Grants and Other Financial Assistance Programs: FY2016
Title II-B: Massachusetts Mathematics and Science Partnership Program (MMSP)
Fund Code: 150-B
|Introduction and Background:
||Title II, Part B, of the No Child Left Behind Act of 2001 (NCLB) authorizes the Massachusetts Mathematics and Science Partnership (MMSP) grant program. The intent of this competitive grant program is to encourage districts and institutions of higher education to collaborate in professional development activities that increase the subject matter knowledge and improve the standards-based instructional practices of science, technology/engineering, and mathematics (STEM) educators.
Funds for new partnerships through this MMSP competitive grant program will be awarded by the Massachusetts Department of Elementary and Secondary Education. Approximately $350,000 for FY2016 and $600,000 for FY2017 is available in MMSP awards. With the reauthorization of the Elementary and Secondary Education Act (ESEA), Title II, Part B, is no longer included so FY17 will be the end of this funding.
||The purpose of the program is to improve student achievement in science, technology/engineering, and mathematics (STEM) through intensive, effective professional development activities that focus on deepening educator's knowledge of subject matter standards, disciplinary practices, and student learning.
The Department of Elementary and Secondary Education has established the following goals for the MMSP program.
Develop and implement an effective and sustained course of study for in-service educators of STEM by integrating the courses of study into schools of arts and sciences and/or education at institutions of higher education.
Develop and implement a systemic approach to STEM education by integrating professional development with district and school STEM improvement initiatives.
Increase the number of STEM educators in the partner school districts who participate in effective professional development and advance their content knowledge and effective instructional practices.
Identify credible, instructionally useful measures of student learning that measure student impact relative to subject matter standards in the professional development course(s).
||Eligible MMSP proposals must:
be a partnership as described below and include at least a high-need district and a STEM department from an institution of higher education (core partners); it is strongly recommended that the institution of higher education's education department be included in this partnership in addition to, but not in place of, the STEM department;
propose the development of grades kindergarten high school science, technology/engineering and /or grades 38 mathematics Professional Development and student learning measures as described in the General Requirements;
address the Required Program Information; and
be developed collaboratively by representatives from each partnering organization.
Core partner organizations share responsibility and accountability for the MMSP project. Core partners are required to provide evidence of their commitment to undergo coordinated institutional change necessary to sustain the partnership effort beyond the funding period.
Core partner organizations in each partnership must include:
Districts may submit only one proposal as a core partner.
a high-need district (See Additional Information for the High-Need District List); and
a STEM department from a Massachusetts institution of higher education, which can include community colleges.
One of the core partner organizations serves as the lead partner and submits the MMSP proposal on behalf of the partnership. The lead partner accepts management and fiduciary responsibility for the projects. It is recommended that a high-need district act as the lead partner.
Additional partners from within Massachusetts may include: other local educational agencies, public charter schools, public or non-public elementary schools or secondary schools, or a consortium of such schools;
Additional partners from within or outside Massachusetts may include:
Massachusetts private schools are eligible to participate in a partnership and are to be given equitable opportunity for participation. (A minimum of fifty percent of the teachers participating in a partnership's activities must be employed in an MMSP qualifying high-need district.)
the STEM department or education department of other institutions of higher education;
non-profit or for-profit organizations with demonstrated effectiveness in improving the quality of STEM teachers; and/or
||Proposed MMSP partnership activities must address the following general requirements (specific requirements are outlined in the Required Program Information):
Proposed MMSP partnerships are encouraged to include additional activities for the high need districts that integrate the professional development with local STEM improvement initiatives (e.g., improvement plans, curriculum alignment or instructional documents, instructional leadership training and protocols, and/or Individual Professional Development Plans). Additional MMSP partnership activities may include:
at least 45 hours (per course) of effective professional development (PD) for STEM educators relevant to STEM topics in state standards and the student learning measures to be developed. The PD should include special education teachers and teachers of English language learners as possible. The PD should focus on:
Mathematical Rigor: balancing conceptual understanding, procedural fluency, and application. Grades 38, with a focus on proportional reasoning; and/or
Science and Technology/Engineering: balancing disciplinary core ideas, science and engineering practices, and application. Kindergarten High School implementation of the revised Science and Technology/Engineering (STE) standards.
Other grades may be included if it substantively supports the work in the target grades.
It is encouraged that proposals include PD course(s) in summer 2016, and then during the school year 1617. A summer 2017 PD course(s) can be undertaken as well, but are not ideal as funding for follow up will not be available (see follow up section next);
at least 24 hours of follow-up activities per course to guide the implementation of standards-based instruction and facilitate connections between the PD course(s) and student learning measures. See additional activities below for possible connections to school and district work. Any PD course(s) offered in summer 2016 or SY16-17 can embed follow-up in school year activities. Any PD course(s) offered in summer 2017 must propose either how follow-up will be conducted the following fall without funding OR an alternative follow-up activity or product to be completed in summer 2017;
development and implementation of student learning measures related to STEM subject matter standards and disciplinary practices. These measures may include, but shall not be limited to: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects.
integration of the state evaluator into program planning and compliance with state and federal reporting requirements; (See Additional Information for the MMSP Evaluation Approach for Partnerships)
at least 50% of the participating educators must be from high need districts; (See Additional Information for the High Needs District List)
all professional development initiatives funded by this grant program will be implemented in accordance with the Massachusetts Standards for Professional Development. In addition to the planning practices described in this RFP, the district must affirm that any professional development conducted with the use of grant funds meets Massachusetts Standards for Professional Development. (See Additional Information for the Massachusetts Standard for Professional Development.)
