PROPOSAL PROJECT DESCRIPTION OVERVIEW

Miami-Dade County Public Schools (M-DCPS), the fourth largest school district in the nation, will implement the USP as an initiative to continue to accelerate the school and community infrastructure that ensures student success in mathematics and science. Recent statistics show that M-DCPS enrolled over 360,000 students in 313 schools including 203 elementary, 53 middle, and 32 senior highs, and 25 alternative centers. The student population is 54% Hispanic, 32% African-American, 12% White non-Hispanic and the remaining 2% are Asian and Native American. In addition, 17% (60,821) are classified as limited English proficient(LEP) and 60% (214,776) of all students receive free or reduced-priced meals. Annually, M-DCPS ranks either second or third in poverty level among the nations large, urban centers. Miami-Dade‘s diverse demographics, dominated by a complex mix of Hispanic and Caribbean cultures, represents the urban city of the nation’s future. A successful USP would be a model worthy of replication. Capitalizing on the linguistic and cultural diversity will be the challenge for Miami-Dade as a central theme for developing the mathematics and science workforce of the 21st century.

Over the next five years, M-DCPS will seek to prepare all children for success in the mathematics, science, and technology-dependent world of the twenty-first century.

The Miami-Dade USP will integrate the district comprehensive plan for mathematics and science and the USP as defining features of full-scale systemic reform, and take Miami-Dade to the next level.

The new phase of work includes:

Implementation of the newly developed district comprehensive plan for mathematics and science;
Data-driven revisions of a standards-based curriculum to mirror the content of high-performing nations;
Professional development addressing content, pedagogy, assessment and equity issues;
Support for all teachers and principals to build effective school environments which actively sustain reform;
Collaboration with universities for advanced degree programs in mathematics and science for K – 8 teachers;
Alignment of curriculum, instruction and assessment to improve learning for all students;
Tactical convergence of resources from public and private sources;
Collaboration with informal learning institutions, businesses, parents and other community agencies to enhance and extend the teaching and learning of mathematics and science;
And, Progressive sequence of practical experiences for students that prepare them for careers in mathematics and science related fields.

RESULTS FROM PRIOR NSF FUNDING

The National Science Foundation funding of $15,000,000 to Miami-Dade USI entitled "Improving Mathematics and Science for All Students", under cooperative agreement # ESR 9453669 has catalyzed substantial changes in the system of mathematics and science education from 1994-95 to 1998-99. The Miami-Dade USI produced clear and compelling evidence of significant growth in student achievement, particularly in the achievement of minority students. A short description follows that relates to the six drivers of systemic reform.

Student Achievement Gains

Stanford Achievement Test, Mathematics Application and Science Subtests from 1994 to 1999 (National Norm-Referenced Test)

Student performance improvement in mathematics has been substantial in all grade levels 2 through 8 and among all ethnic groups. African-American students in grades 4 and 5 demonstrated a growth rate of 54% and 58% respectively. Students in grades 2-5 scored above the national median in 1998- 99.
Science median percentile scores increased for all grade 3 students from 28 to 37, a 32% increase. African-American 3rd grade students attained a 47% increase. Science median percentile scores for all 5th grade students increased from 33 to 41, a 24% increase. African-American 5th graders attained a 37% increase.

Florida Comprehensive Assessment Test (Standards-Based Assessment) from 1997-98 to 1998- 99, the first 2 years of implementation)

Overall, grade five students increased by 12 scale score points from 282 to 294; grade 8 students increased by 2 points from 282 to 284; and grade 10 students increased from 286 to 296 (+10 points).
The average scores for African-American students increased by 14 scale score points in grade 5 and grade 10. Hispanic students increased by 12, 4, and 9 points in grades 5, 8, and 10, respectively.

2. Increased Enrollment in High-Level Mathematics and Science Courses, from 1994 to 1999 (For details visit www.dcps.dade.k12.fl.us/usi).

Algebra I - increased 134% for all students (from 17,339 students to 40,550 students), African- American and Hispanic students increased by 167% and 149%, respectively.
Geometry - increased 84% for all students (from 10,114 students to 18,638 students), African- American and Hispanic students increased by 116% and 91%, respectively.
Algebra II - increased 59% for all students (from 8,179 students to 13,012 students), African- American students and Hispanic students increased 88% and 66%, respectively.
Pre-Calculus - increased 107% for all students (from 2,110 to 4,368 students), African-American students and Hispanic students increased 197% and 128%, respectively.
Biology - increased 24% for all students (from 18,451 students to 22,876 students), African-American and Hispanic students increased 27% and 28%, respectively.
Chemistry - increased 28% for all students (from 8,969 students to 10,502 students), African- American and Hispanic students increased 40% and 33%, respectively.
Physics - increased 15% for all students (from 3,255 students to 3,754 students), African-American and Hispanic students increased 26% and 21%, respectively.

Regarding the passing rate of these courses, they generally decreased by about 2 to 3 percentage points from the base year. For example, the Algebra I passing rate for all students decreased by 5 percentage points from 72% to 67% while Algebra II passing rate for all students remained the same, 80%, Biology passing rate for all students increased by 1 percentage point from 80% to 81%.

3. Policy Changes That Enhance Systemic Reform

Major policy changes instituted by the Miami-Dade School Board that are attributable to the USI which illustrate higher standards for students and professional growth for teacher include:

Algebra 1 required for graduation from high school, students enrolled in algebra by grade 9;
Geometry required for graduation, students enrolled by grade 10;
Required three-year science course sequence of Earth/Space Science grade 9, Biology grade 10, Chemistry grade 11;
Middle school students required to earn three credits in mathematics and three credits in science prior to promotion to grade 9;
Individual intervention plans required for any student in grades K-9 not making adequate progress in attaining standards in mathematics;
Elimination of all “fundamentals” or “low-track” courses;
Objectives to improve mathematics and science required in all schools for School Improvement Plans;
Early release time six days a year for secondary teachers and once a week for elementary teachers to receive professional development at school sites;

4. Mathematics and Science Infrastructure

Miami-Dade USI has centralized, at the district level, unified efforts to institutionalize standards-based curriculum, instruction and assessment. The Division created a unified plan with the Eisenhower Professional Development Office and Title I, which focused district resources from various block grants on strategies for professional development of teachers of mathematics and science in all grades.

