9,600 I I 14.3.310 I I I I 152.810 T 2.983.110 I .714.4 244.913 i________ 3,7?R,032 i 714,461 I .14.1,2 iS2* 5Z.. 244 c 3,434,4 53,228,0225 714,451 I S 3,934, ____________ FOR NSF USE ONLY_________ indirect COST RATE VERIFICATION Oaie CheCK^ Date bl Rate Sheet Indiali-OGA^ P'C' SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPh HRD .OPOSAL BUDGET FOR NSF USE ONLY ORGANIZATION , , Little Rock School District iINCIPAL INVESTIGATOR/PROJECT DIRECTOR j Dr. Leslie Carnine SENIOR PERSONNEL PI/PD, Co-PI's. Faculty and Other Senior Associates (List each separately with tide, A.6. show number In brackets) NSF FUNDED PERSON-MOS. PROPOSAL NO. AWARD NO. DURATION (MONTHS) Proposed Granted 1. 2. 3. 4. Ai 6. Primary Investigator----------------------------- Co-Primary Investigator------------------ Director_____________________----------------- Evaluator ______________________________ ) OTHERS (LIST INDIVIDUALLY ON BUDGET EXPLANATION PAGE) i ) TOTAL SENIOR PERSONNEL (1 -5) B. OTHER PERSONNEL (SHOWNUMBERS IN BRACKETS) n. 31 ) POST DOCTORAL ASSOCIATES _____________________________ ) OTHER PROFESSIONALS (TECHNICIAN. PROGRAMMER. ETC.) ) GRADU.ATE STUDENTS______________________ ) undergraduate STUDENTS___________________________ 5, ( 1 ) SECRETARIAL - CLERICAL________________ 6.( )OTHER Instructional Aide CAL 24- 24_ 24 24 ACAO. SUMR. FUNDS REQUESTED FROM NSF $ 1Q1 ,QQQ. 36.000 I^7,non TOTAL SALARIES AND WAGES (A-rB)_____________________________________________________ C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)________________________________________ TOTAL SALARIES. WAGES AND FRINGE BENEFITS (A-rB-tC) ______________________ D. PERMANENT EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $1000): 36,360 10.000 83,3m 51,341 >84-7 01 2?* TOTAL PERMANENT EQUIPMENT E. TRAVEL 1. DOMESTIC (INCL CANADA AND U.S. POSSESSIONS) 2. FOREIGN____________________________________________ F. PARTICIPANT SUPPORT COSTS a. K-12 (Students) b. K-12 (Teachers) c. Undergraduate d. Graduate e. Faculty________ 9446 1257 ___ _____ ___ Stipend s 95,904$ Travel Subsist ' $_______ Other $. $. $. NOtTFEDERAL MATCHING FUNDS $ 23,230 30,300 24,QQQ 11 77,580 21,708 99,.2.3a 8.016 8,000 S239.42A 6$21,00CS_9,_Q72 $2Ji_21C g! $. $. $. $. $. S. $. $. $. TOTAL PROJECT COSTS $23,230 30,300 101,000 60,000 36.360 10,000 260,890 78* 049 333,a34 7 8.000 mnjLA 1 0,703) TOTAL PARTICIPANT COSTS G. OTHER DIRECT COSTS______________ i 1. MATERIALS /WD SUPPLES____________ I PUBUCATION COSTS/PAGE CHARGES . 3. CONSULTANT SERVICES - 4. COMPUTER (ADPE) SERVICES 5. SUBCONTRACTS _____________ 6. OTHER_______________________________ TOTAL OTHER DIRECT COSTS H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (SPECIFY) 607,911 208,565 }81 6.476 TOTAL INDIRECT COSTS .2,4aa 2,400 34670 34,67.Q. q 2- to M Q~ 37,03a 315,801 37,070__ 1,208,5a .6> ! c. J. TOTAL DIRECT AND INDIRECT COSTS (H -t-1) ______________________________________ K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 AND 253) 960,578 315,803 72, am 1 ,276.38 L AMOUNT OF THIS REQUEST (J) OR (J MINI Pt/PD TYPED NAME 1 SIGNATURE" Dr. Leslie Carnine INST. REP. TYPED NAME i SIGNATURE^ Mark Milhollen NSF Form 1030HRD (9/94) 1 DATE 4-9-98 DATE 4-9-98 SQ60, S7R| S 31 5,.m. 0i O*ck^ -$1,276,3B _________FOR NSF USE ONLY________ indirect cost rate VERIFICATION Dale of Rale Sheet Proqnm SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPM 233) rt rU- ' /HRD PROPOSAL BUDGET YEAR 1 FOR NSF USE ONEV ORGANIZATION _________ Little School District__________ PRINCIPAL INVESTIGATOR/PROJECT DIRECTOR ___________Or. I pslip r.arninp -------------------------------- A.. SENIOR PERSONNEL: Pl/PD, Co-PI's. Faculty and Other Senior Associates (List each separately with tide, A.6. show number in brackets) PROPOSAL NO. AWARD NO. duration (MONTHS) Proposed Gra Filed NSF FUNDED PERSON-MOS. I NSF Form 1030HRD (9/94) 1. 2. 3. 4. S. ( 6. Primary Inve-stigator___ On-Primary TnypsTigRt.nr Director__________________ Eva1uatt^ ) OTHERS (LIST INDIVIDUALLY ON BUDGET EXPLANATION PAGE) ! ( 4 ) total SENIOR PERSONNEL (1-S) B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 11 11 3.( 4. ( ) POST DOCTORAL ASSOCIATES_______________________________ ) OTHER PROFESSIONALS (TECHNICIAN. PROGRAMMER. ETC.) )GRADUATE STUDENTS_______________________________________ ) UNDERGRADUATE STUDENTS S. ( 1 ) secretarial - CLERICAL 6.( )OTHER CAL. 12 12_ 12_ 12- ACAD. SUMR. FUNDS REQUESTED FROM NSF S 5Q,.0Q0 12.000 62,000 18,000 TOTAL SALARIES AND WAGES (A-rB)______________________________________________________ C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)_______________________________________ TOTAL SALARIES. WAGES AND FRINGE BENEFITS (A-,B-,C)_______________________________ D. PERMANENT EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $1000): TOTAL PERMANENT EQUIPMENT E, TRAVEL 1. DOMESTIC (INCL. CANADA AND U.S. POSSESSIONS) 2. FOREIGN F. PARTICIPANT SUPPORT COSTS a. K-12 (Students) b. K-12 (Teachers) c. Undergraduate d. Graduate e. Faculty * 114 . 154 ___ #____ # Stipend Travel. S 31,468$ $_27359 $_i3i)n $. $. $. $, $. s. Subsist. $______ $______ $______ $______ $ 1 Other $153Q0 $101.800 $_____ $_____ $_____ ._81!3Qa 22,400 102,400 4.008 NONFEDERAL MATCHING FUNDS $ ll,500~ .15,000- TOTAL PROJECT COSTS $ 11.500' __ LS*aQD- 50,000 12,000 ?5,5no 88,500 18,000 26.500 ...7.320. 3332a 106.500 29,820 136,320 f S.Y, 8.000 . 