MASTER PLAN FOR
MICHIGAN'S MATHEMATICS AND SCIENCE CENTERS

Mathematical Power and Scientific Literacy

Today's changing society and the dynamics of our economy are making increasing demands on the education community for significant improvement in the mathematical power and scientific literacy of all students and adults.

Michigan stands out in its response to the widespread call for improving school mathematics and science. In 1988, earlier than most states, the Michigan Legislature provided targeted support for the reformation and improvement of mathematics and science learning and teaching by establishing the Mathematics and Science Centers Program (see Appendix A for history). This legislative funding gave impetus to the development of twenty Centers.

This document sets forth a Master Plan for Michigan Mathematics and Science Centers as called for by the Legislature.

Public Act 148 of 1992 of the State School Aid Act, Section 99 (11) states that: "eThe department, in cooperation with the house and senate fiscal agencies, shall develop a comprehensive mathematics and science center master plan for funding and operating mathematics and science centers including recommendations on at least all of the following: criteria for funding, scope of operations, and coordination with universities and with science museums. The department shall initiate the process of developing the master plan not later than October 15, 1992 and shall submit a copy of the completed master plan to the house and senate appropriations subcommittees having jurisdiction over this act not later than March 1, 1993."e See Appendix B for copy of entire legislation.

Scope of Operation of Center Programming

Centers serve as catalysts for change and improvement of mathematics and science learning. Every Center provides basic services which extend beyond those available within local districts.

Basic services provided by every Center:

• Leadership based on national and state goals and a shared vision for improving mathematics and science education, and to strengthen and evaluate teaching and learning;
• Student Services for improving/enhancing mathematics and science education (i.e. programs for underrepresented groups, high-potential students, after school classes);
• Curriculum Support to develop curricula incorporating national research in teaching and learning as well as the State's Essential Goals and Objectives and Model Core Curriculum Outcomes;
• Community Involvement to increase awareness, nurture ownership, and leverage resources for innovative, progressive, and bold educational programming;
• Professional Development for the sequential and systemic strengthening of teaching practices based on local needs and current research; and
• Resource Clearinghouse , in collaboration with universities and community colleges, museums, and other groups, for collection of information and transfer, materials acquisition and distribution, and human resource location and scheduling.

In rendering these services, Centers interact with:

• Teachers, students, and parents;
• Local and Intermediate school districts;
• Universities and community colleges;
• Science museums;
• State and national mathematics and science associations;
• Michigan Department of Education;
• Other Michigan Mathematics and Science Centers;
• Business and industry; and
• Community groups.

Such relationships are developed and maintained in response to needs and realities within the region being served. These regions vary considerably in both geographic area and population. The extent of a program in a given region is largely determined by the population density and its history of development in mathematics and science education. Figure 1 below depicts the nature and extent of basic services.

Basic Services Provided by Centers

Michigan Mathematics and Science Centers are poised to play an important role in helping communities, schools, teachers, and students collaborate in educational reform. Centers ensure that individual initiatives are coordinated, that resources are used efficiently, and that efforts address the needs of Michigan students. The Centers are a key element in the infrastructure that connects a variety of stakeholders within a region and across the state.

Outreach Activities

Outreach activities are designed to improve learning among all students in districts served. Professional development opportunities for teachers and dissemination of information and materials to districts, buildings, and individual teachers are basic and important vehicles for change and improvement in curriculum, instruction, and assessment. Improving and enhancing the experiences in mathematics and science for students in their own schools, or outside of the school day, helps students learn subject matter through real-world applications.

Accelerated Activities

Accelerated activities provide extended learning opportunities for advanced study in science, mathematics, and technology through enhanced curricula, special programs, and alternative learning environments. Centers serve their region's high-potential students through programs offered during the school year (i.e. pull-out half-day, after school, weekends) and/or in the summer. These programs provide innovative learning experiences beyond those available in a local district's core program. Recruitment of underrepresented students is a high priority.

Intended Outcomes and Accomplishments

Centers, through their outreach and accelerated activities, are committed to systemic improvement of mathematics and science education through:

• Raising student expectations and achievement to new standards;
• Increasing the talent pool of students who pursue careers in mathematics and science, with special emphasis on the underrepresented (minorities, females, students with disabilities);
• Designing and testing models to bring about improvements in local districts;
• Creating and/or piloting innovative curricula and instructional methods;
• Coordinating and collaborating, to maximize resource access and use, especially with universities and community colleges, institutions, and science museums;
• Improving teaching, learning, and assessment;
• Enabling local districts to implement state and national initiatives; and
• Supporting community involvement.

