Annual Survey for Comprehensive and Targeted Partnership Projects - Principal Investigator

Attachment A
Annual Survey for Targeted Partnership Projects

OMB # 3145-0199
Expires: x/xx/xx

Math and Science Partnership Program
Annual Survey for Partnership Projects

Sponsored by the
National Science Foundation
Conducted by
Westat
1650 Research Boulevard
Rockville, Maryland 20850

Privacy Notice
Information from this monitoring system will be retained by the National Science Foundation, a federal agency, and will be an
integral part of its Privacy Act System of Records in accordance with the Privacy Act of 1974 and maintained in the Education
and Training System of Records 63 Fed. Reg. 264, 272 (January 5, 1998). These are confidential files accessible only to
appropriate National Science Foundation (NSF) officials, their staffs, and their contractors responsible for monitoring, assessing,
and evaluating NSF programs. Only data in highly aggregated form, or data explicitly requested as "for general use," will be
made available to anyone outside of the National Science Foundation for research purposes. Data submitted will be used in
accordance with criteria established by NSF for monitoring research and education grants, and in response to Public Law 99-383
and 42 USC 1885c.
Public Burden
Paperwork Reduction Act Notice. The Paperwork Reduction Act of 1995 says we must tell you why we are collecting this
information, how we will use it and whether you have to give it to us. The reasons and purpose of this survey are described in
the introduction and instructions for this survey and your response is voluntary. Failure to provide full and complete information,
however, may reduce the possibility of NSF continuing support for the award or project subject to this monitoring survey. An
agency may not conduct or sponsor, and a person is not required to respond to a collection of information unless it displays a
valid OMB control number. The OMB control number for this survey is 3145-0199. The estimated average burden associated
with this collection of information is 50 hours per response, depending on individual circumstances. Comments concerning the
accuracy of this burden estimate and suggestions for reducing the burden should be sent to Suzanne Plimpton, Reports Clearance
Officer for OMB 3145-0199, NSF/OGC, 4201Wilson Boulevard, Arlington, VA 22230.

Annual Survey for Partnership Projects for the [INSERT SCHOOL YEAR]
school year
The National Science Foundation (NSF) is conducting an annual survey of its Math and Science
Partnership (MSP) projects. The purpose is to assess the overall implementation of the MSP program and
to monitor the progress of individual MSP grants.

INSTRUCTIONS FOR COMPLETING THE SURVEY
Before responding to the survey, it is recommended that you review the Primer, which can be accessed
electronically by clicking on "Help" in the menu on the top of the page. The primer provides information
about how to respond to individual collection items and navigate the online system.
You MUST begin this survey by completing the Administrative Section, which can be accessed by
clicking on "Admin" in the menu on the top of the page. This section will allow you to create login names
and passwords for all other system users.
As you are completing this survey, please click the Save & Continue button after you respond to each
item. Once an item or section is saved, you may use the menu below or the Question Guides to return to
an item and revise your response. If you exit the system without saving, you will lose any unsaved data.
To print and view completed sections of this survey, click on "Reports" in the menu on the top of the
page.
Please complete each of the following sections of the Annual Survey for Partnership Projects as
they pertain to your MSP. You must complete and submit this survey by November XX, 20XX. A
check mark to the left of a section indicates that the section is complete.

MSP Project Scope

Lead Organization and
Project Leadership

Partner Organizations

Project Evaluators

Partnership-Driven
Activities

Institutional Change and
Sustainability Activities

Evidence-based Design
and Outcomes Activities

Teacher Quality, Quantity,
and Diversity Activities

Challenging Courses and
Curricula Activities:
Mathematics 1

Challenging Courses and
Curricula Activities:
Science 2

RETA Involvement

Report Status: Not Complete

1
2

To be completed by projects with a mathematics focus.
To be completed by projects with a science focus.

2

Information about MSP Project Scope
This section collects information on the grade levels and subject area that your MSP is
designed to address in each year of your MSP project.
1. Use the table below to indicate the PreK-12 grade levels that your MSP is designed to
address in each year of your project by subject focus: (check all cells that apply)
[YEARS 6–8 ADDED IN 2008-09]
NOTE: Please complete the following table for the years in which your project has been funded by NSF. If your
project is currently operating on your initial MSP grant from NSF, please complete the columns for years 1 through
5. Years 6, 7, and 8 are extension years and should only be completed if your project has received a one, two, or
three-year extension from NSF. For example, if your project has completed its initial five-year grant and been
awarded a two-year extension, please complete the columns for years 1 through 7.
Grade
PreK
K
1
2
3
4
5
6
7
8
9
10
11
12
PreK
K
1
2
3
4
5
6
7
8
9
10
11
12