8.000 4.008 (168) total PARTICIPANT COSTS G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 2. PUBLICATION COSTS/PAGE CHARGES 3. CONSULTANT SERVICES 4. COMPUTER (ADPE) SERVICES 5. SUBCONTRACTS 6. OTHER TOTAL OTHER DIRECT COSTS H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (SPECIFY) n,Qh2 181,4.711 2]2>485 total INDIRECT COSTS____________________________________________________________________ J total direct AN[3 INDIRECT COSTS (H -, I)______________________________________________ K RESIDUAL FUND'S (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 AND 253) L AMOUNT OF THIS REQUEST (J) OR (J MINUS K) PI/PD TYPED NAME & SIGNATURE' Qr. ipslie Camine_____________ INST. REP. TYPED NAME & SIGNATURE' DATE 10/14/97 DATE 17 lb,Ub3 148,533 212,485 .15,061 411,018 198,533 Date Checked i 212.485 411.018 _________ FOR NSF USE ONLY________ INDIRECT COST RATE VERIFICATION Dale of Rale Sheet Inlials- Program SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPM 233 AHHhNUIX B HRD PROPOSAL BUDGET YEAR 2 FOR NSF USE ONEY E. TRAVEL ORGANIZATION Little Rock School District PRINCIPAL INVESTIGATOR/PROJECT DIRECTOR Hr. Ips1ip rarninp A. SENIOR PERSONNEL: Pt/PD. Co-Pfs. Faculty and Other Senior Associates (List each separately with title, A.6, show number in brackets) NSF FUNDED PERSON-MOS. PROPOSAL NO. AWARD NO. DURATION (MONTHS' Proposed Granted 1. 2, 3. 4. 5.( 6. Primary Investigator-------------------------------- Co-Primary Tnvp^tigator-------------------------- ___ Director------------- ------------------------------------- ___ Evaluatop----- ---------------------------------------------- ) OTHERS (LISt-INDIVIDUALLY ON BUDGET EXPLANATION PAGE) ( 4 ) TOTAL SENIOR PERSONNEL (1-5) ~ B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1 2( 3.( Al ) POST DOCTORAL ASSOCIATES_______________________________ ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER. ETC.) )GRADUATE STUDENTS_______________________________________ ) UNDERGRADUATE STUDENTS________________________________ 5. ( 1 ) SECRETARIAL - CLERICAL 6. ( 1 ) OTHER Instructional Aide. CAL. 12 12_ 17. -12- ACAD. SUMR. FUNDS REQUESTED FROM NSF S 51,000 27,00a 7A,nnn I I I I NON-FEDERAL MATCHING FUNDS S m3p 15,3QQ 24,1100 .51,030 TOTAL SALARIES AND WAGES (A-fB)______________________________________________ C, FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)___________________________________ ___ TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A-fB-fC) D. PERMANENT EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $1000): TOTAL PERMANENT EQUIPMENT 1. DOMESTIC (INCL. CANADA AND U.S. POSSESSIONS) 2. FOREIGN____________________________________________ F. PARTICIPANT SUPPORT COSTS a. K-12 (Students) b. K-12 (Teachers) c. Undergraduate d. Graduate _ e. Faculty .Travel Subsist. a332. S S $ *1 , ] 0.3. 5114,507 519,500 59,072 #_____ n____ (1 0 .'235) total PARTICIPANT COSTS G. OTHER DIRECT COSTS_________________ 1, MATERIALS AND SUPPLIES____________ 2. PUBLICATION COSTS/PAGE CHARGES 3. CONSULTANT SERVICES 4. COMPUTER (ADPE) SERVICES________ 5. SUBCONTRACTS______________________ 6. OTHER________________________________ TOTAL OTHER DIRECT COSTS___ H, TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (SPECIFY) Stipend $, S. S. $. s. $. $. $. $. Other ^^24.424 si 37,410 s_____ $_____ $ TOTAL INDIRECT COSTS____________________ __________________________________________ _ J TOTAL DIRECT AND INDIRECT COSTS (H I)___________________________________________ ___ K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 AND 253) L AMOUNT OF THIS REQUEST (J) OR (J MINUS K) PI/PD TYPED NAME & SIGNATURE' Ipslip Carnine IMST. REP. TYPED NAME & SIGNATURE' NSF Form 1030HRD (9/94) DATE 10/14/97 DATE IS 18,360 .1 10,000 103,360__ 28,941 I 132,301 .51,030 14,288. 65,318 A' 77008 530,B4a I T 2
40ir 34,670 37,070 JQ4,22a TOTAL PROJECT COSTS $ 11,730 ___15.300 ___ 51,000 dR non JSJIQDL 10.3,318 57,817 I_______ 762.045 I 103.318 i 126,030 18.360 10.000 154.350 43.229 197.615 TTOOE J 568,845 ZTTOl 34,670 37,07C 807,64F 57,817 865.36
$762,045 I S103,318 I? 865.362 ____________ FOR NSF USE ONLY___________ INDIRECT COST RATE VERIFICATION Dale Checked Date of Rafe Sheet InniaJS'OGA,.. P/ogra' SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPM 2 appendix b HRD PROPOSAL BUDGET YEAR 3 FOR NSF USE ONLY ORGANIZATION LITTLE Rock School District PRINCIPAL INVESTIGATOR/PROJECT DIRECTOR __________Or. IpsI1p Garni np-------------------------------------- A. SENIOR PERSONNEL: PVPD. Co-PI's. Faculty and Other Senior Associates (List each separately with title. A.6. show number in brackets) PROPOSAL NO. AWARD NO. DURATION (MONTHS Proposed Granlec NSF FUNDED PERSON-MOS. CAL. 1. 2. 3. 4. 5.( 6. Primary Investiga-t.Qr__________________ Gn-Primary Tnypstigatnr-------------------------------------- ___ Director -.-------------------------------------------- ------Eval ua-tor ------------------------------------------------ ) OTHERS (LIST INDIVID.UALLY ON BUDGET EXPLANATION PAGE) (4 ) TOTaCSENIOR PERSONNEL (1-5) B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1-( 2. ( 3. ( 4. ( 12 r I ACAD. SUMR, FUNDS REQUESTED FROM NSF I S 1I77 12. 12. .12 1 1 82,020 24,480 .76 ,00-1 1 NON-FEDERAL MATCHING FUNDS S 11,964 24^4.80 ) POST DOCTORAL ASSOCIATES __________________________ ) OTHER PROFESSIONALS (TECHNICIAN. PROGRAMMER. ETC.)| ) GRADUATE STUDENTS________________________________________ ) UNDERGRADUATE STUDENT?________________________________ 5. ( 1 ) SECRETARIAL - CLERICAL 6. ( 1 ) OTHER Instructional Aide I I I I TOTAL SALV^RIES AND WAGES (A-^B)______________________________________________________ C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)__________________________________' TOTAL SAL-ARIES. WAGES AND FRINGE BENEFITS (A-I-B-.C)_____________