In the 1991-92 school year, Michigan's Mathematics and Science Centers:

• Served 92,234 students with mathematics, science, and technology instruction; and
• Provided 20,574 teachers and 370 local districts with professional and technical assistance.

Detailed information about Centers can be found in The Vision , a brochure produced by Michigan's Mathematics and Science Centers Network (see Appendix C).

Outcomes for the 21st Century

The outcomes below are the foundation of the Master Plan and will guide Mathematics and Science Centers into the 21st Century:

• Creating an infrastructure with human and financial resources to coordinate and disseminate mathematics and science initiatives designed to improve literacy;
• Providing professional development programs which enable teachers to implement reform in a knowledgeable, skilled, confident, and enthusiastic manner;
• Assuring equity of opportunity for every student's teacher to have access to current knowledge about science and mathematics and the effective teaching of these subjects;
• Increasing equity of access to improved instruction for all Michigan students regardless of location--urban, suburban, or rural;
• Increasing enrollment and achievement in mathematics and science courses by members of underrepresented groups;
• Developing and maintaining cooperative ventures with universities and community colleges to foster the highest quality preservice and inservice teaching programs, and with museums to increase opportunities for student learning;
• Enlarging the resource base, including the commitment of human, capital, and financial resources by the private sector; and
• Providing for the continuity of fully operational Centers based on long-term planning and stable funding.

Coordination with Universities, Community Colleges, and Science Museums

Centers presently work closely with other groups and institutions in their areas that provide opportunities for enrichment in science and mathematics education. These include universities, community colleges, and museums. Centers advise local districts of the availability of programs offered by these agencies, work with these agencies to see that there is minimal duplication in programming, and encourage the development of new programming to meet needs.

This collaboration and cooperation has increased greatly in the last year as Centers assume the role of working to support the vision and directions of the Michigan Statewide Systemic Initiative. Centers have now designated this collaboration as part of the required basic services of a Center and as a section of the 3-5 year plan each Center must develop to meet criteria for funding.

Role of Centers in the Statewide Systemic Initiative

To ensure that the needed reform in mathematics and science education continues and results in effective and long-lasting improvement, the Michigan Department of Education has been awarded a grant of $2 million per year for the next five years from the National Science Foundation - the Michigan Statewide Systemic Initiative (MSSI). See Appendix D for more information.

MSSI's goal is "e implement a comprehensive, strategically focused transformation of science and mathematics education in Michigan."e The Centers are closely linked to MSSI and are represented on the MSSI Advisory Board. Figure 2 below depicts the planned infrastructure to improve mathematics and science education in Michigan.

IMPROVEMENT OF MATHEMATICS AND SCIENCE EDUCATIION

Planned Infrastructure to Improve Mathematics and Science Education

Criteria for Awarding State Funding to Centers

To receive initial funding , Centers will develop a 3-5 year outcomes-based plan that reflects the needs of students, teachers, and schools in their designated area. Each plan will address:

• Delivery of basic services (see pages 1 and 2);
• Collaboration of stakeholders;
• Assessment of programs and activities;
• Participation in the Michigan Mathematics and Science Centers Network; and
• Involvement in the Michigan Statewide Systemic Initiative.

To receive continuation funding , Centers must meet the following criteria:

• Employing qualified staff designated to coordinate and deliver services;
• Verifying achievement of defined outcomes in the 3-5 year plan through an evaluation by an outside agency; and
• Participating in the Mathematics and Science Center Network and MSSI.

Funds are awarded under four categories: 1) Start-up and Development, 2) Continuation, 3) Competitive, and 4) Satellite.

Start-up and Development

In areas designated for the initiation of a new Center, grants will be made available for up to two years to allow for planning and initial implementation. During the two years, awarded Centers will be expected to achieve the criteria for continuation funding.

Continuation

Existing Centers (State funded and non-State funded) are eligible for continuation if they meet both sets of criteria above.

Competitive

Established Centers and statewide projects may apply for grants on a competitive basis to support:

• Innovative and experimental projects to improve mathematics and science curriculum, instruction, and assessment, as well as management and delivery systems;
• Mathematics and science education research; and
• Initiatives that provide unique services to improve mathematics and science across the state (i.e. Tune Into Mathematics and Science); and
• Dissemination of successful programs and practices.

Satellite

Eight areas have been designated as presently not served or not fully served by the existing Centers or the proposed new Centers. These are areas that do not have sufficient population to support a full Center but are sufficiently remote that a satellite operation to an existing Center is recommended. These areas are described in the material that follows. Some of these areas already have active groups with established relationships with a Center or are seeking such a relationship.