Year 1

Year 2

Year 3

Year 4
Math

Science

3

Year 5

Year 6

Year 7

Year 8

Information about the Lead Organization
and Project Leadership
This section collects information about the lead organization for your MSP, which is
defined as the lead fiscal agent.
1. Lead organization name: 3 __________________________________________
2. Which of the following best describes this organization? (Check one response)







Institution of Higher Education (IHE)
Higher education system/consortium
K-12 school district
County, regional or state educational agency
Non-profit private organization focused on K-12 math or science education
Other (specify): ________________________________________________________

3. Provide the following contact information for the Principal Investigator: 4

3

Name:

_________________________________________________________________

Title:

_________________________________________________________________

Street address:

_________________________________________________________________

City:

_________________________________________________________________

State:

_________________________________________________________________

Zip code:

_________________________________________________________________

Phone number:

_________________________________________________________________

Fax number:

_________________________________________________________________

E-mail:

_________________________________________________________________

Web address:

_________________________________________________________________

This item will be pre-filled in future years. The online system will allow for organization name change.

4

This is how this item will appear in the first year that a project completes this collection. In subsequent years, the
text for this item will read as follows: “Please review and update the following contact information for the
Principal Investigator:”
4

4. Provide the following contact information for the Project Director: 5
Name:

_________________________________________________________________

Organization:

_________________________________________________________________

Title:

_________________________________________________________________

Street address:

_________________________________________________________________

City:

_________________________________________________________________

State:

_________________________________________________________________

Zip code:

_________________________________________________________________

Phone number:

_________________________________________________________________

Fax number:

_________________________________________________________________

E-mail:

_________________________________________________________________

Web address:

_________________________________________________________________

5

This is how this item will appear in the first year that a project completes this collection. In subsequent years, the
text for this item will read as follows: “Please review and update the following contact information for the
Project Director:”
5

Information about Partner Organizations
This section collects information about each partner organization involved in the MSP project. In
completing this section, be sure to provide information about all of the core and supporting
partners that are affiliated with your MSP. Please note that information about the lead
organization is collected in a separate section.

To add a partner organization, click on the Add Partner Organization button below.
Note—Question 1 of this section asks for the partner organization name. As you are entering the names of
K-12 district and IHE partner organizations, it is highly recommended that you print out the completed
administrative section and copy the names of the districts/IHEs exactly as they appear into the Question 1
text field. Each active district/IHE listed in the administrative section must be entered as a partner
organization in this section.
To provide or update information on a partner organization listed below, click on the link in the matrix (in
the column titled Partner Organization Name).
Partner Organization Name

Core/Supporting Partner

Contact

Information Complete?

(from Q1)

(from Q2)

(from Q4)

(yes or no)

If you have entered information on all partner organizations, please click the button to the right to submit
this section and return to the survey menu.

1. Partner organization name: 6 ___________________________________________

2. Is this organization a core or supporting partner? (Check one response)
NOTE—Cohort 1 projects should use the definitions listed below for core and supporting partners to classify
each of their partners—even though these definitions were introduced in Year 2 of the MSP program.
 Core partner (i.e., a partner that shares responsibility and accountability for the MSP project. All core
partner organizations ARE REQUIRED to provide evidence of their commitment to undergo the
coordinated institutional change necessary to sustain the partnership effort beyond the funding period.)
 Supporting partner (i.e., a partner that is not required to commit to the institutional change necessary to
sustain project activities beyond the funding period, but is an important stakeholder/stakeholder
organization in K-12 mathematics and science education.)

3. Which of the following best describes this organization? (Check one response)
Institution of Higher Education (IHE)
Higher education system/consortium
K-12 school district
County, regional or state education agency
Other government agency (i.e., non-education)
Business or industry organization
Community organization
Science center or museum
Disciplinary or professional society
Research laboratory
Dissemination or implementation center
Private foundation
Public or private organization (such as educational research organization, business roundtable or
chamber of commerce)
 Other (specify): ________________________________________________________














6

This item will be pre-filled in future years. The online system will allow for organization name change.
7

4. Provide the following information for the primary MSP contact at this partner organization:
Name:

_________________________________________________________________

Title:

_________________________________________________________________

Street address:

_________________________________________________________________

City:

_________________________________________________________________

State:

_________________________________________________________________

Zip code:

_________________________________________________________________

Phone number:

_________________________________________________________________

Fax number:

_________________________________________________________________

E-mail:

_________________________________________________________________

Web address:

_________________________________________________________________

8

Information about Project Evaluators
This section collects information on each organization or consultant that is conducting an
independent evaluation of the implementation and/or impact of your MSP.

