Annual Survey for Institute Partnership Projects - Principal Investigator

Attachment (
Annual Survey for Institute Partnership Projects
(Track-Changes)

OMB # 3145-0136
Expires: x/xx

Math and Science Partnership Program
Annual Survey for Institute 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
Submission of the requested information is voluntary. Failure to provide full and complete information, however, may reduce the
possibility for continuing support through the award/project subject to this survey. The public reporting burden for this collection of
information, is estimated to average 60 person hours, including the time for reviewing instructions. Send comments regarding this burden
estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Suzanne Plimpton,
Reports Clearance Officer for OMB Collection 3145-0136, National Science Foundation, 4201 Wilson Blvd., Suite 295, Arlington, VA
22230.

Annual Survey for Institute 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.
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.
Once the Administrative Section is submitted, the links below to the Annual Survey for Partnership
Projects will become active. These sections should be completed once by the PI or someone designated by the
PI (such as the Project Director). 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 Question Guides in each
section 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 Institute Partnership Projects as
they pertain to your MSP. You must complete and submit this survey by [INSERT DUE DATE].
If you have any questions about the MSP Management Information System, please contact:
Chandra Plowden
1-800-937-8281, ext. 8075
[email protected]

MSP Project Scope

Partner
Organizations

Evidence-based
Design and
Outcomes Activities

Institute Planning
and Development
Activities

Partnership-Driven
Activities
Professional
Development
Activities

2

Institutional Change
and Sustainability
Activities
School-level
Information

Information about MSP Project Scope
This section collects information on the subject areas and grades that your MSP is designed to
address in each year of your MSP Institute.
1. Which grade levels did your MSP Institute target during the [INSERT SCHOOL YEAR]
school year? (check all cells that apply)
For mathematics activities:
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Pre-K
K
1
2
3
4
5
6

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7
8
9
10
11
12
None

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7
8
9
10
11
12
None

For science activities:
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Pre-K
K
1
2
3
4
5
6

2. Which of the following constitute your Institute’s primary foci in providing teacher leaders with
professional development? (check all that apply)
 Building depth within one or more disciplines or sub-disciplines in mathematics or the sciences.
 Exploring newer or cross-disciplinary themes at the research frontiers of mathematics, the
sciences, and/or engineering.
 Developing strategies to cultivate student enthusiasm and interest in science and/or mathematics.
 Developing leadership skills.
 Developing strategies for making curricula more challenging.
 Implementing teaching methods that reflect contemporary research findings on effective
classroom practice and the science of learning.
 Other (specify): _____________________________________________________________

3

3. Which of the following best describes the component of your Institute program that occurs
during the summer? (check one response)
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It primarily provides online courses
It is primarily a residential program in one location
It is primarily a residential program in multiple locations
It is primarily a commuter program
Other (specify): ____________________________________________________________

4. What was the TOTAL number of teachers and administrators enrolled in your Institute at
any time between September [INSERT START YEAR] through August [INSERT END
YEAR]? ___________________________
5. Using the table below, identify the criteria that you used in selecting teachers for participating
in your Institute:
Yes – a
required
criterion

Yes—a
preferred
criterion

No

a) Minimum number of years of experience

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b) Credentials

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c) Degree attainment



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d) Demographic characteristics of school (e.g., a minimum percent
of minority students)



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e) Level taught (e.g., high school teachers)



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f) Geographical location

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g) Other



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Criterion

4

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 Institute.
1.

Partner organization name: ___________________________________________

2.

Is this organization a core or supporting partner? (Check one response)

3.

a.

Core partner (i.e., a partner that shares responsibility and accountability for the MSP project. All core partner

b.

Supporting partner (i.e., a partner that is not required to commit to the institutional change necessary to

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.)

sustain project activities beyond the funding period, but is an important stakeholder/stakeholder organization in
K-12 mathematics and science education.)

