Professional Documents
Culture Documents
Annual Report
Building a 21st century workforce by inspiring and nurturing excellence
in mathematics and science for all Michigan schools, students, teachers,
and communities.
Prepared by
Science and Mathematics Program Improvement (SAMPI)
Western Michigan University
Supported by
For more information about the Michigan Mathematics and Science Centers Network, contact:
www.mimathandscience.org
For more information about this report, contact:
Kristin Everett
Crystal Stein
Mark Jenness
Whats Inside?
Highlights of 2013-14.................................................................................................................... 5
Statewide Projects......................................................................................................................... 6
Value of Statewide Projects.....................................................................................................6
PRIME Highlights........................................................................................................................7
SaM Year 4 Major Accomplishments.................................................................................8
Intel Math MSP Highlights...................................................................................................... 10
Progress Toward Accomplishing MMSCN Master Plan Goals.......................................... 12
Focus Area 1: Career-and College-Ready Students........................................................12
Focus Area 2: Facilitate the Development of Michigan STEM Partnership...........14
Innovative Student Programs................................................................................................... 16
Priority Schools............................................................................................................................ 18
Professional Learning.................................................................................................................20
Student Services..........................................................................................................................22
Leadership..................................................................................................................................... 25
Curriculum Support....................................................................................................................26
Community and Parent Engagement...................................................................................... 27
Resource Clearinghouse............................................................................................................. 28
Leveraged Resources..................................................................................................................30
Appendix ....................................................................................................................................... 31
Meeting State and National Goals....................................................................................... 31
Highlights of Annual Pre/Post Teacher and
Student Participant Assessment Data.............................................................................. 32
Table 1: Professional Learning Participants....................................................................33
Table 2: Professional Learning Activities........................................................................ 34
Table 3: Student Services Activities...................................................................................35
Table 4: Fifteen Year Summary DataTEACHERS....................................................... 36
Table 5: Fifteen Year Summary DataSTUDENTS....................................................... 37
Directory of M/S Centers............................................................................................................ 38
26
Years of Service to
Michigan Schools
In the 26 years of its existence, the Network has provided programs and services
to teachers, students, schools, and communities across Michigan. The
Mathematics and Science Centers Program was created by legislation
in 1988, providing grant funds to establish Centers in cooperation
with local and intermediate school districts and higher
education institutions. Today, all school districts across
Michigan have access in their region to one of 33 M/S
Centers.
10,582 teachers and other educators participated in programs, including: 143 individuals teaching pre-K, 4,378
teaching elementary, 1,762 teaching middle/jr. high, 2,015 teaching high school, 1,030 teaching mixed grade levels,
and 1,254 identified as others (administrators, parapros, etc.).
2,235 professional learning (PL) programs were offered: 1,139 in math, 746 in science, 56 in technology, 47 in
engineering, and 247 in other topics.
A total of 12,301 hours of PL were provided; 31,274 total PL enrollments.
77,367 students participated in Center programs: 239 pre-K, 47,021 elementary, 10,916 elementary and middle/
jr. high, 5,261 middle/jr. high, 6,805 middle/jr. high and high school, 4,364 high school, and 2,761 from mixed grade
levels (some students may have attended multiple programs).
Over the past 15 years, 33,551 PL programs were offered; total enrollment in 15 years was 493,715 (many teachers
participated multiple years in multiple programs).
In the same 15 year period, 2,748,811 students were served directly by Centers (some students were served
multiple years in more than one program).
Five Centers provided innovative outreach and accelerated high school programs to meet student needs in their
service areas. These highly motivating math and science programs are not otherwise available to schools.
Centers targeted Priority Schools, providing intensive assistance including: classroom-level professional learning,
classroom observations to identify areas of need, modeling science lessons, targeted small group PL, content
integration advice, assessment assistance, achievement gap analysis, and resource acquisition.
PRIME & PRIME Plus: Recipient of the 2013 Best of the Best by the Michigan Association of School Boards,
PRIME was designated as Exemplary in its use of research by the US Office of Education (USOE). At the 2014
MSP National Conference in Washington, DC, the Assistant Secretary of Education selected and highlighted PRIME
as one of two programs out of the 455 currently funded projects. As a result, the PRIME leadership was one of three
projects selected to participate in the Design Based Implementation Research (DBIR) pilot project sponsored by
USOE. More information on this statewide effort can be found on page 7 of this report.
In the final year of programming, SaM3 served 90 middle and high school mathematics and science teachers
through a special statewide professional learning initiative. Nineteen (19) math and science teachers benefited from
three years of intensive, sustained professional learning. More information on this statewide project can be found on
pages 8-9 of this report.
Michigan Mathematics and Science Centers Network 2013-2014 Annual Report
Value
SaM3
n 2014, PRIME was designated as Exemplary in its use of research by the US Office of Education (USOE). In her
plenary speech at the 2014 MSP National Conference in Washington, DC, the Assistant Secretary of Education
selected PRIME as one of two programs she highlighted out of the 455 currently funded projects. Because of this
recognition, the PRIME leadership was one of three projects selected to participate in the Design Based Implementation
Research (DBIR) pilot project sponsored by USOE.