To add an evaluator, click on the Add Project Evaluator button below.
To provide or update information on an evaluator listed below, click on the link in the matrix (in the
column titled Organization Name).
Organization Name

Name of Primary Contact

Information Complete?

(from Q1)

(from Q1)

(yes or no)

If you have completed entering information on all evaluators, please click the button to the right to submit
this section and return to the survey menu.

1. Provide the following contact information for the organization or consultant that is conducting
an independent evaluation of the implementation and/or impact of your MSP:
Name of primary
contact:

_________________________________________________________________

Organization:

_________________________________________________________________

Street address:

_________________________________________________________________

City:

_________________________________________________________________

State:

_________________________________________________________________

Zip code:

_________________________________________________________________

Phone number:

_________________________________________________________________

Fax number:

_________________________________________________________________

E-mail:

_________________________________________________________________

Web address:

_________________________________________________________________

2. Which of the following best describes the organization to which this evaluator belongs? (Check
one response)







IHE or higher education system that is a partner organization of this MSP
IHE or higher education system that is not a partner organization of this MSP
Private firm
Non-profit organization
Other (specify): ________________________________________________________
Not applicable

10

3. Describe any significant evaluation activities (e.g., data collection or analysis) that were
conducted by this evaluator during the [INSERT SCHOOL YEAR] school year to assess the
implementation and/or impact of your MSP.
NOTE—your response to this item should not exceed two paragraphs.

4. Describe any noteworthy findings that this evaluator reported during the [INSERT SCHOOL
YEAR] school year regarding the implementation and/or impact of your MSP.
NOTE—you may be asked by NSF at a later date to provide documentation supporting any quantitative or
qualitative findings reported by your evaluator. Your response to this item should not exceed two paragraphs.

11

Information about Partnership-Driven Activities
Conducted During the Previous School Year
This section collects information on the contributions of your partners—as well as steps
taken by your MSP to establish and maintain your partnership during the previous school
year.
1. Indicate the number of non-academic individuals that developed and/or delivered MSP
activities during the [INSERT SCHOOL YEAR] school year: (enter ‘0’ where applicable)
NOTE—include individuals from both core and supporting partner organizations. Information on the
contributions of IHE and K-12 partners is collected in a separate section.
Number of non-academic
individuals

Which of the following organization types were
these non-academic participants employed by or
affiliated with? (check all that apply)

Scientists









A business or industry organization
A science center or museum
A disciplinary or professional society
A research laboratory
A private foundation
A public employer
Other (specify):

Mathematicians









A business or industry organization
A science center or museum
A disciplinary or professional society
A research laboratory
A private foundation
A public employer
Other (specify):

Engineers









A business or industry organization
A science center or museum
A disciplinary or professional society
A research laboratory
A private foundation
A public employer
Other (specify):

Other (specify):









A business or industry organization
A science center or museum
A disciplinary or professional society
A research laboratory
A private foundation
A public employer
Other (specify):

2. Describe any steps that were taken during the [INSERT SCHOOL YEAR] school year to
recruit STEM faculty and other disciplinary experts for the MSP.
NOTE—your response to this item should not exceed two paragraphs.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. To what extent did each of the following hinder your efforts to engage or organize your
partners during the [INSERT SCHOOL YEAR] school year? 7
NSF encourages candor in your response to this question. Valuable lessons learned on a project are often the
result of unanticipated or unavoidable events. Describing your project’s experiences in resolving these
challenges will help NSF staff provide assistance to other projects that are having similar difficulties.

a. Lack of time or other resources among IHE partners (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

b. Lack of time or other resources among K-12 partners (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

c. Lack of time or other resources among other partners (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

 Not applicable

d. Low levels of commitment or interest among IHE partners (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

7

NOTE: The following question should appear each time that respondents indicate “To a large extent” or “To a
moderate extent:” Why did this issue occur—and what steps were taken to overcome this challenge? Text
responses should be limited to 1-2 paragraphs.
13

e. Low levels of commitment or interest among K-12 partners (check one response)





f.

To a large extent
To a moderate extent
To a small extent
Not at all

Low levels of commitment or interest among other partners (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

 Not applicable

g. Lack of flexibility among IHE partners (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

h. Lack of flexibility among K-12 partners (check one response)





i.

To a large extent
To a moderate extent
To a small extent
Not at all

Lack of flexibility among other partners (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

 Not applicable

j.

Conflicting goals or missions among all MSP partners (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

k. Unbalanced levels of authority and decision making ability among core MSP partners (check one
response)





To a large extent
To a moderate extent
To a small extent
Not at all

14

l.