Which of the following best describes this organization? (Check one response)
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Institution of Higher Education (IHE)
Higher education system/consortium
K-12 school or school district
County, regional or state education agency
Other government agency (i.e., non-education)
State or regional education alliance/consortium
Business or industry organization
Social services organization
Family/parent organization
Before/after school provider
Civic organization
Other community organization
Science center or museum
Zoo or aquarium
Disciplinary or professional organization
STEM research laboratory or center
Educational research organization or center
Dissemination or implementation center
Private foundation
Other (specify): ________________________________________________________

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4. Indicate the number of non-academic STEM professionals at this organization that developed and/or
delivered MSP activities during the [INSERT SCHOOL YEAR] school year? (Enter ‘0’ where
applicable.)
Non-academic STEM professionals – Refers to an professional in the field of science, technology,
engineering, and/or mathematics that is not affiliated with an institution of higher education or a
school/school district
Number of individuals
Scientists
Mathematicians
Engineers
Other: (specify)____________________

6

Information about Institutional Change and Sustainability
Activities
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 the 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 Institute project goals (e.g., tie bonuses or tenure to achievement of MSP
goal).
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 provide additional support to Institute participants (e.g., providing
release time for teachers to allow them to perform their new functions, providing salary incentives for
Institute participants).
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 longterm 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-IHE scientists in K-12 classrooms).

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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).

8

Information about Evidence-based Design and Outcomes
Activities
This section collects information on the efforts of your MSP Institute to make use of newly-collected 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. What lessons have you learned regarding efforts to collect and use data that would be of value to
other MSP Institute projects?
NOTE—This is an opportunity to present lessons learned about collecting and using data that other MSP
programs might benefit from. For example, you might want to explain procedures that were particularly
effective in getting schools to cooperate with data requests, or you might want to describe an innovative way
of collecting and/or analyzing data.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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Information about Institute Planning and Development Activities
In completing this section, you will be asked to review a list of activities associated with Institute planning
and development. You will then be asked to provide additional information for each activity on the list
that your project was developing or delivering between September [SCHOOL YEAR START] and
August [SCHOOL YEAR END].

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1. The table below has been pre-filled with your responses from the [INSERT PREVIOUS SCHOOL
YEAR] school year collection. Please CAREFULLY review your responses and revise as necessary,
then click on the Save & Continue button below.
Using the table below, identify the planning and development activities that were under development
or delivered by your MSP during the [INSERT SCHOOL YEAR] school year.

Institute Planning and Development
Activities

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

Yes

No, but activity is
under
consideration for
future year

No

a) Build on an existing/prior teacher education
improvement program as a base for designing the
Institute (e.g., prior NSF grant)

o

o

o

b) Organize collaboration between partner IHE faculty
and school district stakeholders to determine K-12
district needs, Institute mission and goals

o

o

o

c) Collaborate with a professional development
organization to design curriculum for Institute
participants

o

o

o

d) Involve K-12 staff (e.g., superintendents, principals,
teachers) in Institute curriculum planning

o

o

o

e) Develop curriculum aligned with other
courses/standards (e.g., degree or certification
requirements, district standards, national, state and local
mathematics and science reform attempts)

o

o

o

f) Enlist expert individuals external to the MSP
management to act as an advisory committee (e.g., assist
in evaluation/oversight of the project, review Institute
curricula)

o

o

o

g) Establish a team-oriented approach for recruiting
teacher leader participants (e.g., selecting at least two
teachers per district or per geographic region)

o

o

o

h) Recruit teachers who participated in previous
teacher improvement programs sponsored by the
partner IHE(s)

o

o

o

o

o

o

i) Conduct district/school/teacher recruiting activities
(e.g., hold meetings with chairs/department
heads/administrators at K-12 schools, attend mathematics
or science conferences for K-12 teachers, establish
communication with programs that employ highly
motivated teachers in mathematics and science)

11

Institute Planning and Development
Activities

Activity in place during the [INSERT SCHOOL YEAR] school
year?
No, but activity is
under
Yes
No
consideration for
future year

k) Establish a selection committee composed of
members of the Institute management structure to
make the final participant selections

o

o

o

l) Establish a priority for selecting teachers from lowperforming schools or classes and those with significant
numbers of under-represented populations

o

o

o

m) Establish a priority for selecting teachers with
professional accreditations (e.g., National Board Certified
teachers)

o

o

o

n) Other (specify): ____________________________

o

o

o

o) Other (specify): ____________________________

o

o

o

p) Other (specify): ____________________________

o

o

o

q) Other (specify): ____________________________

o

o

o

r) Other (specify): ____________________________

o

o

o

12

2. Complete the following items for the activity selected:
NOTE - This is intended to be a general description which presents the overall approach and intended outcome
of the activity. Follow-up questions will ask for specific work on this activity during the [INSERT SCHOOL
YEAR] school year.
1. Provide a brief description (i.e., 250 words or less) about the purpose, scope and intensity of the
activity.
______________________________________________________________________________________
______________________________________________________________________________________
_______________________________________________________________________
2. What steps were taken to design and/or implement this activity during the [INSERT SCHOOL
YEAR] school year?
______________________________________________________________________________________
______________________________________________________________________________________
_______________________________________________________________________
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): _____________________________________________________________