More than 10,000 teachers received over 300,000 hours of staff development designed to produce sustained changes in teaching practices in mathematics and science. Specific staff development to build a corps of teacher leaders produced an infrastructure of teacher expertise of more than 600 teachers. These teacher leaders support systemic change practices of other teachers and are poised to provide expert assistance to sustain further changes in the next phase of reform.
Principal conferences and school-site leader conferences extended the knowledge base of school leaders regarding critical issues of systemic reform, including: the implementation of standards-based curriculum, instruction and assessment; program improvement and evaluation; equitable classroom practices; issues of leading change in school systems. Building leadership and collegiality at the school level is the centerpiece of the USI’s most recent strategy for sustaining reform.
The school climate and infrastructure pilot project, a systematic effort to transform teaching practice through the use of teacher study groups, and through reflective teaching that is expressly focused on student attainment of standards, illustrated the need to focus on content and assessment. District staff, teacher leaders, and university partners provided technical support to the structured process of improving mathematics and science instruction in the original thirty-eight schools of the pilot project.
Special significance must be assigned to the M-DCPS-FSU graduate degree program. This program, jointly planned and implemented by the district and Florida State University (FSU), strengthened the math/science infrastructure by providing masters or specialist degrees in mathematics or science education to more than 400 M-DCPS teachers serving over 100 schools, impacting over 20,000 students. Degree requirements focused on 33 graduate credits in content, pedagogy and action research. Eighty-five percent of the degree candidates were elementary teachers and fifteen percent were middle school teachers. Additional support for the infrastructure includes the required school improvement plan component of the Florida School Accountability System and the district’s Professional Assessment and Comprehensive Evaluation System (PACES)¹ system for assessing and evaluating teacher performance.

5. University and Community Partnerships:

The NSF award has catalyzed numerous partnerships and joint ventures between the school district and universities, the Miami-Dade libraries, the Miami Museum of Science and various other public and private institutions. Some prominent examples include:

SECME-RISE - A NSF funded project to engage middle school minority females in mathematics and science with a specific connect to career goals. Partners include the national SECME office, the Miami Museum of Science, and Miami-Dade USI. (Impacting 33 schools and 1,200 students)
INSTAR Summer Science Institute – A collaborative project between Miami-Dade USI, the University of Miami Rosenstiel School of Marine and Atmospheric Science and United Teachers of Dade to provide middle school science teachers with “hands-on” content and research in marine science topics. (Impacting 97 middle school teachers)
ALLIANCE PLUS – A collaborative project between the Division of Instructional Technology and the Stevens Institute of Technology to provide intensive training on the use of technology as an effective instructional tool to 60 mathematics and science teachers.
PLASMAS – Partnership between Miami-Dade USI and all 35 public libraries in the county to provide Saturday activities in mathematics and science for students in local communities. Teacher-prepared and delivered activities focus on real-world applications. This project has been transferred to over 100 after-school care locations in district schools. (Impacting 12,000 students)
School Climate and Infrastructure – Collaboration with the South Florida Center for Educational Leaders, Florida Atlantic University, Project SERVE and Miami-Dade USI to improve teaching practice in Science and Mathematics at 38 schools. (Impacting 240 teachers and 45,000 students)
“Promise” (1995-1998) and “Science For All” (1997-2000) – NSF-funded projects directed by Drs. Okhee Lee and Sandra Fradd which focus on science learning and literacy development for culturally and linguistically diverse student populations and their teachers. (Impacting 7 schools, 32 teachers, 1000 students, each year).
Gear-Up (Miami Central) – An Annenberg Challenge project in collaboration with FIU, Miami-Dade Community College, and Miami-Dade USI to increase the success rate of inner-city students in Algebra. (Impacting 11 schools and 15,500 students)

6. Implementation of Standards-Based Curriculum:

Miami-Dade engaged in a comprehensive curriculum development process in the early 1990’s, resulting in the district’s Competency Based Curriculum (CBC). The curriculum for Mathematics and for Science is standards-based. Writing teams utilized the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, 1989) and the National Science Education Standards in the development of the respective CBC’s at all grade levels and for all secondary courses. The CBC was implemented throughout the district through a series of staff development workshops with teachers and administrators. The CBC for mathematics and for science has undergone successive generations of revisions as the national standards became more refined and as the State of Florida developed the Sunshine State Standards (SSS). The SSS constitute the “intended curriculum” and generated the benchmarks that are tested on the FCAT in grades 3 through 10. In addition, Miami-Dade has fostered the use of several research-based curricula for use in the district. Included among these are Every Day Mathematics, Mathematics in Context (MIC), Pacesetter Mathematics, Chem-Com, Active Physics, Full Option Science System, and Science Technology and Children.