Poor communication among all MSP partners (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

m. Other (specify): ______________________________________________ (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

4. What lessons have you learned regarding efforts to engage partners that would be of use to
other MSP projects?
NOTE—your response to this item should not exceed two paragraphs.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

15

Information about Institutional Change and Sustainability
Activities Conducted During the Previous School Year
This section collects information on the efforts of your K-20 core partner organizations to
redirect resources and design and implement new policies and practices to result in welldocumented, inclusive and coordinated institutional change at both the college/university
and the local school district levels.
1. Describe any new practices or policies that your IHE partners implemented during the
[INSERT SCHOOL YEAR] school year to reward IHE STEM faculty for (a) strengthening
their own teaching practices or (b) participating in K-20 teacher preparation and professional
development programs.
NOTE—your response should be limited to 1-2 summary paragraphs that include examples and indicate the
scope of change (i.e., change occurred at one partner IHE, change occurred at all partner IHEs). As part of
your response, you should also describe any impacts that can be directly or indirectly attributed to these new
policies and practices (e.g., an increase in IHE STEM faculty participation in pre-service programs).

2. Describe any new practices or policies that your IHE partners implemented during the
[INSERT SCHOOL YEAR] school year to encourage IHE STEM faculty to take responsibility
and accountability for MSP project goals (e.g., tie bonuses or tenure to achievement of MSP
goals).
NOTE—your response should be limited to 1-2 summary paragraphs that include examples and indicate the
scope of change (i.e., change occurred at one partner IHE, change occurred at all partner IHEs). As part of
your response, you should also describe any impacts that can be directly or indirectly attributed to these new
policies and practices.

3. Describe any new practices or policies that your K-12 partners implemented during the
[INSERT SCHOOL YEAR] school year to bring about institutional change (e.g., through the
redirection of resources).
NOTE—your response should be limited to 1-2 summary paragraphs that include examples and indicate the
scope of change (i.e., change occurred at one partner K-12 district, change occurred at all partner K-12
schools). As part of your response, you should also describe any impacts that can be directly or indirectly
attributed to these new policies and practices.

4. Describe any steps taken during the [INSERT SCHOOL YEAR] school year to encourage the
long-term involvement and commitment of non-academic mathematicians, scientists and/or
engineers to participate in the improvement of K-20 educational practices.
NOTE—your response should be limited to 1-2 summary paragraphs that include specific examples. As part of
your response, you should also describe any impacts that can be directly or indirectly attributed to these new
policies and practices (e.g., an increase in participation by non-academic scientists in K-12 classrooms).

16

5. Describe any steps taken during the [INSERT SCHOOL YEAR] school year to maximize the
participation of parents and other community members in the improvement of K-20
educational practices.
NOTE—your response should be limited to 1-2 summary paragraphs that include specific examples. As part of
your response, you should also describe any impacts that can be directly or indirectly attributed to these new
policies and practices (e.g., an increase in participation by parents in K-12 classrooms).

17

Information about Evidence-based Design and Outcomes
Activities Conducted During the Previous School Year
This section collects information on the efforts of your MSP to make use of data to inform
the design and implementation of your project.
1. Provide examples of how data that your project has collected about your own MSP informed
the design or implementation of your project during the [INSERT SCHOOL YEAR] school
year.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. To what extent did each of the following hinder your efforts to make use of data to assess the
implementation and impact of your MSP during the [INSERT SCHOOL YEAR] school year? 8
NSF encourages candor in your response to this question. Valuable lessons learned on a project are often the
result of unanticipated or unavoidable events. Describing your project’s experiences in resolving these
challenges will help NSF staff provide assistance to other projects that are having similar difficulties.

a. Obtaining data about IHE faculty who are participating in MSP-related activities (check one
response)





To a large extent
To a moderate extent
To a small extent
Not at all

 Not applicable

b. Obtaining data about teachers who are participating in MSP-related activities (check one
response)





To a large extent
To a moderate extent
To a small extent
Not at all

 Not applicable

8

NOTE: the following question should appear each time that respondents indicate “To a large extent” or “To a
moderate extent:” Why did this issue occur—and what steps were taken to overcome this challenge? Text
responses should be limited to 1-2 paragraphs.

c. Obtaining data about students who are participating in MSP-related activities (check one
response)





To a large extent
To a moderate extent
To a small extent
Not at all

 Not applicable

d. Obtaining data about K-12 schools that are participating in MSP-related activities (check one
response)





To a large extent
To a moderate extent
To a small extent
Not at all

 Not applicable

e. Obtaining data about K-12 districts that are participating in MSP-related activities (check one
response)





To a large extent
To a moderate extent
To a small extent
Not at all

 Not applicable

f.

Linking student achievement data to individual K-12 teachers (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

 Not applicable

g. Lack of available funding at the project or partner level (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

h. Lack of available expertise at the project or partner level (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

19

i.