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Information about Professional Development Activities
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.
In completing this section, you will be asked to review a list of activities associated with professional
development that your Institute may have undertaken. After indicating which activities you have undertaken, you
will be asked to provide additional information for each activity on the list that your project was developing or
delivering previous school year.

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1. Using the table below, identify the professional development activities of your MSP between September [INSERT
YEAR START] and August [INSERT YEAR END].

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

Summer Institute Activities
Yes

No, but activity is
under
consideration for
future year

No

a) Conduct courses with K-12 teachers that increase
mathematical or science content knowledge

o

o

o

b) Conduct courses with K-12 teachers that increase
pedagogical knowledge (e.g., cognitive science and its
impact on instruction)

o

o

o

c) Conduct targeted courses with K-12 teachers on
mathematical or science content knowledge or
pedagogical skills (e.g., conduct a course that is
specifically linked to the curriculum/text used at partner
schools)

o

o

o

d) Conduct courses with K-12 teachers that improve
leadership skills and strategies

o

o

o

e) Conduct courses with K-12 teachers that increase
abilities to develop new and challenging curriculum
materials

o

o

o

f) Conduct courses with K-12 teachers that increase
understanding of how to use technology for course
content innovation (e.g., mathematical modeling; online
science experiments; access to digital images on online
libraries)

o

o

o

g) Conduct courses with K-12 teachers that increase
their ability to use assessment data to inform their
teaching

o

o

o

h) Conduct courses with K-12 teachers that increase
their ability to use research to inform their teaching

o

o

o

i) Conduct courses for school administrators (e.g.,
sessions to increase knowledge of effective classroom
observation, professional development for teachers, or
supporting teacher leaders)

o

o

o

j) Provide opportunities for participants to earn a
master’s, other advanced degree/certification, or
graduate credits upon completion of the Institute

o

o

o

k) Provide seminars by and access to content experts,
practitioners, and leading researchers in math and/or
science during the summer institute

o

o

o

m) Provide courses that include instruction by fellow K12 teachers

o

o

o

n) Involve graduate students in Institute course
instruction

o

o

o

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

Summer Institute Activities
Yes
o) Provide enrichment activities during summer
Institute (e.g., seminars, visiting lecturers, classroom
visits)

No, but activity is
under
consideration for
future year

No

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

u) Other (specify): ____________________________

o

o

o

v) Other (specify): ____________________________

o

o

o

q) Other (specify): ____________________________

o

o

o

x) Other (specify): ____________________________

o

o

o

p) Provide an opportunity for teachers to take on
organizational and leadership roles in summer
institutes
q) Provide opportunities for participants to get handson experiences during the summer Institute (e.g.,
classroom visitations, opportunities to experiment with
their newly learned materials during the summer institute
on actual teachers and students)
r) Require teachers to complete an evidence-based
project, using knowledge from the institutes in their
own classrooms
s) Provide opportunities during the summer Institute
for teachers and administrators to meet together (with
or without university faculty) and discuss strategies for
school-based leadership and develop a plan for how
teacher leaders will impact teachers at their school
t) Provide curriculum resources to teacher participants
during the institute (e.g., technology, print, audio-visual,
laboratory)

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2.

Using the table below, identify the professional development activities of your MSP between September
[INSERT YEAR START] and August [INSERT YEAR END].