______________ _ D. PERMANENT EQUIPMENT-(LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING SIOOO): total PERMANENT EQUIPMENT E. TRAVEL 1. DOMESTIC (INCL. CANADA AND U.S. POSSESSIONS) 2. FOREIGN___________________________ ________________ r. PARTICIPANT SUPPORT COSTS a. K-12 (Sludents) b. K-12 (Teachers) c. Undergraduate d. Graduate e. Faculty FiQ..iai 1'201 Stipend 383,936 S115,.514 s_____ s_____ s Travel S___ Subsist. S______ si5L,iQD s_ajl22 S. S. s. $. S, S. Other ^46,530 345,188 5_______ S_______ 5 I 1 18,727 I 10.200 I 108,427 I. 29,5-19 ! 134,&4&-- 82,081 14,574 66,-625 4,008 I total PROJECT COSTS ~11,96L 15,60e ___52/12i 48,96C 128,552 18,727 10.20c 187,478 44,09' -1201^ > J. 4. ' S.'S,-.-'*' \ * #Sft -rjt, 1^777 . 4,OOE 1*5, r (1 1.382 ) total PARTICIPANT COSTS G. OTHER DIRECT COSTS_________________ 1. MATERIALS AND SUPPLIES 2. PUBLICATION COSTS/PAGE CHANGES 3. CONSULTANT SERVICES______________ 4. COMPUTER (ADPE) SERVICES________ 5. SUBCONTRACTS______________________ 6. OTHER total OTHER DIRECT COSTS_______ H, TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (SPECIFY) TOTAL INDIRECT COSTS______________________ J TOTAL DIRECT AND INDIRECT COSTS (H I) I I I II 40-.37 II 500,740 2,400 I I IT 35,410 I 37,810 727,129 I lifiJDIlQ. 35,410 37,810 843,.12a K residual funds (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 ANO 253) I L AMOUNT OF THIS REQUEST-(J) OR (J MINUS K) PI/PO TYPED NAME & SIGNATURE' ^ir. I psi ie Garni ne INST R=p TYPED NAME & SIGNATURE* I DATE i 10/14/97 I DATE IISF Form I030HRD (9/94) i ---- 786.829 I 116,000 I I S786,826 I S116,noo Dale Checked 59,697 902.826 ^902,821 _________ FOR NSF USE ONLY________ INDIRECT COST RATE VERIFICATION Dale of Rate Sheet Inilials-OGA^ PrOO' SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPM appendix b HRD PROPOSAL BUDGET YEAR 4 E. TRAVEL organization _______ little Rock School District PRINCIPAL INVESTIGATOR/PROJECT DIRECTOR ____________FOR NSF USE ONLY_________ PROPOSAL NO. I DURATION (MONTHS1 i Proposed I Granted AWARD NO. 1 ip Carninp- 1 ________ Dr , . _____________ A. SENIOR PERSONNEL: PUPO. Co-PI's. Faculty and Other Senior Associates (Lisl each separalefy wilh A.6. show number in brackets) NSF FUNDED PERSON-MOS. 1. 2. 3. 4. 5( 6. Primary Invpstigator--------------------------- --- r.n-Primary 1 nvpsti natHE-------------------------- - O-i rprtnr-------------------------- --------------------------------------------- r v a 1 H 3 ' ' ) OTHERS (LIST INDIVIDUALLY ON BUDGET EXPLANATION PAGE) (4 ) TOTAL SENIOR PERSONNEL (1-5)__________________ B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) L( 2. ( 3.( 4. ( ) POST DOCTORAL ASSOCIATES CAL. 12 ._L2_ LjL7_ I ACAD. SUMR. I FUNDS REQUESTED FROM NSF I $__________ 12 I 53,060 I 24,970 lEJLiQ-l ) OTHER PROFESSIONALS (TECHNICIAN. PROGRAMMER. ETC.)I ) GRADUATE STUDENTS____________ ____________________________ )UNDERGRADUATE STUDENTS" ___________________________ 5. ( 1 ) SECRETARIAL - CLERICAL 6. ( 1 ) OTHER Instructional Aide TOTAL SALARIES AND WAGES (A-.B) __________________________________ __________________ C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)_____________________________ __________ TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A-.B->C)_____________________________ D. PERMANENT EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING S1OOO)
TOTAL PERMANENT EQUIPMENT 1. DOMESTIC (INCL. CANADA AND U.S. POSSESSIONS) 2. FOREIGN____________________________________________ F. PARTICIPANT SUPPORT COSTS a. K-12 (Students) b. K-12 (Teachers) c. Uncergraduate d. Graduate e. Faculty Slipend fTiTSz sllMOO s S s S s S Travel S_______ $17,50.0 S_______ S_______ S_______ Subsist. S_____ S9.072 $_______ s____ s____ I T I Other S 248,206 $153,784 s______ s______ $ NON-FEDERAL MATCHING FUNOS $ 12,204 15.918 21,970 total PROJECT COSTS .? 12,204 15,918 _53.Q60 49,940 I T I I I E3,nq? 131.122 19.102 I 10.404 I 107,836 I 30,110-i 137,646 I. I 4.008
I 19.107 10.404 -14^866 67,958 <5^ .. 44,975 205.604 J*" J 4,008 (12.317 ) total PARTICIPANT COSTS G. OTHER DIRECT COSTS_________________ 1. MATERIALS AND SUPPLIES_______ 2. PUBLICATION COSTS/PAGE CHARGES 3. CONSULTANT SERVICES______________ 4. COMPUTER (ADPE) SERVICES________ 5. SUBCONTRACTS______________________ 6. OTHER_______________________ _________ total other DIRECT COSTS___ H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (SPECIFY) 844.023 i__ 61,315. I i 2,400 i I 36,172 i 38.572 j. 724.249 I 131,833 1 i I 6d7,.89 i I T 774
36,1 38.5 856,C total INDIRECT COSTS_______________________ _ ____________________________________ _________ J total DIRECT ANO INDIRECT COSTS (H > I) _______________________________ __________ K RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 ANO 2S3) L amount of THIS REQUEST (J) OR (J MINUS K) PI/PD PrPED NAME & SIGNATURE I psiip Camine l.'IST REP. TYPED NAME & SIGNATURE nSF Form 1030HRD (9/94) 59,460 i ' ~ 783.709 I 131, .833 I ?8.3.709 iS 131., 833 155 918 J DATE 10/14/97 DATE Dale CMectted i _________ FOR NSF USE ONLY________ INDIRECT COST RATE VERIFICATION Dale ol Rale Sheet Imiials-OGA Proc, SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPM 2.0 appendix B HRD PROPOSAL BUDGET YEAR 5 FOR NSF USE ONLY E. TRAVEL ORGANIZATION _________ LITTLE Rock School District PRINCIPAL INVESTIGATOR/PROJECT DIRECTOR Hr I p'