Other (specify): ______________________________________________ (check one response)





To a large extent
To a moderate extent
To a small extent
Not at all

3. What lessons have you learned regarding efforts to collect and use data that would be of value
to other MSP projects?
NOTE—your response to this item should not exceed two paragraphs.

_________________________________________________________________________________
_________________________________________________________________________________

20

Information about Teacher Quality, Quantity and Diversity
Activities Conducted During the Previous School Year
This section collects information on the efforts of your MSP to enhance and sustain the
quality and diversity of K-12 teachers of mathematics and/or the sciences by increasing the
diversity of the K-12 teacher workforce, recruiting qualified individuals to the teaching
profession, influencing the teacher certification process, providing for the effective
induction of new teachers, establishing policies and procedures that appropriately impact
teacher qualification requirements and placement, and/or increasing teacher retention
rates.
In completing this section, you will be asked to review a list of activities associated with
teacher quality, quantity and diversity. You will then be asked to provide additional
information for each activity on the list that your project was developing or delivering in
the [INSERT SCHOOL YEAR] school year.

1. Using the table below, identify the pre-service recruitment and preparation activities and the
in-service retention/enhancement activities that were under development or delivered by your
MSP during the [INSERT SCHOOL YEAR] school year. 9
Activity in place
during the [INSERT
SCHOOL YEAR]
school year? 10

Pre-Service Recruitment

a) Provide scholarships to undergraduate students (e.g., to encourage STEM and minority
undergraduates to pursue educational careers)

No

b) Create/provide teaching assistant positions for STEM undergraduate/graduate students
(e.g., to allow STEM undergraduates to experience formal instruction and to encourage teaching as
a career)

No

c) Create/provide opportunities for STEM undergraduate/graduate students to tutor K-20
students (e.g., undergraduate peer tutoring; tutoring in K-12 schools to allow STEM
undergraduates to experience formal instruction and to encourage teaching as a career)

No, but activity is under
consideration for future
years

d) Invite STEM undergraduate/graduate students to help at (or participate in) K-12 special
events (e.g., Invention Conventions; Lego Logo Fairs; Science Nights)

No

e) Establish/provide alternative certification programs (e.g., to encourage STEM
undergraduates/career changers to pursue educational careers)

No

f) Conduct presentations at career fairs (e.g., to encourage high school students, community
college students, or career changers to consider educational careers)

Yes

g) Create/provide informative materials for potential STEM teaching candidates (e.g.,
promotional video; promotional brochure)

No

h) Establish and/or revise course articulation agreements between 4 year institutions and
community colleges (e.g., common course numbering to ease the 2 year to 4 year institution
transfer)

No

i) Establish a regional plan for recruiting pre-service students that encompasses multiple MSP
partners (e.g., coordinate regional participation in recruitment)

No, but activity is under
consideration for future
years

j) Other (specify):

9

NOTE: The right hand column has been filled in to illustrate a completed table.

10

NOTE: Response options include: Yes (activity was under development or delivered); No, but activity is under consideration
for future years; No.

22

Activity in place
during the [INSERT
SCHOOL YEAR]
school year?

Pre-Service Preparation

a) Develop/revise pre-service courses to align with national and/or state standards

Yes

b) Develop/revise pre-service course content to align with local school district curricula

No

c) Provide opportunities for pre-service students to gain experience in K-12 classroom settings
before formal student teaching (e.g., an internship experience; teaching at a summer STEM camp;
shadowing; tutoring )

No

d) Involve IHE STEM faculty in pre-service program (e.g., co-teach a pre-service course with
education faculty; co-teach a pre-service course with a K-12 master teacher; develop an inquiry
lesson for a traditional pre-service course)

No, but activity is under
consideration for future
years

e) Involve K-12 master teachers in pre-service program (e.g., co-teach a pre-service course as an
adjunct along side education faculty; co-teach a pre-service course with STEM faculty)

No

f) Design/offer pre-service STEM content courses specifically for elementary/middle/high
school teacher certification programs

No

g) Link the pre-service process to national teacher certification activities (e.g., the National
Board Certification process)

No

h) Invite pre-service students to take part in local school district in-service activities (e.g., inservice summer institutes or ongoing LEA professional development)

No

i) Mentor pre-service students

No

j) Other (specify):

Activity in place
during the [INSERT
SCHOOL YEAR]
school year?