PLANNING HISTORY

Support from the NSF Urban Systemic Initiative grant 1994–99 has led to significant changes in mathematics and science education in M-DCPS. Assessment of the status of mathematics and science in the district indicated that considerable progress had been accomplished over the last five years. Significant professional development was provided to assist principals, counselors and teachers with implementation of the curriculum. Increased graduation requirements and policy changes served to remove barriers and promote equity so that all students have an opportunity to achieve higher standards. However, high quality mathematics and science for all students has not been realized. Student achievement remains below levels necessary to produce a mathematics and science-literate workforce. This is especially true for minority students. The following data illustrate the compelling need for additional NSF support:

Nearly 40% of students in grades 5, 8, and 10 (24,295 students) scored at level 1 (lowest level) on FCAT mathematics, indicating little or no success with the challenging content of the Sunshine State Standards, while 60% of African-American students (11,374) scored at level 1.
African-American students in grade 8 achieved 30% or less of content knowledge in all 5 strands of FCAT, mathematics.
Fifty-four percent of grade 3 African-American students (4,205) scored at the lowest quartile on the Stanford Achievement Test, 8th Edition (SAT-8), Science, 48% (3,551) in grade 5, and 53% (3,710) in grade 8.
Thirty-three percent of grade 3 Hispanic students (4,368) scored at the lowest quartile on SAT-8, Science, 25% (2,903) in grade 5, and 32% (3,441) in grade 8.
M-DCPS has the most low performing schools (graded “F”) on the Florida High Quality Schools index. M-DCPS has 26 of 78 “F” schools statewide.
The 67% passing rate in Algebra I indicated that additional strategies must be employed to assure that students are able to benefit from the algebra experience.

Reflection on the results of the Miami-Dade USI and the current status of student achievement revealed a need for renewed efforts. Consequently, a district comprehensive plan was developed. This plan in conjunction with USP gives direction for connecting where Miami-Dade is now, and provides goals and system-wide strategies for achieving the vision of accelerated mathematics and science achievement for all students. Plan resources, which exceed $12 million, support more prescribed curriculum content, more site-based professional development, and more effective use of assessment, designed to build sustainable reform in every classroom.

An advisory board of district, university and community leaders met on several occasions to evaluate progress of the USI and to assist with the development of the comprehensive plan and USP proposal. (See supplementary documentation section)

Planning meetings were held with a full range of partners described below:

1) FSU faculty and district staff planned and initiated the extension of the FSU – Graduate Degree program for a new cohort of teachers; 2) curriculum crosswalks are being developed to integrate practical technology applications in mathematics and science; 3) focus groups from targeted industries planned with district staff to identify changes in curriculum focus and industry benchmark skills; 4) USP staff received detailed presentation of the Milken Foundation/North Central Regional Educational Laboratory (NCREL) study on the status of technology use in mathematics classes. The study provided baseline data for this proposal and valuable recommendations for further action; and 5) informed dialogue with leaders in the Division of Bilingual Education and Exceptional Student Education defined goals of inclusion and strategies for improved access and achievement.

The success over the last six years has led district planners to conclude that while additive professional development of teachers in mathematics and science is necessary, it is not sufficient, for achieving full implementation of a high-standards, high-quality program for all students. More fundamental and pervasive change in schools must occur, and commitment to the reform must complement transformation in individual classrooms and in every school. Therefore, professional development will focus on developing and supporting instructional improvement teams in mathematics and science at every school, in every feeder pattern, and for every classroom.

GOALS, OBJECTIVES AND BENCHMARKS

Goal 1 - Student Achievement and Graduation Priorities (NSF Driver 5)

All graduating students will be prepared with the mathematics, science, and technology literacy needed to take full advantage of advanced education and employment opportunities in a rapidly changing and information-driven economy.

Objectives - Over the next five years:

1.1 Increase enrollment in rigorous, high-level courses², by 50% in mathematics and by 30% in science.

1.2 Increase the percentage of students earning a grade of C or better in high-level mathematics and science courses to reach 80%.

1.3 Increase the passing rate in Algebra I from 67% to 85%.

1.4 All graduating students will complete four years of mathematics and four years of science.

1.5 Increase mathematics achievement as measured by a standard-based assessment test (FCAT) by 30 average scale score points or more; and increase science achievement as measured by a nationally norm-referenced test (SAT- 9) by 15 median percentile points.

1.6 Seventy percent of all schools will demonstrate a rate of improvement on the FCAT that exceeds the statewide improvement rate.

Goal 2 - Equal Access and Equitable Outcomes (NSF Driver 6)

Provide accelerated access to more rigorous high-level mathematics and science courses for minority students and reduce the gap in minority/non-minority achievement.

Objectives - Over the next five years:

2.1 The growth in enrollment for minority students will exceed the growth rate for non-minority students by at least 25%, in Geometry, Algebra II, Pre-Calculus, Calculus, Chemistry and Physics.

2.2 The rate of increase in student achievement in mathematics for minority students will exceed the rate of increase of non-minority students by 50% as measured by FCAT and SAT-9.

2.3 The rate of increase in student achievement in science for minority students will exceed the rate of increase for non-minority students by 50% as measured by SAT-9.

Goal 3 - Enhanced Curriculum, Instruction and Assessment (NSF Driver 1)

All schools will implement standards-based mathematics and science curriculum and instruction, and align assessment with district curriculum to improve teacher capacity to identify and effectively utilize a variety of alternative assessment procedures.

Objectives– Over the next five years:

3.1 The school district’s curriculum content and sequence for grades 5 through 12 will be revised and enhanced to reflect needed strengthening identified by analysis of TIMSS-R data.

3.2 All teachers will use a variety of performance assessment techniques and strategies that measure higher order thinking skills in students and provide problem-solving experiences.

3.3 All mathematics teachers in grades 1 through 10 will utilize a district-wide standards-based assessment and examine results of student performance as a means of improving instruction.

Goal 4 - School Environments That Support Improved Teaching (System Capacity) All mathematics and science teachers and school-site instructional leaders will be engaged in ongoing learning through instructional improvement teams, enhancing every teacher’s capacity to deliver effective standards-based instruction.

Objectives – Over the next five years:

4.1 One hundred percent of mathematics and science teachers will implement individual professional development plans, which enhance their capacity to deliver standards-based instruction and assessment.

4.2 Every school will have a core leadership group in mathematics and science, which implements ongoing analysis of program impact on student achievement, and designs strategies for improvement.