] 1 p r.Arn-i np A. SENIOR PERSONNEL: PVPD. Co-PI's. Faculty and Other Senior Associates (List each separately with title. A.6. show number in brackets) NSF FUNDED PERSON-MOS. PROPOSAL NO. AWARD NO. DURATION (MONTHS^ Proposed Gtanled 1. 2. 3. 4. 1 6. Primary Investiga-tor------------------------------ r.n-Primary Invpstinatnc------------------------- ___ Di rector---------------------------------------------------- ____Evaluafor------------------------------------------------------- ) OTHERS (LIST.INDIVIDUALLY ON BUDGET EXPLANATION PAGE) ( 4 ) TOTAL SENIOR PERSONNEL (1-5) ~ B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1( 2. ( 3.( ( CAL 12 LL2_ ! IZ- 12 ACAD.i SUMR. TI FUNDS REQUESTED FROM NSF S 54. UU 25,469 II NON-FEDERAL MATCHING FUNDS s I248 16.236 TOTAL PROJECT COSTS $ 12,448 16,236 ___ 5.4,121 50,938 ) POST DOCTORAL ASSOCIATES_______________________________ ) OTHER PROFESSIONALS (TECHNICIAN. PROGRAMMER. ETC.) ) GRADUATE STUDENTS________________________________________ ) UNDERGRADUATE STUDENTS" 5. ( 1 ) SECRETARIAL - CLERICAL 6. ( 1 ) OTHER Instructional Aide TOTAL SAL-ARIES AND WAGES (AuB)_________________________________________________ __ C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)______________________________________ _ TOTAL SALARIES. WAGES AND FRINGE BENEFITS (A-rB-rC)________________________________ D. PERMANENT EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING SIOOO)
total PERMANENT EQUIPMENT 1. DOMESTIC (INCL. CANADA AND U.S. POSSESSIONS) 2. FOREIGN____________________________________________ f. PARTICIPANT SUPPORT COSTS a. K-12 (Students) b. K-12 (Teachers) c. Undergraduate^ d. Graduate e. Faculty #8.144 #X2 84 It______ Slipend T ravel s 63,936 s sIJA,284 s J,5D0 S, s. s. S. S. S. Subsist. $_____ s9,072 s_____ s_____ s I I Other .9171,574 s.l3,405 $_____ s_____ s 79,5901 - - - - - - - - - - - - 1 54,1 S3 12% 743 1 I I 19.484 I 10,612 I 109,6861 30,711.] 140,397 I 54,153 15-462 69,315 '.X ' 4750? 5. 19,484 10.612 45,872 209,712 47W (9,374 ) TOTAL PARTICIPANT COSTS G. OTHER DIRECT COSTS_________________ 1. materials AND SUPPLIES_______ 2. PUBLICATION COSTS/PAGE CHARSES 3. CONSULTANT SERVICES______________ 4. COMPUTER (ADPE) SERVICES________ 5 SUBCONTRACTS______________________ s. other__________________________ total other direct COSTS H. total DIRECT COSTS (A THROUGH G) 1. INDIRECT COSTS (SPECIFY) total iriDlRECT COSTS_____________ J total direct and INDIRECT COSTS (H I)_______________________________________________ K RESIDUAL FUNOS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 AND 253) L AMOUfjT OF THIS REQUEST (J) OR (J MINUS K) PFPD TYPSO name & SIGNATURE J_ps1ie Carnine INST R = p TYPED NAME & SIGNATURE NSF Form 1030HRD (9/94) 460,271 i 81,500 I T 2,400 II 36,958 I 2.4Qf I 39,358 7 644,034 I 150,815 52.875 I________ 696,909 I 150,815 I 3g,35r 794,fi4< 52.87
842.7Z^ DATE 10/14/97 DATE s696,909 I ^150.815 8.42, _________ FOR NSF USE ONLY________ indirect cost RATE VERIFICATION Date Checked Dale ol Rale Sheet imiiaJsDG*.^- P'OC SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPM il BUDGET JUSTIFICATION A, Senior Personnel Primary Investigator for the LRPMSA will be the LRSD Superintendent. His 1. ri Uliai y II ivcouyai'Ji ...........................- --------------. participation in the program will be entirely as in-kind matching. The value or tnis match is projected at 10% FTE, or $11,500 per year. Grant Funds Local Match Year 1 Year 2 Year 3 Year 4 Year 5 0 0 0 0 0 5-Year Total $0 11,500 11,730 11,965 12,204 12,448 $59,847 2. Co-Primary Investigator will be the LRSD Supervisor of Math and Science. His participation in the program will be entirely as in-kind matching. The value of this match is projected as 25% FTE or $15,000 per year. Grant Funds Local Match Year 1 Year 2 Year 3 , Year 4 Year 5 0 0 0 0 0 5-Year Total $0 15,000 15,300 15,606 15,918 16,236 $78,060 3 A Project Director will be hired. The Job Description for this position is included in " the Aopendix and scheduled to be compensated at $50,000 in Year 1 with an ' .... .t_ ________-1. fr\r fhic nnc annual 2% cost of living increase for the program duration. Salary for this position is indicated below. Year 1 Year 2 Year 3 Year 4 Year 5_____ 5-Year Total Grant Funds 50,000 51,000 52,020 53,060 54,121 $260,201 Local Match 0 0 0 0 0 0 224. The services of a Program Evaluator will be compensated at $48,000 per year with an annual 2% cost of living increase for the program duration. In Year 1, the Evaluator will serve at 25% FTE and at 100% FTE in Years 2-5. Funding for the Evalutor will be provided by grant funds in Year 1 and be matched by 50% in Years 2-5 Year 1 Year 2 Year 3 Year 4 Year 5_____ 5-Year Total Grant Funds______ 12,000 24,000 24,480 24,970 25,469 $110,919 Local Match 0 24,000 24,480 24,970 25,469 $98,919 B. Other Personnel 1. An secretary/clerical position will be provided by grant funds and scheduled to be compensated at $18,000 in Year 1 with an annual 2% cost of living increase for the program duration. Salary for this position is indicated below: Year 1, Year 2 Year 3 Year 4 Grant Funds 18,000 18,360 18,727 19,102 Years 19,484 5-Year Total 93,673 Local Match 0 0 0 0 0 0 2. An Instructional Aide will assist with the implementation of standards based curriculum modules. The aide will refurbish STC and other kits as they are