In-Service Retention/Enhancement

a) Provide group induction supports for new STEM teachers (e.g., a highly structured and
sustained group induction process to support beginning teachers)

No

b) Conduct workshops/institutes/courses with K-12 teachers that increase general content
and/or pedagogical knowledge (e.g., summer science institutes; workshops on cognitive science
and its impact on instruction; weekend professional development seminars)

No, but activity is under
consideration for future
years

c) Conduct targeted workshops/institutes/courses with K-12 teachers (e.g., conduct a summer
science institute that is specifically linked to the curriculum/text used at partner schools)

No

d) Design/offer STEM content courses specifically for elementary/middle/high school teacher
certification programs

No

e) Conduct activities that develop and utilize teacher leaders

Yes

23

f) Provide a peer coaching network for STEM teachers (e.g., emphasis upon experienced and
veteran teachers, as well as beginning teachers)

No

g) Provide individual supports for STEM teachers (e.g., provide a mentor for each beginning
STEM teacher; IHE faculty “on-call” for classroom teachers, discipline-based e-mentoring)

No

h) Provide administrative supports for K-12 teachers (e.g., release time for professional
development; substitute teacher support; financial support for professional meetings; scheduling aid
for special projects/field trips)

No

i) Establish/provide STEM study groups (e.g., lesson study groups; discipline dialogues)

No

j) Provide instructional materials for K-12 teachers

No

k) Provide externship opportunities for K-12 teachers (e.g., teachers spend a year, semester, or
summer working with a MSP business/industry partner related to their discipline)

Yes

l) Establish/provide adjunct positions for K-12 master teachers at the partner IHEs

No

m) Provide professional development for IHE STEM faculty to support new roles in K-12
education

No

n) Other (specify):

24

A “Yes” on the preceding table has generated this list of teacher quality, quantity and diversity
activities. Select an activity from the list below to provide further information about that activity.
Each of the listed activities must be selected to complete this section.
Teacher Quality, Quantity and Diversity Activities
Pre-Service Recruitment Activities
f) Conduct presentations at career fairs

Pre-Service Preparation Activities
a) Develop/revise pre-service courses to align with national and/or state standards

In-Service Retention/Enhancement Activities
e) Conduct activities that develop and utilize teacher leaders
k) Provide externship opportunities for K-12 teachers

25

Completed?

Complete the following items for the in-service enhancement activity you selected: Provide
externship opportunities for K-12 teachers 11
1. Provide a brief description (i.e., 250 words or less) about the purpose, scope and intensity of this
activity. 12
NOTE—if you have separate activities for math and science, please describe each one separately. This response will help
NSF staff—and representatives from other MSPs—understand the overall approach and intended outcome of this activity.

2. What steps were taken to design and/or implement this activity during the [INSERT SCHOOL
YEAR] school year?
NOTE—if you have separate activities for math and science, please describe each one separately. If applicable, your
response to this item should include information that can be used to quantify your level of effort for the previous school year
(e.g., number of workshops held, number of K-12 teachers served, number of MSP-supported scholarships awarded).

3. Which of the following MSP participants were responsible for designing and/or delivering this
activity during the [INSERT SCHOOL YEAR] school year? (check all that apply)
NOTE—only check individuals responsible for designing or delivering this activity. Do NOT check individuals who were
recipients of this activity.

















IHE STEM faculty
IHE education faculty
IHE administrators (e.g., deans, department chairs)
Graduate students (including doctoral candidates)
Postdoctoral students
STEM undergraduate students
Pre-service undergraduate students
K-12 district and/or school-level administrators/staff
K-12 teachers
K-12 instructional coordinators and supervisors (e.g., curriculum specialists)
K-12 guidance counselors
Non-academic mathematicians
Non-academic scientists
Non-academic engineers
Other (specify): ________________________________________________________________

4. What is the focus of this activity? (check all that apply)
NOTE—check “None of the above” if none of the following options apply to this activity.






Mathematics
Science
Technology
Engineering

 Content
 Pedagogy
 Leadership
 Elementary
 Middle
 High
11
The following is an example of the item set that would appear if the respondent selected the in-service enhancement activity: Provide
externship opportunities for K-12 teachers from the list of activities in place.
12

This is how this item will appear the first year an activity is developed or delivered. In subsequent years, the item will ask for the respondent to
review and modify the text provided from the previous year.

26

 None of the above

27

Information about Mathematics Challenging Courses and
Curricula Activities Conducted During the Previous
School Year13
This section collects information on the efforts of your MSP to ensure that the K-12
students in your participating school districts are prepared for, have access to and are
encouraged to participate in and succeed in challenging mathematics courses and
curricula.
In completing this section, you will be asked to review a list of activities associated with
mathematics challenging courses and curricula. You will then be asked to provide
additional information for each activity on the list that your project was developing or
delivering in the previous school year.

13

To be completed by projects with a mathematics focus.