Grants would be made to an existing Center based on a fully described collaboration and working relationship with stakeholders in the designated satellite area. Basic services of the Center would be made available to the satellite area as well as other services determined by mutual agreement.

Grant Application Process

Under each of the above categories, Centers will submit a proposal to the Michigan Department of Education according to application guidelines for that category; reviewers will include MDE staff, Center representatives, mathematics and science educators, representatives from universities and community colleges, and business and industry.

Priorities for Funding Centers

Funding for Existing Centers

To maintain and strengthen Michigan's leadership in mathematics and science education reform, it is essential that the twenty existing Centers receive stable funding for their basic services, facilities, and core staff.

Existing Centers are operating under limited budgets. It was necessary for some to cut essential services and many did not provide basic services on an equitable basis across their region. Only six of the twenty Centers have received state funding (at the level designated in the 1991-92 legislation) to execute their programs. Fourteen Centers limited their level of programming to stay within available funds from state and local sources. The $2,372,100 appropriated in the 1992-93 State School Aid Act for the Centers represents approximately one-third of the basic operating funds needed to operate the Centers. State funds support a variety of costs, including core staff salaries, facilities maintenance, and basic services.

Although Centers have been successful in raising funds for special programs and projects, few funding agencies are willing to provide support for the basic operation of Centers. Centers have also successfully leveraged in-kind support. Equipment, facilities, and human resources have been provided at no cost to many Centers by schools, universities and community colleges, businesses, industries, and community and other governmental agencies in their designated regions.

Funding for Additional Centers/Satellites

To provide equity of opportunity for all local district students and staff is a major focus of the Master Plan. Both a sufficient number and an appropriate distribution of Centers are factors in achieving equity. Five additional Centers and eight satellites are recommended.

Five additional Centers are needed to serve regions not presently represented in the Mathematics and Science Centers Program. Four of the recommended Centers received grants in the past through an intermediate school district serving as fiscal agent, but fiscal constraints prevented them from receiving grants in recent years.

As described earlier, eight additional areas have been identified that are not large enough to support a full Center but that are some distance from an existing Center and have unique local needs. In many of these areas collaborative relationships with a nearby Center already exist. To fully reach all of Michigan's schools with the services of a Mathematics and Science Center, funding for operations in these areas is recommended but at a lower level than for full Centers.

Funding for Competitive Grants

Funding is needed to support innovative and experimental projects to improve mathematics and science curriculum, instruction, and assessment, as well as management and delivery systems; mathematics and science education research activities; and dissemination of successful programs and practices.

Funding Recommendations

To continue and strengthen Michigan's efforts to reform mathematics and science education, the following recommendations are offered. Basic to these funding recommendations is the commitment to build upon what has begun and fulfill the potential of Michigan's Mathematics and Science Centers.

The Department of Education recommends:

1. Funding the twenty existing Centers with base support consistent with Section 99 (6) language and adjusting funding;

2. Establishing five additional Centers to serve regions not presently represented in the Mathematics and Science Centers Program, to provide equity of services throughout the state;

3. Establishing eight satellite areas to provide coverage for all schools; and

4. Making funds available to Centers and state-wide projects on a competitive basis to support:
   • Innovative and experimental projects to improve mathematics and science curriculum, instruction, and assessment, as well as management and delivery systems beyond the basic services;
   • Mathematics and science education research; and
   • Dissemination of successful programs and practices.

See Appendix E for maps and list of counties served.

Recommendation #1: Existing Centers

Fund the twenty existing Centers with base support consistent with Section 99 (6) language and adjusting funding as outlined below; Funding Formula for the twenty existing Centers Base Funding (based on State School Aid Act, Section 99 (6)): Service to an area with a population: over 500,000 - $250,000 maximum over 100,000 and up to 500,000 - $200,000 maximum of 100,000 or less - $150,000 maximum Adjusted Funding (Michigan Department of Education Recommendation) Base Funding x 1.5 if Center has: accelerated program with regular-use facility (school-year pull-out program - 180 contact days) Seven Centers presently qualify Base Funding x 1.3 if Center has: accelerated program using regular-use (owned or leased) facility (periodic-intensive program) accelerated program without consistent regular-use facility (distance learning or periodic-intensive program) Nine Centers presently qualify Total cost for existing Centers for Fiscal Year 1993-94 - $5,090,000

Recommendation #2: New Centers

Establish five additional Centers to serve regions not presently represented in the Mathematics and Science Centers Program, to provide equity of services throughout the state. Funding Formula for Five New Centers Planning Grants - $25,000 (to plan for a new Center) Base Funding (based on State School Aid Act Formula) Service to an area with a population: over 500,000 - $250,000 maximum over 100,000 and up to 500,000 - $200,000 maximum of 100,000 or less - $150,000 maximum Total cost for five new Centers for Fiscal Year 1993-94 - $650,000 Proposed New Centers Northern Michigan University* Central Michigan University* Grand Valley State University* Traverse Bay Area - Northwestern Michigan College* Livingston/Washtenaw *Received planning grants in the past through intermediate school district serving as fiscal agent.