rotated among the schools. Beginning in Year 2, the aide will be 100% FTE, compensated at $10,000 wiith an annual 2% cost of living increase for the program duration. Salary for this position is indicated below: Year 1 Year 2 Year 3 Year 4 Year 5 5-Year Total Grant Funds 0 10,000 10,200 10,404 10,612 1 41,216 Local Match 0 0 0 0 0 0 23C. Fringe Benefits - Determined at 28% Fringe on Grant Funds Year 1 Year 2 Year 3 Year 4 Year 5 Total Fringe Program Director Evaluator Secretary Instructional Aide Total Fringe Salary Fringe 50,000 14,000 12,000 3,360 18,000 5,040 0 ____ 0 22,400 Salary Fringe 51,000 14,280 24,000 6,720 18,360 5,141 10,000 2,800 28,941 Salary Fringe 52,020 14,565 24,480 6,854 18,727 5,244 10,200 2,856 29,519 Salary Fringe 53,060 14,856 24,970 6,992 19,102 5,349 10,404 2,913 30,110 Salary Fringe 54,121 15,153 25,469 7,131 19,484 5,456 10,612 2,971 30,711 72,854 31,057 26,230 41,216 11,540 141,681 Fringe on Matching Funds Primary Investigator Co-Primary Investigator Evaluator Total Fringe Year 1 Salary Fringe 11,500 3,220 15, 000 4,200 0 ____0 7,420 Year 2 Salary Fringe 11,730 3,284 15,300 4,284 24,000 6,720 14,288 Year 3 Salary Fringe 11,965 3,350 15,606 4,370 24,480 6,854 14,574 Year 4 Salary Fringe 12,204 3,417 15,918 4,457 24,970 6,992 14,866 Year 5 Salary Fringe 12,448 3,485 16,236 4,546 25,469 7,131 15,162 Total Fringe 16,756 21,857 27,697 66,310 D. Permanent Equipment . Year 1 $8,000 Match - 2 sets of office furniture
computer, pnnter, desk, etc. @ $4,000 Year 2- 5 0 E Travel Total travel per year: $4,008 5-Year total travel
$20,040 PI to NSF Director's meeting twice annually 2 trips @ $576 = $1,152 Air fare, cabs Per diem
2 days @ $38 Lodging Three people (program 350 76 150 director and two trainers) to annual .national science or national math conventions. 3 persons @ $952 = $2,856 Air fare, cabs Per diem: 4 days @ $38 Lodging: 3 days @ $150 350 152 450 24 F. Participant Support Summary of Intervention Activities - Grant Funded 1. Standards Based Curricula 2. Junior Teams*________ _ 3. Revise Math Curriculum 4. Extended Year Algebra I 5. AP Exams_____________ 6. New Teacher Training 7. Vertical Teams_________ 8. Vital Link______________ 9. Crusades Reunion______ 10. Crusades Training______ Year 1 _____g0 0 11 Family Math/Science 38,368 15,000 4,128 10,350 6,300 _____ 0 _____ 0 2,916 Year 2 219,729 ______0_ 0 76,736 21,250 4,252 ______ 0_ 6,444 13,110 127,840 2,916 Year 3 236,316 ______0_ ______ 76,736 20,625 4,380 ______ 6,592 16,388 127,840 2,916 Year 4 229,344 0 0 76,736 16,875 4,511 ______ 0 6,745 20,484 127,840 2,916 Year 5 147,054 0 0 76,736 10,000 4,646 0 6,902 25,605 127,840 2,916 Total 832,443 0 0 345,312 83,750 21,917 10,350 32,983 75,587 511,360 14,580 -------------------------------- 0 58.572 5588,,557722 5588,5,57722 0588.,05/722 234,288 Total 77,062 530,849 550,365 | 544,023 460,271 2?l6j Junior Teams is represented as a subcontract with UALR and included in budget section G5. 12. SECME 2,162,570 Summary of Intervention Activities - Local F4atch Funded 1. Standards Based Curricula 2. Junior Teams____________ 3. Revise Math Curriculum 4. Extended Year Algebra I 5. AP Exams__________ __ 6. New.Teacher Training 7. Vertical Teams__________ 8. Vital Link_______________ 9. Crusades Reunion______ 10. Crusades Training______ 11. Family Math/Scignce 12. SECME____________ ___ I Total Year 1 ______g_ ______o_ 4,725 ______ g_ ______ 0_ 0 0 ______ g_ 0 165,840 _____ g ______ g 170,565 Year 2 ______0_ ______g_ ______ o_ ______ o_ ______ g_ ______ o_ 0 ______ g_ 0 38,000 ______ 0 ______ 0 38,000 Year 3 ______0_ 0 o ______ 0_ 6,875 ______ 0_ ______ 0_ ______ 0 ______ 0 38,000 ______ 0 4,500 49,375 Year 4 _____g_ ______ _____g_ 16,875 _____ g_ _____ g. ______ 0 0 38,000 _____ g 9,000 63,875 Year 5 0 ______g_ 0 0 30,000 ______g_ 0 0 ______ 0 38,000 0 13,500 81,500 Total C 0 4,725 C 53,750 C c c c 317,84C C 27,00C 403,315 Summary of Participant Support Costs Year 1 Year 2 Year 3 Year 4 Year5 Totals # 468 10,235 11,382 12,317 9,428 43,830 stipend 129,327 178,443 179,450 180,336 178,220 845,776 travel 1,500 19,500 19,500 19,500 19,500 79,500 25 per diem 0 9,072 9,072 9,072 9,072 36,288 other 116,800 361,834 391,718 398,990 334,979 1,604,321 Total 247,627 568,849 599,740 607,898 541,771 2,565,885 F. Participant Support (continued) Year 1 Intervention Activities______ 1, Standards Based Curricula 2. Junior Teams__________ _ 3. Revise Math Curriculum 4. ExTended Year Algebra I 5. AP Exams_________ _ 6, New Teacher Training 7, Vertical Teams_________ 8. Vital Link______- _____ 9. Crusades Reunion______ 10. Crusades Training______ 11. Family Math/Science 12. SECME____________ Total Grant Funds 0 0 0 38,368 15,000 4,128 10,350 6,300 0 0 2,916 0 77,062 Match 0 0 4,725 0 0 0 0 0 0 165,840 0 0 170,565 Total 0 0 4,725 38,368 15,000 4,128 10,350 6,300 0 165,840 2,916 0 247,627 al. K-12 students aZ bl. K-12 teacher bZ b3. b4. b5. b6. b7. ______ . 'Totals # 124 190 15 8 24 16 11 68 12 468 stipend 31,968 ______ 0_ 4,725 6,400 4,128 10,350 4,800 65,840 1,116 129,327 travel 0 ___ 0_ ___ 0_ ___ 0_ ___ 0 0 1,500 0 ___ 0 1,500 per diem 0 0 _______0 _______0 _______0 _______0 _______0 0 _______ 0 0 other 15,000 0 0 0 0 0 100,000 1,800 116,800 Total 31,968 15,000 4,725 6,400 4,128 10,350 6,300 165,840 2,916 247,627 0 - al. Extended Year Algebra I 2-week academy, in August before school begins. 