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

Academic Year Activities
Yes

No, but activity is
under
consideration for
future year

No

a) Conduct workshops/courses with K-12 teachers that
increase content and/or pedagogical knowledge (e.g.,
conduct a workshop on cognitive science and its impact on
instruction)

o

o

o

b) Conduct targeted workshops/courses with K-12
teachers (e.g., a workshop specifically linked to the
curriculum/text used at partner schools)

o

o

o

c) Conduct workshops/courses with K-12 teachers on
utilizing technology for course content innovation (e.g.,
mathematical modeling; online science experiments; access
to digital images on online libraries)

o

o

o

d) Organize and/or provide site-specific
workshops/courses relevant for partner K-12 school
districts (e.g., rural education workshop, inner-city
workshop)

o

o

o

e) Conduct courses with K-12 teachers that increase
their ability to use assessment data to inform their
teaching

o

o

o

f) Conduct courses with K-12 teachers that increase
their ability to use research to inform their teaching

o

o

o

g) Facilitate online workshops and/or courses during
the academic year for institute participants

o

o

o

h) Establish/Provide adjunct positions for K-12 teacher
leaders at the partner IHEs

o

o

o

i 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)

o

o

o

j) Provide pre-service professional development
opportunities

o

o

o

k) Provide curriculum resources to teacher participants
after completion of the institute (e.g., technology, print,
audio-visual, laboratory)

o

o

o

l) Establish/provide STEM in-person or online learning
communities/study groups (e.g., lesson study groups;
discipline dialogues)

o

o

o

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Academic Year Activities

Activity in place during the [INSERT SCHOOL YEAR] school
year?
No, but activity is
under
Yes
No
consideration for
future year

o) Provide access to a network of regional professional
development groups made up of IHE faculty members
as well as teachers, where they are able build on the
summer institute activities

o

o

o

p) Establish regular, organized meetings of teacher
leaders within K-12 districts during the academic year

o

o

o

q) Work with K-12 building staff to facilitate the work
of the teacher leaders (e.g., meet with and advise school
principal, mathematics or science specialists)

o

o

o

r) Increase collaborative activities between IHE faculty
and regional school systems to improve K-12
instruction and learning

o

o

o

s) Establish new/modified degree or certification
program at your IHE partners as a result or part of the
Institute (e.g., Mathematics or science specialist
certification; Master of Science Education)

o

o

o

t) Encourage IHE partners to make improvements of
K-12 instruction and learning a core portion of their
departmental responsibilities

o

o

o

u) Other (specify): ____________________________

o

o

o

v) Other (specify): ____________________________

o

o

o

q) Other (specify): ____________________________

o

o

o

x) Other (specify): ____________________________

o

o

o

18

Summer Institute Activities
3. Complete the following items for each professional development activity you selected: Conduct courses
with K-12 teachers that increase mathematical or science content knowledge
1. Provide a brief description (i.e., 250 words or less) about the purpose, scope and intensity of the
activity.

NOTE - This is intended to be a general description which presents the overall approach and
intended outcome of the activity. Follow-up questions will ask for specific work on this activity
during the summer institute.
2. What steps were taken to design and/or implement this activity during the summer institute?

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 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 summer institute?(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): ______________________________________________________________

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19

Academic Year Activities
4. Complete the following items for each professional development activity you selected:
Conduct workshops/courses with K-12 teachers that increase content and/or pedagogical
knowledge (e.g., conduct a workshop on cognitive science and its impact on instruction)
1. Provide a brief description (i.e., 250 words or less) about the purpose, scope and
intensity of the activity.
NOTE - This is intended to be a general description which presents the overall approach and
intended outcome of the activity. Follow-up questions will ask for specific work on this activity
during the [INSERT SCHOOL YEAR] school year.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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 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.


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












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): ______________________________________________________
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School-level Information
This section obtains information on each K-12 school that currently (or previously) had one or more
teachers or other personnel enrolled in your MSP Institute.

1. School Name:
2.
3.

NCES School ID: 1

School Level: (check the one that best applies to this school)
 Elementary
 Middle
 High
 Ungraded
 Other (specify): ______________________
4.