28

1. Using the table below, identify the challenging courses and curricula activities that were under
development or delivered by your MSP during the [INSERT SCHOOL YEAR] school year. 14

Mathematics Challenging Courses and Curricula Activities

Activity in place
during the
[INSERT
SCHOOL YEAR]
school year? 15

a) Align challenging mathematics curricula to other courses/standards (e.g., align to state standards;
align to IHE expectations; articulate K-8 curricula with high school curricula)

No

b) Support expert review of challenging mathematics course curricula (e.g., mathematicians update
curriculum based on current research; IHE mathematics faculty review curriculum for content accuracy)

Yes

c) Adopt, adapt, and/or implement evidence-based mathematics curricula

No

d) Implement standards-based mathematics curricula

No

e) Emphasize the importance of K-12 gateway courses (e.g., reduce sections of 8th grade general math
in favor of increased sections of algebra; promote pathway towards 12th grade calculus)

No

f) Utilize technology for content innovation (e.g., introduce mathematical modeling; create access to
digital images in online libraries)

No

g) Offer challenging mathematics courses via computer-communications technology (e.g., offer
distance learning opportunities; offer Advanced Placement (AP) courses taught by IHE faculty via
video-conferencing )

No

h) Provide traditional mathematics courses at alternative venues (e.g., students take credit bearing
courses at a local museum or university)

Yes

i) Develop/re-design traditional mathematics units or courses for in-depth immersion in a single
topic (e.g., restructure school schedules and classroom time to allow for concentration on a single topic)

No

j) Offer activities that motivate K-12 student participation in challenging mathematics courses
(e.g., establish a mathematics student club; inaugurate Career Awareness days)

No, but activity is
under consideration
for future year

k) Encourage high school student enrollment in IHE mathematics courses

No

l) Provide focused support/tutoring for K-12 students (e.g., provide students with extended learning
opportunities; create a tutoring center to work with low performing students)

No

m) Implement efforts to increase time spent on mathematics at elementary school level

No

n) Provide guidance counselors with professional development on challenging mathematics
courses

No

o) Provide outreach on challenging mathematics courses to parents

No

14

NOTE: The right hand column has been filled in to illustrate a completed table.

15

NOTE: Response options include: Yes (activity was under development or delivered); No, but activity is under consideration for future years;
No. The system is designed to mirror the functionality of the USP collection—i.e., additional information would be requested for all activities for
which the response was “Yes.”

29

p) Other (specify):

A “Yes” on the preceding table has generated this list of challenging courses and curricula
activities. Select an activity from the list below to provide further information about that activity.
Each of the listed activities must be selected to complete this section.

Mathematics Challenging Courses and Curricula Activities
b) Support expert review of challenging mathematics course curricula
h) Provide traditional mathematics courses at alternative venues

30

Completed?

Complete the following items for the activity you selected: Support expert review of challenging
mathematics course curricula 16
1. Provide a brief description (i.e., 250 words or less) about the purpose, scope and intensity of the
activity. 17
NOTE—this is a one-time response that will help NSF staff—and representatives from other MSPs—understand the overall
approach and intended outcome of this activity.

2. What steps were taken to design and/or implement this activity during the [INSERT SCHOOL
YEAR] school year?
NOTE—if applicable, your response to this item should include information that can be used to quantify your
level of effort for the previous school year (e.g., number of guidance counselors receiving professional
development).

3. Which of the following MSP participants were responsible for designing and/or providing this
activity during the [INSERT SCHOOL YEAR] school year? (check all that apply)
NOTE—only check individuals responsible for designing or delivering this activity. Do NOT check individuals
who were recipients of this activity.
















IHE STEM faculty
IHE education faculty
IHE administrators (e.g., deans, department chairs)
Graduate students (including doctoral candidates)
Postdoctoral students
STEM undergraduate students
Pre-service undergraduate students
K-12 district and/or school-level administrators/staff
K-12 teachers
K-12 instructional coordinators and supervisors (e.g., curriculum specialists)
K-12 guidance counselors
Non-academic mathematicians
Non-academic scientists
Non-academic engineers
Other (specify): ________________________________________________________________

4. What was the school-level focus of this activity? (check all that apply)
 Elementary
 Middle
 High

16

The following is an example of the item set that would appear if the respondent selected the activity: Support expert review of
challenging course curricula from the list of activities in place.
17
This is how this item will appear the first year an activity is developed or delivered. In subsequent years, the item will ask for
the respondent to review and modify the text provided from the previous year.

31

Information about Science Challenging Courses and
Curricula Activities Conducted During the Previous
School Year18
This section collects information on the efforts of your MSP to ensure that the K-12
students in your participating school districts are prepared for, have access to and are
encouraged to participate in and succeed in challenging science courses and curricula.
In completing this section, you will be asked to review a list of activities associated with
science challenging courses and curricula. You will then be asked to provide additional
information for each activity on the list that your project was developing or delivering in
the previous school year.