4.3 Ninety-five percent of principals and assistant principals will complete a series of professional development experiences on leading systemic change in mathematics and science.

Goal 5 - Enhanced Community Support For “Beyond School Learning” (NSF Driver 4)

Parents, community members and business partners will be engaged in extending and strengthening the school district’s standards-based mathematics and science program and technology integration.

Objectives – Over the next five years:

5.1 Representative members of critical targeted businesses and industries will serve on focus groups to design extended “out-of-school” experiences and internships for the district’s students.

5.2 The number of students participating in internship programs provided by business and industries related to mathematics, science and technology will increase by 70%.

5.3 Parents in every school community will know the results of the TIMSS-R study, examine implications of results for an international city and identify the district’s plans to increase science and mathematics achievement.

Goal 6 - Increased Teacher Capacity Through

Content and Pedagogy (System Capacity) Provide for all students, qualified teachers who possess a solid knowledge of mathematics and/or science content and effectively use research-based pedagogy.

Objective – Over the next five years:

6.1 All elementary schools will receive on-going support for mathematics and science content by teams of subject area specialists at least one day a week.

6.2 Ninety percent of elementary teachers, including teachers of students with special needs, will complete at least 100 hours of professional development in mathematics and science pedagogy.

6.3 Over two hundred K-8 mathematics and science teachers will complete masters or specialist degrees through a partnership with Florida State University.

6.4 Eighty percent of Algebra, Geometry, Earth/Space Science, Chemistry, and Physics teachers will complete 60 hours of professional development on content and pedagogy.

6.5 Eighty percent of teachers of bilingual curriculum content in mathematics and science will complete at least 60 hours of professional development.

Goal 7 - Effective Use of Technology in Mathematics and Science (NSF Driver 1)

Provide increased training for teachers in fully integrating technology in mathematics and science instruction for purpose of improving students academic performance and enhancing student technology proficiency in all secondary schools.

Objectives – Over the next five years:

7.1 All secondary school mathematics and science teachers will complete at least 60 hours of professional development on utilizing technology as a teaching and learning tool.

7.2 Enrollment in high-level technology education courses by female and minority students will increase by 50%.

7.3 All schools will progress to the transformation level of technology use as measured by the state of Florida Global Profiling System.

K-12 Program Description

What kind of K-12 program enables students to benefit from living at the gateway to Caribbean and Latin American markets? What are the essential elements that prepare low income Hispanic and Black students to compete for educational and economic opportunities in an information age? What are the components of a mathematics and science learning experience that create a genuine multi-cultural community of learners? These are the questions every major urban area in America needs to answer. M-DCPS is prepared to model what must be done. Success here creates a replicable blueprint for other major cities whose population is moving toward the great diversity we already have. M-DCPS K-12 program will have several key components which seek to actualize the four process drivers of systemic reform, and which will produce the outcome drivers of student achievement iterated in Goal 1 and Goal 2 (pg. 6) Collectively, they represent what Miami-Dade will do to ensure substantive and sustainable change in the mathematics and science system. The resources for this plan include $12 million of district funds that demonstrate the vision and commitment of the School Board and the Superintendent, combined with targeted Title I funds, Perkins funds, Annenberg funds, Eisenhower funds, State of Florida funding, and NSF resources sought in this proposal. Together, they provide a powerful convergence of resources for systemic reform. (NSF Driver 3)

Component 1 - Refinement of Curriculum Using Quality Data to Drive Continued Reform (Goals 3 and 7)

Participation in the TIMSS-R study will produce a rich data set that will inform district staff of specific strengths and weaknesses in the mathematics and science curriculum. Detailed analysis of this data by district evaluation staff and outside experts will lead to curriculum revision. Specific areas of weakness in topical coverage of mathematics and science strands will generate curriculum revisions in grades 4 through 8, and provide recommended areas for similar revisions in the 9-12 curriculum. Curriculum writing teams will utilize the data to map needed changes and design recommended strategies and materials.

Additional data analysis will be done on the FCAT, a criterion-referenced test. Data will be utilized in conjunction with the TIMSS-R data to refine curriculum content in mathematics and science for grades 4 through 10.

The NCREL study of the use of technology in a selected sample of schools provides specific data regarding the quality and extent of technology use in mathematics courses. Data from this study will inform the redesign of curriculum recommendations for integrating technology into specific course content.

Component 2 - Using Aligned Assessments to Improve Instruction (Goals 3 and 4)

This component will involve classroom teachers in a systematic process of examining student work products and additional student performance data to redesign instructional practice leading to improved student attainment. One element will include feeder pattern support teams working with school-site teams to collect and analyze student work in mathematics and science in relation to the standards and expectations established for the grade level or for the specific course. District staff with expertise in assessment and evaluation will design and model a process for analysis of student work. The feeder pattern support teams will mentor and coach teachers in determining specific patterns of performance from student work and in designing instructional interventions for improved student attainment of the standards.

An additional element of the component will include analysis of external data, specifically student performance on grade level pre-tests and post-tests that are aligned with content of the state standards. This analysis will be done twice a year to assist teachers in examining a broader pattern of student performance against the grade level standards, and to assist with long-range planning by grade level teams. Use of selected TIMSS-R items inclusive of multiple mathematics and science content clusters will be used to strengthen this analysis effort at the senior high school level.

Component 3 – Teacher Capacity: Deepening Content Knowledge and Enriching Pedagogy (Goals 6 and 7)

This component is designed to provide direct site-based support for teachers to increase subject matter knowledge, especially for elementary and middle school teachers, and to enrich the pedagogy of secondary teachers. Teams of teacher leaders will be effectively deployed in all 30 feeder patterns, and provide on-going content support to elementary and middle school teachers. In addition to USP staff, teachers who completed the Miami-Dade/Florida State University advanced degree program and Eisenhower Resource Teachers will provide subject matter support to each school faculty at least one day per week, over the five years of this grant period. Similar teams will work with the district's secondary schools in the same 30 feeder patterns. Primary focus of the support, (modeling of lessons, reflective sessions, and team building at the secondary schools) will be on altering the practices of teachers, challenging their belief systems and increasing the use of reform pedagogy.