8 academies to be conducted with 15 students per site. 120 students @ $100 stipend = $12,000 24 Student coaches at academies: 3 per site x 8 sites @ $400 = $9,600 after school: 2hrs/wk x 36 weeks x 3 per site x 8 sites @ $6 = $10,368 a2. AP Exams , Payment for AP exam fees for students enrolled in Title 1 or free/reduced lunch programs. District average 40% Title I enrollment. AP exam fee of $79. 475 AP students x 40% = 190 students x $79 = $15,000 26 b1. Revise Math Curriculum: , . 15-member teacher committee will work 5 days on curriculum revision. Teacher substitute costs @ $43/day 15 x 5 X $43 = 3,225 Printing costs = 1,500 $4,725 (Local Match) b2. Extended Year Algebra I 2-week academy in August before school begins, 8 academies to be conducted. Teacher stipend of $800 for 2 days inservice, 2 weeks instruction, program supervision and coordination of student coaches 1 person x 8 sites @ $800 = $6,400 b3. New Teacher Training ___ 24 new math and science teachers will attend 4 workshops per year. Stipends for substitute teachers is $43/day and will increase at 3% annually in Years 2-5. 24 teachers x 4 workshops @ $43 = $4,128 Year 2 Year 3 Year 4 Year 5 4,252 4,380 4,511 4,646 18 teachers will attend a 2-day conference to learn concepts of Vertical Teams. Teachers will be two participants each (one math and one science teacher) from five high school (and one participant from each eight junior high schools. 175 2-day conference registration: Airfare
Hotel (double occupancy) Food: 300 50 50 $575 per person x 18 persons = $10,350 Placement of teachers (along with students) at local businesses with specialties in math and science. Teachers will have 1 day of Vital Link training and 5 days of Vital Link stipend with include 3% annual cost of living increase in Years 2-5. programming. Program 1 supervisor teacher
10 days @ $120 = 10 teachers x 6 days @ $69 - Travel
Year 1 Year 2 Year 3 Year 4 Year 5 Years 1-5: 1,200 3,600 4,800 4,944 5,092 5,245 5,402 2 buses X 20 days @ $37.50 = $1,500 annually 27b6. Crusades Training Year 1 Year 2-5 Grant 0 127,840 Match 165,840 38,000 Tuition E'quipment instructors Science or Math Crusade: 20 teachers @ $424.50 K-4 Crusade: 2 classes of 20 teachers = 40 teachers @ $849_____________ ___________ Science or Math Crusade:20 teachers @ 2,500 K-4 Crusade: 2 classes of 20 teachers = 40 teachers @ $1,250_______ ___________ _______ Science or Math Crusade: 2 instructors @ $1,800 K-4 Crusade: 6 instructors @ $3,300___________ Total 8,480 33,960 50,000 50,000 3,600 19,800 I 165,840 Grant 7,480 29,960 30,000 37,000 3,600 19,800 Match 1,000 4,000 20,000 13,000 0 i 0 ! |127,840 38,000 I b7. Family Math/Science Program at 6 schools, 2 teachers at each site. Supplies/refreshments: 6 sites x @ $300 = Stipends: 6 sites x 2 coordinators @ $50 = Teacher training: 6 sites x 2 substitutes @ $43 = Total 1,800 600 516 $2,916 28 F. Participant Support (continued) Year 2 Intervention Activities______ 1. Standards Based Curricula 2. Junior Teams___________ 3. Revise Math Curriculum 4. Extended Year Algebra I 5. AP Exams_________' 6. New Teacher Training 7. Vertical Teams - _____ 8. Vital Link______________ 9. Crusades Reunion______ 10. Crusades Training______ 11. Family Math/Science 12. SECME _____________ Total Grant Funds 219,729 0 0 76,736 21,250 4,252 0 6,444 13,110 127,840 2,916 58,572 530,849 Match 0 0 0 0 0 0 0 0 0 38,000 0 0 38,000 Total 219,729 0 0 76,736 21,250 4,252 0 6,444 13,110 165,840 2,916 . 58,572 568,849 al. K-12 students a2_____________ a3._____________ a4 __________ a5.____________ bl. K-12 teachers b2.____________ b3.. -________ b4.____________ b5.____________ b6.____________ b7.____________ b8. Totals # 1,975 4,100 2,500 288 269 769 ___ 16. ___ ___ 11_ 185 68 ___ 12 ___ 18 10,235 stipend 0 0 _____ P_ 63,936 _____ g. 16,555 12,800 4,252 4,944 ______ 0 65,840 1,116 9,000 178,443 travel 0 0 0 0 ____ 0_ ____ 0 ____ 0 ____ 0 1,500 0 0 0 18,000 19,500 per diem 00 0 0 0 0 0 00 0 0 0 9,072 9,072 other 78,514 54,120 70,540 0 21,250 0 0 0 0 13,110 100,000 1,800 22,500 361,834 Total 78,514 54,120 70,540 63,936 21,250 16,555 12,800 4,252 6,444 13,110 165,840 2,916 58,572 568,849 al. Standards Based Curricula - CMP Modules for all O* grade classrooms: $78,514.15 Modules: 79 classrooms @ $243.85 = $19,264.15 Books: 79 classrooms x 25 students @ $30 = $59,250 a2. Standards Based Curricula - TERC "Investigations Curriculum for half of all 4'* and 5* -grades: $54,120 82 4" grade classrooms @ $340 = $27,880 82 5"' grade classrooms @ $320 = $26,240 164 rooms x 25 students per classroom = 4,100 students 29 a3. Standards based Curricula - Science and Technology for Children (STC) kits
$70 540 1 kit per grade level per year. 25 copies to be rotated among schools @ S2,630 = $65,740 Refurbishment of kits = $4,800 100 rooms x 25 students per classroom = 2,500 students a4. ^'^^^week'acaderny in August before school begins. 8 academies to be conducted with 30 students each. ^40 students @ $100 stipend = $24,000 ^znn-iq9nn 48 Student coaches at academies
6 per site x 8 sites @ $400 - $19,200 after school
2hrs/wk x u 36 weeks x 6 per site x 8 sites @ $6 - $20,736 Payment for AP exam fees for students enrolled in Title 1 or free/reduced lunch programs. 7 _________ . . A ________C7Q District average 40% Title I enrollment. AP exam fee of $79. 672 AP students x 40% = 269 students x $79 = $21,250 b1. Standards Based Curricula Substitute teachers needed