18

To be completed by projects with a science focus.

32

1.

Using the table below, identify the challenging courses and curricula activities that were under
development or delivered by your MSP during the [INSERT SCHOOL YEAR] school year. 19

Science Challenging Courses and Curricula Activities

Activity in place
during the
[INSERT
SCHOOL YEAR]
20
school year?

a) Align challenging science curricula to other courses/standards (e.g., align to state standards; align
to IHE expectations; articulate K-8 curricula with high school curricula)

No

b) Support expert review of challenging science course curricula (e.g., scientists update curriculum
based on current research; IHE science faculty review curriculum for content accuracy)

No

c) Adopt, adapt, and/or implement evidence-based science curricula

No

d) Implement standards-based science curricula

No

e) Emphasize the importance of K-12 gateway courses (e.g., promote pathway towards AP science
course taking)

Yes

f) Utilize technology for content innovation (e.g., use technology for online experiments; create access
to digital images in online libraries)

No

g) Offer challenging science courses via computer-communications technology (e.g., offer distance
learning opportunities; offer Advanced Placement (AP) courses taught by IHE faculty via videoconferencing )

Yes

h) Provide traditional science courses at alternative venues (e.g., students take credit bearing courses
at a local science museum or university)

Yes

i) Develop/re-design traditional science units or courses for in-depth immersion in a single topic
(e.g., restructure school schedules and classroom time to allow for concentration on a single topic)

No

j) Offer activities that motivate K-12 student participation in challenging science courses (e.g.,
invite scientists to sponsor a hands-on event at a K-12 school; establish a science student club;
inaugurate Career Awareness days)

No, but activity is
under consideration
for future year

k) Encourage high school student enrollment in IHE science courses

No

l) Provide focused support/tutoring for K-12 students (e.g., provide students with extended learning
opportunities; create tutoring center to work with low performing students)

No

m) Implement efforts to increase time spent on science at elementary school level

No

n) Provide guidance counselors with professional development on challenging science courses

No

o) Provide outreach on challenging science courses to parents

No

p) Other (specify):

19

NOTE: The right hand column has been filled in to illustrate a completed table.

20

NOTE: Response options include: Yes (activity was under development or delivered); No, but activity is under consideration for future years;
No. The system is designed to mirror the functionality of the USP collection—i.e., additional information would be requested for all activities for
which the response was “Yes.”

33

34

A “Yes” on the preceding table has generated this list of challenging courses and curricula
activities. Select an activity from the list below to provide further information about that activity.
Each of the listed activities must be selected to complete this section.

Science Challenging Courses and Curricula Activities
e) Emphasize the importance of K-12 gateway courses
g) Offer challenging science courses via computer-communications technology
h) Provide traditional science courses at alternative venues

35

Completed?

Complete the following items for the activity you selected: Emphasize the importance of K-12
gateway courses 21
1. Provide a brief description (i.e., 250 words or less) about the purpose, scope and intensity of the
activity. 22
NOTE—this is a one-time response that will help NSF staff—and representatives from other MSPs—understand the overall
approach and intended outcome of this activity.

2. What steps were taken to design and/or implement this activity during the [INSERT SCHOOL
YEAR] school year?
NOTE—if applicable, your response to this item should include information that can be used to quantify your
level of effort for the previous school year (e.g., number of guidance counselors receiving professional
development).

3. Which of the following MSP participants were responsible for designing and/or providing this
activity during the [INSERT SCHOOL YEAR] school year? (check all that apply)
NOTE—only check individuals responsible for designing or delivering this activity. Do NOT check individuals
who were recipients of this activity.
















IHE STEM faculty
IHE education faculty
IHE administrators (e.g., deans, department chairs)
Graduate students (including doctoral candidates)
Postdoctoral students
STEM undergraduate students
Pre-service undergraduate students
K-12 district and/or school-level administrators/staff
K-12 teachers
K-12 instructional coordinators and supervisors (e.g., curriculum specialists)
K-12 guidance counselors
Non-academic mathematicians
Non-academic scientists
Non-academic engineers
Other (specify): ________________________________________________________________

4. What was the school-level focus of this activity? (check all that apply)




Elementary
Middle
High

21

The following is an example of the item set that would appear if the respondent selected the activity: Emphasize the
importance of K-12 gateway courses from the list of activities in place.
22
This is how this item will appear the first year an activity is developed or delivered. In subsequent years, the item will ask for
the respondent to review and modify the text provided from the previous year.

36