Recommendation #3: Satellites

Establish eight satellite areas to provide coverage for all schools. Maximum Funding Per Satellite - $75,000 It is recommended that $75,000 be added to a Center's base funding for each satellite site the Center serves. This funding would cover the cost of establishing, maintaining, and staffing a satellite site and providing the basic services to constituent districts. Not all satellites are expected to request or be granted maximum funding in the first year. Total cost for eight Satellites (based on 50% of maximum funding awarded) for Fiscal Year 1993-94 - $300,000

Recommendation #4: Competitive Grants

Make funds available to Centers and state-wide projects on a competitive basis to support: Innovative and experimental projects to improve mathematics and science curriculum, instruction, and assessment, as well as management and delivery systems beyond the basic services; Mathematics and science education research; and Dissemination of successful programs and practices. Funding Formula for Competitive Grants $200,000 each year for five years starting with Fiscal Year 1993-94

Total Cost for Fiscal Year 1993-94 - $6,240,000

See Appendix F for breakdown of funds by Centers.

Evaluation

The State of Michigan's commitment to reforming and restructuring education, especially in mathematics and science, is significant. PA 25 (i.e., School Improvement, Model Core Curriculum Outcomes), Essential Goals and Objectives, new MEAP tests, and other initiatives provide a framework for the reform. Michigan's Statewide Systemic Initiative grant will support the implementation of mathematics and science reform across all districts. The State has also made a major commitment to improving mathematics and science education by investing in the Mathematics and Science Centers Program. Centers have played and can continue to play an important role in mathematics and science education.

If State funds are to be used effectively, a serious evaluation effort is required. Appropriate instruments and procedures must be devised to record progress and determine accomplishment of outcomes. Individual Centers will need to improve the collection of data necessary to know if programming is effective, and if not, how to modify it. Technical assistance in evaluation will be required. In addition, the Master Plan calls for an annual evaluation of Centers conducted by an agency which is not connected with any Center to ensure that each is meeting basic criteria for continued funding.

Since 1992, Western Michigan University evaluators have been engaged by the Centers Network to provide evaluation assistance to them in demonstrating their effectiveness. The Centers Network funds the evaluation through an assessment of member Centers. An evaluation framework for assessing Network-and individual-Center level activities has already been devised. It is proposed that the evaluators continue their effort, altering the focus and extending the evaluation as appropriate.

Purposes The purposes of the evaluation are to: (1) provide reliable and valid information about the effectiveness of the Mathematics and Science Centers in accomplishing stated outcomes for students, teachers, and districts; and (2) coordinate the methods of evaluation and data collection through technical assistance to Centers.

Focus

The evaluation has three foci: Student Outcomes: The framework for student achievement and student outcomes includes the Model Core Curriculum Outcomes and Essential Goals and Objectives in Mathematics and Science. Teaching: The framework for assessing excellence in the teaching of mathematics and science is the national teaching standards for mathematics (National Council of Teachers of Mathematics) and science (National Research Council). Community and Collaborative Relationships: The framework for assessing the outcomes will be derived from the entities involved.

Reports Evaluation reports will be prepared and shared with appropriate stakeholders and audiences. As appropriate, mid-year reports on the progress of the evaluation will be prepared. An annual report will also be provided.

Summary

The impetus for this Master Plan for funding and operating Mathematics and Science Centers was Section 99 of Public Act 148 of 1992. The development of this master plan has stimulated a timely, vigorous, and productive re-examination of the Centers needs for human and financial resources. Discussions with leaders in the House and Senate Fiscal Agencies, current Center directors and their staff members, Center evaluation team members, representatives of universities and community colleges, mathematics and science educators from unfunded Centers, and museum representatives were instrumental to the development of a unified vision and collaborative climate for improving mathematics and science learning in Michigan.

This Master Plan is built on the Legislature's vision of providing Mathematics and Science Centers that serve every Michigan student. It provides a strategy for executing the vision through the year 2000.

Broadly conceived, the Master Plan is designed to:

• Increase student achievement in mathematics and science;
• Equalize access to higher levels of mathematics and science; and
• Foster a citizenry capable of making informed decisions about scientific and technological issues.