Additionally, this component will include substantial additive professional development on specific areas of content, which will occur in summer sessions, on early-release days and during inter-sessions. Based on currently defined needs, the content focus areas will be measurement and algebraic thinking at the elementary level, and Algebra, Geometry, Earth/Space Science, and Chemistry at the secondary level. University partners will assist with the development and delivery of the course content.

The following describes the vision of classroom instruction in all schools as the Miami-Dade USP is fully realized. The teaching standards formulated by NCTM and the National Science Education Standards are the basis for how mathematics and science will be taught in Miami-Dade. Focus will be on the use of inquiry methods to develop progressive concept formation and application of concepts in all grades K - 12. Critical thinking skills, problem solving, and meaningful tasks linked with student experiences will be evident in every classroom. Teachers will engage students in mathematical discourse and scientific discourse as methods of concept development. Students will complete performance tasks and projects which lead to actual student products. Writing about mathematics and science, and about the application of mathematics and science principles will occur in every classroom. Appropriate and effective use of technology will be evident in all classrooms.

Component 4 - Building A Learning Organization-Supportive Environments for Improved Teaching Practice (Goal 4)

Professional development work must go beyond efforts to change individual teachers. It must also change the organization of the school to produce sustainable changes in practice. Capitalizing on the work of Senge, Loucks-Horsley, and others, the USP plan will include a far-reaching five-year effort to strengthen the elements of a learning organization in the district’s schools to provide a supportive environment for mathematics and science reform.

Each school will identify an instructional improvement team, consisting of teachers of mathematics and science, that will examine the impact of their practice. Each team will engage in reflective practice, deep and careful analysis of student classroom work, and collaborative sharing of practices that work. Each team will be guided by district support personnel and university partners. As members of the improvement teams at each school site, principals will assist teachers to examine organizational features that may create barriers to improved teaching and learning. A series of professional development workshops and colloquia provided by district staff and expert consultants will provide principals with enriched opportunities to improve their practice as leaders of system change. These workshops will be delivered primarily in 3-day sessions during the summer.

The USP will make use of new state statutes and the district’s PACES model for assessing and evaluating teachers, which require individual professional development plans for each teacher. District teams supporting the professional growth for teachers will work with principals and instructional improvement teams to strengthen the quality of each plan to produce improved teaching and learning.

Component 5 – Utilizing Partnerships with the Community to Support and Extend Mathematics and Science (Goal 5)

This component will capitalize on relationships developed under the USI and the One Community One Goal® initiatives to continue to develop and institutionalize programs that strengthen mathematics and science learning in the community. One Community One Goal® is a broad-based effort by Miami-Dade business, industry, local government, and the school system to effectively upgrade the quality of the workforce in targeted industries vital to the community’s economic future. Connecting with the district’s comprehensive plan, entitled Mathematics and Science Literacy-Bridges to Careers, mathematics and science teachers in secondary schools will be engaged in a series of presentations by industry partners regarding skills desired by employers. District staff will work through the School-To-Careers Division, the Division of Advanced Academics and One Community One Goal® to build a steadily increasing set of internship experiences for senior high school students in mathematics, science and technology dependent jobs. Collaboration with the Division of Instructional Technology and CISCO will build increasing student enrollment in the ten CISCO academies in specific high schools.

The District SECME (Science Engineering, Communication, Mathematics Enhancement) project in collaboration with the Miami Museum of Science will continue the NSF-funded SECME-RISE project, which extends mathematics, science and technology exploration to minority females in an array of out of school experiences.

Parents in every school community will participate in a series of presentations on TIMSS-R and the implications of study findings. Parents will review district plans to increase achievement, and connect achievement with job opportunities in a global economy.

The Division of Mathematics and Science will partner with the Division of Community Services to extend training to all 125 after-school care programs within M-DCPS elementary schools to utilize standardsbased mathematics and science materials developed by district staff.

Component 6 - Coherent Policy Changes That Enable Systemic Reform (NSF Driver 2)

The Miami-Dade USP will initiate policy changes that will enable systemic reform and produce the vision of high quality mathematics and science for all students. These will include: 1) requiring four years of mathematics and four years of science for all graduating students, 2) requiring a career preparation portfolio of all graduating students, 3) requiring all teachers to utilize a uniform end of the year exit exam in mathematics and science, and 4) requiring all elementary schools to incorporate kit-based science programs which emphasize “doing” science through inquiry-based activities.

IMPLEMENTATION PROCESS

Implementing the next stage of systemic reform will involve teams of professionals engaged in the challenging work of executing the four process drivers. These teams will form various “networks”, intended to institutionalize the vision of high quality mathematics and science for all.

Systemic change efforts rise or fall on the effectiveness of infrastructure changes. The USP K-12 program targets components essential to systemic reform as indicated above. The targeted infrastructure components focus on the thinking and relationships of the stakeholders: students, parents, educators, and community. Enabling those stakeholders to share a common vision of the outcomes and to implement the best methods of achieving them is at the heart of the implementation process. The USP is developing greater clarity for all stakeholders on what mathematics and science competencies need to be learned, how they should be learned, and how to achieve more equitable outcomes.