Pre-K
K
1
2
3
4
5
6









Grade Levels at this school: (check all that apply)
7
8
9
10
11
12
Other (specify): ______________________

5. Were teachers from this school enrolled in your MSP during the [INSERT SCHOOL YEAR]?
 Yes
 No—School closed
 No—Other reasons

6. Provide the following information about the TOTAL number of teachers who teach [math/ science] in
[INSERT NAME OF SCHOOL] during the [INSERT SCHOOL YEAR]:
1

Online system will provide link to: http://nces.ed.gov/ccd/schoolsearch/

21

Enter an “X” in ALL cells where information is currently not available. Only enter “0” when it is the actual number that
you wish to report (e.g., to report that there are no Asian math teachers at this school.)
[Math/Science] 2
Teachers 3
Total
Gender
Male
Female
Not Reported
Race/Ethnicity 4
Race Not Reported 5
American Indian or Alaska Native
Asian
Hispanic
or Latino

Black or African American
Native Hawaiian or Other Pacific Islander
White
More than One Race Reported
SUB-TOTAL: Hispanic or Latino
American Indian or Alaska Native

NOT
Hispanic or Latino
OR
Ethnicity
NOT
Reported 6

Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
More than One Race Reported
SUB-TOTAL: Non-Hispanic or Latino

Neither Race nor Ethnicity Reported 7

Students participating in the National School Lunch Program 8

2

Display “Math” for projects with a math focus and “Science” for projects with a science focus.

3

For elementary schools (and some middle schools), this includes regular classroom teachers who teach math/science and/or a variety of other subjects. It
can also include math/science resource teachers and special education teachers. Do not include specialized teachers (e.g., art, music, physical education)
who do not teach math or science as part of their regular assignments.
4
Ethnicity: Use the 'Hispanic or Latino - Race Not Reported' category to provide information about Hispanic or Latino individuals for whom race is not
reported or unknown. Use the 'NOT Hispanic or Latino OR Ethnicity NOT Reported' categories to provide race information for those individuals (1) who
are not Hispanic or Latino, or (2) for whom ethnicity is not reported or unknown. Use 'Neither Race nor Ethnicity Reported' for those teachers for whom
both race and ethnicity are unknown.
Race: American Indian or Alaska Native: A person having origins in any of the original peoples of North and South America (including Central
America), and who maintains tribal affiliation or community attachment. Asian: A person having origins in any of the original peoples of the Far East,
Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands,
Thailand, and Vietnam. Black or African American: A person having origins in any of the black racial groups of Africa. Native Hawaiian or Other
Pacific Islander: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific islands. White: A person having
origins in any of the original peoples of Europe, the Middle East, or North Africa.
5

Use “Race Not Reported” to provide information about Hispanic or Latino teachers for whom race is not reported or unknown.

6

Use “NOT Hispanic or Latino OR Ethnicity NOT Reported” to provide race information for those teachers (1) who are not Hispanic or
Latino, or (2) for whom ethnicity is not reported or unknown.
7

Use “Neither Race nor Ethnicity Reported” for those teachers for whom both race and ethnicity are unknown.

8

Students receiving free or reduced price lunch.

22

Special Education Students
Limited English Proficiency Students

7.

Provide the following information about the total number of students that were enrolled in [INSERT NAME
OF SCHOOL] during the [INSERT SCHOOL YEAR]:
Enter an “X” in all cells where information is not currently available. Only enter “0” when it is the actual number that you wish
to report (e.g., to report that there are no American Indian or Alaska Native students at this school.)

23

NOTE - Provide information about all students in the school-regardless of whether those students or their teachers participated
in the MSP Institute during the previous school year.
Total Number of Students

(at the beginning of the [INSERT SCHOOL YEAR] school year)

Total
Gender
Male
Female
Not Reported
Race/Ethnicity
Race Not Reported

9

American Indian or Alaska Native
Asian
Hispanic
or Latino

Black or African American
Native Hawaiian or Other Pacific Islander
White
More than One Race Reported
(auto total)

SUB-TOTAL: Hispanic or Latino
NOT
Hispanic or
Latino
OR

American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander

Ethnicity
NOT
Reported 10

White
More than One Race Reported
(auto total)

SUB-TOTAL: Non-Hispanic or Latino

Neither Race nor Ethnicity Reported

11

Students participating in the National School Lunch Program 12
Special Education Students
Limited English Proficiency Students

9

Use “Race Not Reported” to provide information about Hispanic or Latino students for whom race is not reported or unknown.

10

Use “NOT Hispanic or Latino OR Ethnicity NOT Reported” to provide race information for those students (1) who are not Hispanic or Latino, or (2)
for whom ethnicity is not reported or unknown.
11

Use “Neither Race nor Ethnicity Reported” for those students for whom both race and ethnicity are unknown.

12

Students receiving free or reduced price lunch.

24