385 half-day subs @ $43 = $16,555 Training Topic CMP TERC STC # Teachers 79 164 526 769 total teachers trained b2. Extended Year Algebra I 2-week academy in August before school begins. 8 academies to be conducted. Teacher stipend of $800 for 2 days inservice, 2 weeks instruction, program supervision and coordination of student coaches 16 persons {27site) x 8 sites @ $800 = $12,800 b3. New Teacher Training - 24 new math and science teachers will attend 4 workshops per year. Stipends for substitute teachers is $43/day and will increase at 3% annually in Years 2-5. See payment schedule in Year 1, b3. b4. Vital Link See Year 1, b.5 30b5. Crusades Reunion Saturday program, projected attendance by approximately 55-60% of invited Crusades alumni. K-4 Crusades
100 persons x $35 (big books) = Math Crusades
50 persons x $100 (Tl-83 calculators) = Science Crusades: 35 persons x $100 (equipment) = Lunch: 185 persons @ $6 =_________ _______________ Years 3-5 25% annual increase Year 2 total Year 3 Year 4 Year 5 3,500 5,000 3,500 1,110 $13,110 -185 teachers $16,388 - $20,484 - $25,605 - 231 289 361 b6. Crusade Training See Year 1, b6. b7. Family Math/Science See Year 1, b7. b8. SECME Stipend Travel Subsistence Other (supplies) 18 teachers (2 each at 9 schools) @ $50 18 teachers @ $350 (airfare)__________ 18 teachers x 13 nights $50 (hotel)_____ 18 teachers x 14 days @ $36_________ 9 schools @ $2,500 Total 9,000 6,300 11,700 9,072 22,500 58,572 SECME participation and costs will increase in Years 3-4 with the addition of 9 new schools each year. Local match will begin in Year 3 to provide on-going supplies/materials to schools that have received initial grant-funded training. On-going supplies are figured at $500 per school. # schools # teachers Grant funds Year 1 Year 2 Year 3 Year 4 Year 5 0 9 18 27 36 0 18 36 54 72 _____0 58,572 58,572 58,572 58,572 Schools with ongoing SECME 0 0 9 18 27 Match 0 0 4,500 9,000 13,500 31 Total 0 58,572 63,072 67,572 72,072 F. Participant Support (continued) Year 3 Intervention Activities______ 1. Standards Based Curricula 2. Junior Teams___________ 3. Revise Math Curriculum 4. Extended Year Algebra I 5. AP Exams______________ 6. New Teacher Training 7, Vertical Teams_____ 8. Vital Link______________ 9. Crusades Reunion______ 10. Crusades Training______ 11 Family Math/Science 12. SECME ____________ Total Grant Funds 236,316 0 0 76,736 20,625 4,380 0 6,592 16,388 127,840 2,916 58,572 550,365 Match 0 0 0 0 6,875 0 0 0 0 38,000 0 4,500 49,375 Total 236,316 0 0 76,736 27,500 4,380 0 6,592 16,388 165,840 2,916 63,072 599,740 al. K-12 students a2.____________ a3.____________ a4. a.5____________ bl. K-12 teacher _bZ____________ b3.____________ b4.____________ b5.____________ b6... ~________ b7.____________ b8. _____ Totals #___ 720 6,325 2,500 288 348 803 16 ___ ___ 1J_ 231 68 ___ 1^ ___ 36 11,382 stipend ______0_ ______ 0_ 0 63,936 0 17,286 12,800 4,380 5,092 ______ 0 65,840 1,116 9,000 179,450 travel ___ g_ ____ 0_ 0 0 0 0 0 ____ 0 1,500 ____ 0 0 0 18,000 19,500 per diem 0 0 0 _______0_ 0 0 0 0 0 0 0 0 9,072 9,072 other 58,420 85,270 - 75,340 0 27,500 _____ g_ 0 0 0 16,388 100,000 1,800 27,000* 391,718 Total 58,420 85,270 75,340 63,936 27,500 17,286 12,800 4,380 6,592 16,388 165,840 2,916 63,072 [ 599,740 al. Standards Based Curricula - CMP Modules for all 7*' grade classrooms: $58,420.32 Modules: 24 classrooms @ $1,534.18 = $36,820.32 Books: 24 classrooms x 30 students @ $30 = $21,600 24 rooms x 25 students per classroom = 720 students a2. Standards Based Curricula - TERC Investigations" Curriculum for remaining half of all 4'*" and 5" grades and half of all 3" grades: $85,270 - 82 4'*' grade classrooms @ $340 = $27,880 82 5* grade classrooms $320 = $26,240 89 3" grade classrooms @ $350 = $31,150 253 rooms x 25 students per classroom = 6,325 students 32 a3. Standards based Curricula - Science and Technology for Children (STC) kits: $75,340 kit per grade level per year. 25 copies to be rotated among schools @ $2,630 = $65,740 Refurbishment of 1*' kits = $4,800 Refurbishment of 2"'* kits = $4,800 100 rooms x 25 students per classroom = 2,500 students a4. Extended Year Algebra I ''2-week academy in August before school begins. 8 academies to be conducted with 30 students each. 240 students @ $100 stipend = $24,000 48 Student coaches at academies: 6 per site x 8 sites @ $400 = $19,200 after school: 2hrs/wk x 36 weeks x 6 per site x 8 sites @ $6 = $20,736 (I a5. AP Exams Payment for AP exam fees for students enrolled in Title I or free/reduced lunch programs. District average 40% Title I enrollment. AP exam fee of $79. 890 AP students x 40% = 348 students x $79 = $27,500 Grant share: 75% = $20,625 Local match : 25% = $6,875 bl. Standards Based Curricula Substitute teachers needed: 402 half-day subs @ $43 = $17,286 Training Topic CMP TERC STC # Teachers 24 253 526 803 total teachers trained b2. Extended Year Algebra I . - 2-week academy in August before school begins. 8 academies to be conducted. Teacher stipend of $800 for 2 days inservice, 2 weeks instruction, program supervision and coordination of student coaches 16 (2/sites) x 8 sites @ $800 = $12,800 b3. New Teacher Training 24 new math and science teachers will attend 4 workshops per year. Stipends for substitute teachers is $43/day and will increase at 3% annually in Years 2-5. See payment schedule in Year 1, b3. b4. Vital Link See Year 1, b.5 b5. Crusades Reunion See Year 2, b5. b6. Crusades Training See Year 1 b6. 33Ui b7. Family Math/Science See Year 1. b7. b8. SECME See Year 2, b8. 