Component 1 – Refinement of Curriculum Using Quality Data to Drive Continued Reform

Prerequisite events included commitment of the School Board and the Superintendent of Schools to participate in the TIMSS-R Benchmarking Study, subsequent in participation the TIMSS-R Networking process, and Dr. William Schmidt’s presentation to the School Board in support of the district comprehensive plan. As the rich set of data from the TIMSS-R study becomes available, the following series of actions will occur:

Formulate a district-level TIMSS-R networking team comprised of data analysts, evaluation specialists, mathematics and science curriculum experts, teachers and administrators (August – September 2000).
The team conducts initial analyses of data to establish a macro-view of the results in relation to student attainment levels, curriculum implications, and professional development implications (November 2000 – March 2001).
The local TIMSS-R team interfaces with staff from the Michigan State University TIMSS-R Study Center to cross-reference findings from the data related to gaps in the mathematics and science curriculum, and prepare recommendations for improvement.
Curriculum experts complete curriculum mapping for mathematics and science content and develop specific revisions of the district’s standards-based curriculum.
Feeder pattern support teams conduct professional development at school-sites to address specific pedagogy needs identified by analysis of teacher surveys, student surveys and student performance. (2001-2002).
The Michigan State team, in collaboration with district and state analysts, will link findings on TIMSSR data with specific student performance on the FCAT (grade 8 mathematics) and formulate recommendations for instruction. (2001-2002).

An interim evaluation of the USP after year 2 will describe the effectiveness and formative results of these processes. Scale-up at the local level in years 3-5 will include: 1) district-wide implementation of curriculum revisions, with accompanying staff development assistance, 2) local dissemination of findings to all educators and to other stakeholders, 3) necessary policy changes to support continued reform. At the national level, the Michigan State researchers will publish findings from the process to inform the mathematics and science community of replicable mechanisms for improving urban programs.

Component 2 - Using Aligned Assessments to Improve Instruction

Data-driven decision-making at the school and classroom level will be enhanced by strategies to assist teachers in aligning assessment with instruction:

District staff and feeder pattern support teams will conduct annual professional development sessions on the effective use of district-made pre-test/post-test instruments that assess student progress on grade level expectations. The purpose of the instruments is to identify the focus of instruction and to target specific content and process skills. Feeder pattern support teams will assist teachers on a weekly basis with instruction.
Feeder pattern support teams will assist classroom teachers to analyze samples of student work, determine specific strengths and weaknesses, and design instructional interventions to increase student attainment of standards. This process will be discussed regularly at instructional improvement team meetings at every school-site in the district.
Annually, district staff will conduct faculty workshops, analyzing school-wide results on the FCAT to provide a macro view of student performance across grade levels.

Scale-up will involve development of demonstration sites in at least six feeder patterns which illustrate best practices of using assessment to improve instruction, and sharing of best practices vertically within feeder patterns.

Component 4 - Building A Learning Organization-Supportive Environments for Improved Teaching

Components 3 and 4 are described together as their implementation produces increased capacity of teachers, supportive environments to sustain reform, and supportive strategies to enhance student success with challenging curriculum. Continuous improvement in the quality of the teaching and learning that occurs at the school and the classroom level is the key to sustaining reform, and the centerpiece of this proposal.

The conceptual framework for improving teaching practice, administrative practice, and the teaching and learning environment of schools is the idea of “networks” of learners". Teachers learn together how to improve the quality of their work. Administrators learn together to improve their capacity to lead a comprehensive change effort. Students learn together mathematics and science competencies, and the application of concepts to solve problems. Developing, strengthening and institutionalizing these “networks of learners” are essential process goals of the USP and of the scale-up strategy. The end goal of changing the system of each school in Miami-Dade is to produce communities of learners who enhance the larger system of the science and mathematics community.

At the heart of the implementation plan are school-site Instructional Improvement Teams. These improvement teams will form networks of teachers learning to improve their work and to create the learning environment students need. Instructional Improvement Teams will be supported by Feeder Pattern support teams. The support teams are skilled practitioners who will work with Instructional Improvement Teams on content, best practices, modeling of excellent teaching, analysis of student products (assessment) and collegial sharing of promising research. They extend and strengthen the teacher learning networks. A District Management Team of experts in math, science, technology and systemic change in collaboration with region operations administrators, will guide the work of the support teams. National experts and local universities will provide direct assistance at various levels.

School-site administrators comprise an additional network of learners whose study will focus on ways to reduce structural barriers to teaching and learning, diagnosing program effectiveness, and effectively leading change. Student networks will be discussed as part of student support. The Figure 1 below illustrates the systemic implementation model and its intended impact on drivers 5 and 6.

Figure 1. Miami-Dade USP: Systemic Implementation Model

Instructional Improvement Teams will focus on selected teacher leaders at various grade levels who provide leadership in mathematics and science education. Intensive training will be provided to each team on such issues as standards-based curriculum and instruction, strategies for setting higher expectations, data gathering and data analysis, action research tools, and methods for collegial examination of student work and improvement of instructional practices.

The Feeder Pattern Support Teams will be formed in June 2000 consisting of 48 educational specialists (30 elementary specialists and 18 secondary specialists), the 60 most-talented graduates of the MDCPS/ FSU advanced degree program, other support team members among Title I, Eisenhower Resource Teachers, and National Board Certified Teachers. Each support team member will serve 4-5 schools. However, a greater number of support team members will be allocated to the eight feeder patterns in the district, which have the lowest student achievement index. (See next paragraph)

Intensive staff development of these personnel will occur during July-August, 2000.
Staff development modules will include best practices in teaching mathematics and science, alternative assessment, analysis of classroom-level data, facilitative leadership of groups, effective strategies for LEP and exceptional education students.
Assignment of support teams to each of the district’s 30 feeder patterns, including the 8 targeted feeder patterns, will be done in collaboration with region directors for instructional support and feeder pattern lead principals who have operational oversight of the schools (August 2000).