These standards encourage a set of coherent learning experiences that is systematic, purposeful, and structured over a sustained period of time with the goal of improving teacher practice and student outcomes. High quality PD enables educators to facilitate the learning of students by acquiring and applying knowledge, skills, and abilities that address student needs and improvement goals of the district, school, and individual.
Mathematic Partnership: Bonus points will be given to Mathematic partnerships that include WGBH as an educational partner in developing resources for mathematical rigor with a focus on proportional relationships. This partnership will work in collaboration with WGBH to:
- identify resources to use in mathematics PD
- develop a video illustrating effective instruction of mathematical rigor and proportional relationships.
These resources will be developed in collaboration with a specific partnership but will ultimately be available to all educators.
creating district/school STEM documents aligned to the Frameworks and/or STEM school improvement plans/curriculum;
creating district/school STEM documents for the implementation and/or transition plans for the revised STE standards.
providing instructional leadership training to facilitate effective site-based supplemental activities and standards-based instruction or evaluation of instruction that incorporates the Curriculum Frameworks.
Providing additional team or professional learning community (PLC) time for teachers to analyze data from common student learning measures and adjust measures or assessments.
||Approximately $350,000 will be available for these grants in this year (FY2016). Second awards for FY17 are contingent upon yearly progress towards meeting the goals and objectives established for the program. The level of funding for each grant award will depend primarily upon the number of teacher participants and the number of students affected. The initial level of funding could change during the year based on changes in the awarded program (e.g. scope, course, follow-up activities, number of participants, or number of course(s)). The grant budget may be amended up or down to reflect the program changes. Grant recipients are required to contact the program liaison to discuss any proposed change to the awarded program.
In order to be cost effective, the cost per teacher participant should be approximately $2,300 per professional development course. (This is an estimate and may be lower or higher depending upon the proposed program activities.)
||Funds awarded shall be used to supplement, not supplant, state and/or local funds that would otherwise be used for proposed activities.
All budgets and budget descriptions must be aligned with the program activities and reflect any coordinated uses of resources from other sources.
Funds may be used to support STEM professional development programs, course development, student assessment development, and activities that integrate this development and administration with local STEM improvement initiatives.
Funds may be used for administrative costs, stipends, substitutes, materials for professional development, program evaluation, program dissemination, travel to state and national Title II-B meetings, etc. Note: Grant funds may not be allocated to pay for both a participant's graduate credit tuition and to provide a stipend.
Funds may not be used for equipment (costing more than $5000 per unit), space rental, or food.
Funds may not be used for equipment or instructional materials for the students of the participating teachers.
Funds may not be used for full-time staff positions.
10% of the total proposal must be set aside for the state evaluator, University of Massachusetts Donahue institute.
Indirect costs, if charged, must be at the Department's approved rate and may not exceed a rate of 8%.
Administrative costs and indirect costs combined may not exceed 20% of the total budget.
Consultant fees may not exceed $100 per hour, up to $750 per day.
For those mathematic Partnerships that plan to partner with WGBH in developing resources, include $25,000 in consulting services for this work.
|Project Duration: ||Upon Award 8/31/2016|
|Program Unit: ||Science, Technology/Engineering, and Mathematics|
|Contact: ||Anne DeMallie|
|Phone Number: ||(781) 338-3527|
|Date Due: ||Monday, April 4, 2016|
Proposals must be received at the Department by 5:00 p.m. on the date due.
| Required Forms:
||Forms to be submitted by 5:00 p.m. on April 4, 2016.
All forms are included in the MMSP Application Workbook (Excel file)
- Section I Signature Pages including:
- Standard Contract Form and Application for Program Grants Cover Page FY2016
- Partner Contributions and Commitments
- Statement of Assurances
- Equitable Participation of Private Schools
- Section II General including:
- Title and Abstract
- Project Impact
- Contact Information
- Section III Required Program Information including:
- General Program Narrative
- Work Plan Including Courses and Activities
- Project Timeline
- Evaluation Plan Summary
- Budget Pages including:
- Project Expenditures
- Budget Details
- Cumulative Budget
Required Program Information
FY2015 High Needs Districts List
Definitions of Terms
MMSP Evaluation Approach for Partnerships
Massachusetts Standard for Professional Development
||The MMSP application package may be downloaded from the Science, Technology / Engineering, and Mathematics website. Submit 2 hardcopy sets of the complete application package with original signatures on Section 1A, 1B, and 1C to:
Science, Technology/Engineering, and Mathematics
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street
Malden, MA 02148-4906
Submit an electronic copy of the complete application package to Anne DeMallie firstname.lastname@example.org with "2016 MMSP Competitive Application" in the subject line. The due date of April 4, 2016 also applies to the electronic submission.