34 F. Participant Support (continued) Year 4 Intervention Activities______ 1 Standards Based Curricula 2. Junior Teams___________ 3. Reytse Math Curriculum 4, Extended Year Algebra I 5. AP Exams______________ 6. New Teacher Training 7. Vertical Teams_________ 8, Vital Link______ "_______ 9, Crusades Reunion______ 10. Crusades Training_______ 11. Family Math/Science 12. SECME _____________ Total Grant Funds 229,344 0 0 76,736 16,875 4,511 0 6,745 20,484 127,840 2,916 58,572 544,023 Match 0 0 0 0 16,875 0 0 0 0 38,000 0 9,000 63,875 Total 229,344 0 0 76,736 33,750 4,511 0 6,745 20,484 165,840 2,916 67,572 607,898 al. K-12 students a2.____________ a3.____________ a4.____________ a5.____________ bl. K-12 teacher b2.____________ b3. ________ b4.- __________ b5.____________ b6.____________ b7.____________ b8. # 720 7,075 2,500 288 427 833 16 ___ ___ 11_ 289 ___ 68 ___ 12 54 stipend ______ 0_ ______ 0_ _____ g_ 63,936 _____ q_ 17,888 12,800 4,511 5,245 ______ 0 65,840 1,116 9,000 travel Totals 12,317 I 180,336 ____ 0_ ___ q_ ____ 0_ ___ g_ 0 0 00 1,500 0 0 ____ 0 18,000 19,500 per diem 0 0 0 0 0 0 0 0 0 0 0 0 9,072 9,072 other 53,532 77,784 80,140 0 33,750 0 0 0 0 20,484 100,000 1,800 31,500 398,990 Total 53,532 77,784 80,140 63,936 33,750 17,888 12,800 4,511 6,745 20,484 165,840 2,916 67,572 607,898 al. Standards Based Curricula - CMP Modules for all 8"' grade classrooms: $53,532 Modules
24 classrooms @ $1,330.50 = $31,932 Books
24 classrooms x 30 students @ $30 = $21,600 a2. Standards Based Curricula - TERC Investigations Curriculum for remaining half of all 3' grades and half of all T' and 2"^ grades: $77,784 89 3^ grade classrooms @ $350 = $31,150 101 1 grade classrooms @ S226 = $22,826 93 2"^ grade classrooms @ $256 = $23,808 283 rooms x 25 students per classroom = 7,075 students 35 a3. Standards based Curricula - Science and Technology for Children (STC) kits: $80,140 3"* kit per grade level per year. 25 copies to be rotated among schools @ $2,630 - $65,740 Refurbishment of 1*' kits = $4,800 Refurbishment of 2"'* kits = $4,800 .. Refurbishment of S'"* kits = $4,800 100 rooms x 25 students per classroom = 2,500 students a4. Extended Year Algebra I 2-week academy in August before school begins. 8 academies to be conducted with 30 students each. 240 students- $100 stipend = $24,000 48 Student coaches at academies: 6 per site x 8 sites @$400 -$19,200 after school
2hrs/wk x 36 weeks x 6 per site x 8 sites @ $6 = $20,736 u a5. AP Exams Payment for AP exam fees for students enrolled in Title I or free/reduced lunch programs. District average 40% Title I enrollment. AP exam fee of $79. 1,067 AP students x 40% = 427 students x $79 = $33,750 Grant share
50% = $16,875 Local match: 50% = $16,875 b1. Standards Based Curricula Substitute teachers needed: 416 half-day subs @ $43 = $17,888 Training Topic CMP TERC STC # Teachers 24 283 526 833 total teachers trained bZ? Extended Year Algebra I 2-week academy in August before school begins. 8 academies to be conducted. Teacher stipend of $800 for 2 days inservice, 2 weeks instruction, program supervision and coordination of student coaches 16'(2/sites) X 8 sites @ $800 = $12,800 b3. New Teacher Training 24 new math and science teachers will attend 4 workshops per year. Stipends for substitute teachers is $43/day and will increase at 3% annually in Years 2-5. See payment schedule in Year 1, b3. b4. Vital Link See Year 1, b.5 b5. Crusades Reunion See Year 2, b5. 36b6. Crusades Training See Year 1. b6. b7. Family Math/Science See Year 1, b7. b8. SECME ._See Year 2, b8. 37 F. Participant Support (continued) Year 5 Intervention Activities______ 1, Standards Based Curricula 2. JuniorTeams___________ 3. Revise Math Curriculum 4, Extended Year Algebra I 5, AP Exams______________ 6. New Teacher Training 7. Vertical Teams__________ 8. Vital Link______ " _____ 9. Crusades Reunion______ 10. Crusades Training_______ 11, Family Math/Science 12. SECME_______________ Total Grant Funds 147,054 0 0 76,736 10,000 4,646 0 6,902 25,605 127,840 2,916 58,572 460,271 Match 0 0 0 0 30,000 0 0 0 0 38,000 0 13,500 81,500 Total 147,054 0 0 76,736 40,000 4,646 0 6,902 25,605 165,840 2,916 72,072 541,771 al, K-12 students a2.____________ a3.____________ a4.____________ bl. K-12 teacher b2.____________ b3.____________ b4.____________ b5. ________ b6.- __________ b7.____________ b8. _____ Totals # 4,850 2,500 288 506 720 ___ 16. ___ 11 361 ___ 68 ___ 12 ___ 72 9,428 stipend ______0_ ______0_ 63,936 0 15,480 12,800 4,646 5,402 ______ 0 65,840 1,116 9,000 178,220 travel 0 ___ g_ 0 0 0 ____ 0 0 1,500 ____ 0 0 ____ 0 18,000 19,500 per diem 0 00 0 0 0 0 0 00 0 9,072 9,072 other Total 46,634 ' 46,634 84,940 0 40,000 0 0 0 ______0 25,605 100,000 1,800 36,000 334,979 84,940 63,936 40,000 15,480 12,800 4,646 6,902 25,605 165,840 2,916 72,072 541,771 st al. Standards Based Curricula - TERC Investigations Curriculum for remaining half of all 1 and 2"' grades
$46,634 101 1' grade classrooms @ $226 = $22,826 93 2' grade classrooms @ $256 = $23,808 194 rooms x 25 students per classroom = 4,850 students a2. Standards based Curricula - Science and Technology for Children (STC) kits: $84,940 4'" kit per grade level per year. 25 copies to be rotated among schools @ $2,630 = $65,740 - Refurbishment of 1*' kits = $4,800 Refurbishment of 2" kits = $4,800 Refurbishment of 3"^ kits = $4,800 Refurbishment of 4'* kits = $4,800 100 rooms x 2
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.