Eight Targeted Feeder Patterns - Intensified Services for Greater Needs

Current socio-political trends around the nation suggest the looming prospect of re-segregation. M-DCPS has made modest gains in efforts to close the achievement gap through serious efforts to increase access, and support for equitable outcomes. The School Board and staff are committed to accelerating this process, and will act to preempt any potential backsliding toward re-segregation. Therefore, while district-wide support to all feeder patterns will occur, substantially greater resources from NSF and other sources will be focused on eight feeder patterns which have the lowest performance index (See Table 11 in the Supplementary document, Baseline Data). These eight feeder patterns are Miami Edison, Miami Northwestern, Miami Central, North Miami, Miami Carol City, Homestead, Miami Jackson and Miami Norland.

The schools within these feeder patterns provide the greatest educational challenge. If students and families in these communities are to realize the vision of being prepared for careers that require competence in science and mathematics, more intensive, targeted investment must be made. Consequently, the feeder pattern support teams for these schools will be larger to ensure greater contact and intensity of support. Initial Instructional Improvement Teams will include counselors and reading teachers. Principal/assistant principal networks will be accelerated by pairing with high-performing administrators throughout the district. Consultant services will be expressly focused on the eight feeder patterns. Effect will be carefully described in the interim evaluation after year two of USP implementation.

Scale-up

The interim evaluation after the 2001-2002 school year will lead to scale-up for years 3-5 in which the number of feeder patterns receiving intensive support will increase by 8 each year, based on need.. Also, the membership of the Instructional Improvement Teams will expand to include all mathematics and science teachers, applied technology teachers, counselors, and other teachers as appropriate (e.g., bilingual content teachers, exceptional education teachers, and reading teachers).

Scale-up will include institutionalizing processes of reflective teaching, use of classroom-level data to improve instruction, and collaboration of team members in sharing best practices. Vertical scaling will include articulation within feeder patterns (elementary to senior) and development of demonstration sites. A specific goal of scale-up is to strengthen and institutionalize networks of learners among teachers, administrators and students to achieve at each school and in each feeder pattern communities of learners who effect accelerated student capacity for knowing and doing science and mathematics. A new district structure, the PACES system, will enhance this effort of the USP.

Student Assistance

Supportive environments must include strategies addressing student needs. Activities for student support will include:

Continued training of after school-care staffs at 125 elementary schools on the effective use of mathematics and science materials/lessons developed during the USI (August 2000).
Identification of targeted middle school student population for participation in the Superintendent's Summer Academy for Mathematics. Initial target group will be 100 exiting 8th graders from each of 53 middle schools. A four-week intensive mathematics program will be designed and implemented for these 5,300 students focusing on algebraic thinking skills, measurement, geometry, and data analysis to enable them to be successful in algebra in ninth grade. Scale-up to 10,600 students is planned. Follow-up study sessions with teacher support will occur five times during the following school year.
Development of special units of study in algebra topics for first semester algebra students with limited success in mathematics (summer 2000).
Development of scheduling models to provide a second mathematics course for students struggling with algebra.
A district-wide algebra intervention plan for ninth grade students and teachers.
Professional development workshops on effective methods for content delivery with LEP and ESE students.³
Develop student study networks, initially organized by SECME project teachers, and scaled-up to include students in all schools.
Expand and institutionalize career academies at all senior high schools to support focused learning and career preparation.

Component 5 - Utilizing Partnerships with the Community to Support and Extend Mathematics and Science

Implementation will utilize relationships developed within the community to provide “beyond school” experiences for students across all grade levels to increase mathematics and science literacy and to provide opportunities for future careers.

Elementary Level

Train after-school staff on the use of mathematics and science lessons that are inquiry-based and correlated to content standards. (September – October, 2000)
Lessons will be distributed and used in approximately 120 after-school care programs. (October 2000)
Student participants in after-school activities will be identified, and performance progress monitored through a district database. (annually, in June/July)
Mathematics and science district staff will assist the Division of School-to-Careers in expanding the KAPOW program (Kids and the Power of Work) by obtaining commitments from companies with mathematics/science/technology emphasis to sponsor projects at elementary schools (annually).

Middle School Level

Expand and institutionalize the SECME-RISE project in collaboration with the Miami Museum of Science by adding additional numbers of students and participating schools. - Continue summer institutes for students and continue technology training for teachers
Recruit additional mentors for middle school students through the district SECME project and Dade Partners.

Senior High Level

Based on relationships with business/industry partners, develop commitments for internships for students in science/mathematics/technology related jobs within the eight targeted industries of One Community One Goal®.
Coordinate integrated activities with the Division of Instructional Technology to build increasing enrollment in the CISCO academies at ten high schools, increase success rate on the CISCO certification test, and increase placement in post-secondary jobs.
Coordinate an integrated project that connects district Student Services, school-site counselors, and staff from the Division of Advanced Academics to increase the number of students meeting academic criteria for executive internships, and increase those placed in internships.
Expand and support the Title VI SECME project to provide enriched opportunities, challenges and experiences for students to acquire career-related skills in mathematics, science and engineering.
Establish a focus group of industry representatives to advise the USP on career development opportunities in key growth industries, and to assist with building local inventory of internships for students.

PROJECT MANAGEMENT AND STAFFING

The Miami-Dade USP program will be directed out of the Office of the Superintendent of Schools, Mr. Roger C. Cuevas, who will be the Principal Investigator. Dr. Joseph P. Burke, District Director for Mathematics and Science will serve as the CO-PI. Together with Mr. Cuevas, Dr. Burke will work with senior staff to design, manage and evaluate the USP. Dr. Burke will coordinate partnerships with universities, the business community, the USP advisory committee and other public and private agencies.

The day-to-day operations will be handled by Mrs. Constance Thornton as the Project Director. Mrs. Thornton’s background as District Science Supervisor, and Project Director of the Title VI SECME Project, and as CO-PI of the NSF-funded SECME-RISE project have prepared her for this role.

A quality assessment administrator will complete the senior management team. This administrator, Dr. Yuwadee Wongbundhit, will design data collection and evaluation processes and instruments, analyze data at various levels, and produce formative and summative reports which tell the story of USP’s efforts. Six curriculum supervisors, three for mathematics and three for science, will assist with numerous aspects of USP implementation, as will the twelve educational specialists

ASSESSMENT AND ACCOUNTABILITY

District Program for Assessment of Students, Teachers and Schools

Standards-Based Assessment Test – Florida Comprehensive Assessment (FCAT Mathematics and Science)

FCAT is a standards-based assessment that aligned with the Sunshine State Standards (SSS). FCAT results are used to provide an analysis of student achievement. In addition, the results are used for instructional decisions, school improvement planning, and for accountability. FCAT results are publicly reported to the community and parents. FCAT mathematics results in grades 5, 8, and 10 serve as basis for student and school accountability, as schools are graded "A" to "F".

FCAT Mathematics is a state-designed criterion-referenced test giving to all students in grades 3 to 10. The majority of the questions concentrate on high cognitive levels. In grades 5, 8, and 10, FCAT Mathematics includes performance task items that require students to write their own responses. (See sample item in the supplementary documentation section) FCAT Science will be administered to all students in grades 4, 8, and 10 in the 2002-2003 school year.

Nationally Norm-Referenced Test – Stanford Achievement Test, 9th Edition (SAT-9) Mathematics and Science

SAT-9 Mathematics was given to all students in grades 2 to 10 for the first time in March 2000. SAT-9 Science was administered to all students in grades 5, 7, and 9 for the first time in April 2000. SAT-9 results are used to compare M-DCPS students' performance with the performance of students in the nation to identify students' strengths and weaknesses.

FCAT – like Pre-Test and Post-Test

These locally developed tests are designed to determine student progress on the grade level expectations of the Sunshine State Standards. The tests include both multiple-choice and performance tasks. Test results will be used to inform teachers on students’ strengths and weaknesses, and to focus instructional interventions. FCAT – like pre-test and post-test are given to all students in grades 1 to 10.

Blueprint 2000 School Climate Survey: Students, Parents, and Staff

Florida’s System for School Improvement and Accountability requires every school to conduct an annual School Climate Survey of parents, students, and staff. The purpose of these surveys is to gather information regarding what students, parents, and staff think about the school and their ideas on how the school can be improved.

Professional Growth Process Assessment

The professional growth process assessment is part of Professional Assessment and Comprehensive Evaluation System (PACES). It is designed to combine continuous professional development for all teachers with the goal of enhancing and improving student learning. Information obtained from classroom-based observation(s) is used to formulate and implement plans for individual professional growth. PACES assesses teachers on 7 domains: planning; managing the learning environment; classroom climate; enhancing and enabling learning; enabling thinking; classroom-based assessment of student learning, and professional responsibilities. PACES is currently being piloted and will be implemented district-wide in 2000-2001.

Accountability

M-DCPS accountability is built on the state accountability system. The 1999 Legislature set the stage for improved teaching and learning, and created the foundation of Florida’s system for high-quality schools. Each school is accountable for the performance of its entire student population. Student achievement data from FCAT is used to measure a school’s student performance. Students must meet specific performance levels to be promoted to the next grade and to graduate. Students entering 9th grade in 1999-2000 must pass the 10th grade FCAT in reading and mathematics to earn a standard diploma. Each student’s progression from one grade to another must be determined, in part, by proficiency in reading, writing, and mathematics. FCAT performance data are the primary criteria used in calculating a school’s grade and school recognition awards. FCAT Science will become part of the system in 2002-2003.

The School Improvement Plan is an essential part of the accountability system. It represents the collective effort of the school community to reach state and M-DCPS goals. The plan is based on an analysis of student achievement and other school performance data. It includes each school’s needs assessment, activities to address state goals and performance standards, evaluation methods, definitions of adequate progress, and requests for waivers. (Visit www.dcps.dade.k12.fl.us to review current school improvement plan of each school).

Use of Data and Evaluation

The Quality Assessment Administrator (QAA) is part of the Miami-Dade USP. The primary responsibilities of the QAA are to organize, collect, analyze, and interpret information to determine whether the USP’s goals have been met, benchmark progress, and identify areas for recommended improvement. The QAA works collaboratively with various district offices to access student, teacher, and school information and to create database systems needed for assessing, analyzing, and benchmarking. The QAA monitors the quality of the implementation and seeks evidence of its impact. Samples of evaluation questions are:

To what extent is the initiative effective in producing a system that supports improved student achievement and is capable of sustaining this accomplishment over time?
To what extent have teachers implemented the district's curriculum, standards-based instruction, and standards-based assessment?
To what extent are teachers involved in meaningful staff development in mathematics and science education?
What problems/barriers are the district, schools, and teachers having implementing standardsbased curriculum, instruction, and assessment in mathematics and science?

Communication of the results to stakeholders is ongoing. Numerous workshops on how to use data for instructional planning and school improvement planning will be provided to schools, region staff, and district personnel. Analysis will be used to: 1) monitor achievement trends over time, 2) chart student performance, disaggregated by ethnicity and gender, to monitor narrowing of the gap, and 3) correlate performance data on TIMSS-R with FCAT data to provide more focused and comprehensive interpretation of FCAT results. Other reports will include: District and School Profiles, School Advisory Council Report, Course Enrollment Patterns, and FCAT reports. M-DCPS is participating in two major NSF-funded studies on systemic reform. One is being conducted by Systemic Research, Inc. of Massachusetts, and the other by the University of South Florida.

¹PACES provides an innovative and comprehensive system for improving teaching and learning through continuous professional growth, required individual professional development plans, and connection to student outcomes

² Geometry, Algebra 2, Pre-Calculus, Calculus, Biology, Chemistry, and Physics

³ Workshops will be planned and conducted in consultation with Drs. Okhee Lee, Sandra Fradd, Gilberto Cuevas and with M-DCPS Divisions of Bilingual Education and ESE.