RIME is an intense professional learning program that builds algebra content with pedagogical knowledge of
middle and high school teachers to ensure that mathematics classroom instruction meets the learning needs of all
students. In 2013-2014, twelve Mathematics and Science Centers at fourteen sites across the state served more
than 627 middle and high school mathematics teachers through a consortium of partners: Wayne RESAs Mathematics
and Science Center (Wayne RESA), the University of Michigan-Dearborn, and the Michigan Mathematics and Science
Centers Network (MMSCN). Fourteen percent of school teams received coaching with classroom visits from their coach
a quarter of a day per month for four months. All teachers had the opportunity to participate in up to five afterschool
meetings during the school year.
The evaluation design included pre/post performance of teachers on the Learning for Mathematics Teaching Scale
(LMT), focus groups conducted at five sites across the state, surveys, and a sample of 44 teachers statewide provided
pre/post classroom videos in a three-year pilot using the Mathematical Quality of Instruction (MQI) Protocol in order
to examine implementation of project strategies in classrooms. Interview data was collected from the video pilot
participants and the project leadership team, including facilitators and site directors.
Project Findings LMT results indicated tremendous growth during the first project year in 2011-2012 which
was augmented with significant gains at six sites in 2013-2014. Self-reported indicators of teacher pedagogical
practices also indicated significant improvement. Findings from the 2013-2014 data indicate for the first time during the
project that effects of coaching were identifiable.
The multi-layered nature of collaboration within PRIME as described by facilitators is evident in the NVivo word tree in
Figure 1. Read the tree by beginning at the left and following through to the right. Collaboration among Mathematics and
Science Centers, within school teams, across districts, and throughout the state through Learnport resulted in human
resource capital building from many perspectives.
both sites benefitted from the
It definintely helped facilitate
PRIME facilitated
Totally helped
network
No hindering, increased
possible revisions to the lessons.
who had shared projects. Through
Figure 1. Graphic tree for the word collaboration as used by PRIME Facilitators
The 2014-2015 overall goal is to continue to support districts in Wayne County and throughout Michigan. A DBIR pilot
using school improvement plans as a vehicle for building local professional development goals aligned with PRIME will
provide a research base for field testing the process in a broad base of schools in 2015-2016.
For more information about PRIME, please contact Libby Pizzo, Wayne RESA M/S Center director, PizzoL@resa.net.
For more information about the evaluation of PRIME, please contact Dr. Frederica Frost, Center for Evaluation
Research, FrostF@resa.net.
Michigan Mathematics and Science Centers Network 2013-2014 Annual Report
STATEWIDE PROJECT
Accomplishments
of SaM3Year 4
he goals of the 2010-2014 MMSCN and MDE four-year Science and Mathematics
Misconceptions Management (SaM3) grant program were to increase the content
and pedagogy knowledge of 7th-12th grade mathematics and science teachers and to
increase teacher awareness of student misconceptions of content in the two disciplines.
The program focused on the provision of professional learning (PL) to two groups of
teachers in the statewide SaM3 Program:
A core group of teachers providing instruction in schools designated by the MDE
as Persistently Lowest Achieving Schools in Michigan participated as Long Term
Schools over the four year grant period, (Cohort 1). Long-Term School teacher
teams in Cohort 1 met each summer for a one-day summer conference to share their
year of learning and plan for the next year of Professional Learning Communities
(PLC).
Teacher teams from schools that identified a need to reform math and science
instruction in their School Improvement Plans received one year of state SaM3 PL
and PLCs (Cohort 2 and Cohort 3).
Over the course of the four-year grant cycle, each of 33 Michigan Mathematics and Science
Centers had the opportunity to send a teacher team of 6 math and 6 science teachers in
grades 7-12 to the statewide SaM3 professional learning program. These teacher teams
participated in a five-day SaM3 Summer Institute and in six full-day PLCs in their home
school district, during the school year, with targeted outcomes of:
Increased core content knowledge, with an instructional context of Fractions (math)
and Energy (science) across the disciplines
Increased core content knowledge, with instructional contexts of Formative
Assessment and Models in Mathematics and Science, for Cohort 1 teachers during
2012-13 and 2013-14 (Long Term Schools)
Increased understanding of content knowledge and student misconceptions in the
teachers content area
Implementation of strategies to student misconceptions and teach for understanding
Development of usable lesson plans to address student misconceptions in their
classroom
Ability to analyze student work for understanding
Consistent and timely feedback on instruction and student understanding
STATEWIDE PROJECT
ichigan Mathematics and Science Partnerships. The Michigan Mathematics and Science Centers Network
has collaborated with institutions of higher education and other partners to implement Michigan Mathematics
and Science Partnership (MSP) projects over the past several years. Nearly all Centers (91%) have
participated in one or more MSPs. Several Centers are currently involved in these partnerships and more have been
proposed to the Michigan Department of Education. The Michigan MSP grant program requires active participation of
one or more Centers in a project.
Two Math Partnerships focused on the Intel Math Program. The Greater Proficiency in Mathematics II (GPMII) was an MSP grant that supported the development of a deeper understanding of mathematical concepts among
elementary and middle school teachers across the Upper Peninsula. The primary components of the program were:
(1) the implementation of content specific workshops in partnership with the Intel Math program and (2) the
Mathematics Learning Communities pro-gram, a companion program to Intel Math. Supporting the Implementation
of Intel Math II (SI2M-II) MSP grant supported the development of a deeper understanding of mathematics content
and pedagogy among elementary and middle school teachers around Saginaw Valley State University and across the
Lower Peninsula.
For more information about the external evaluation of the GPM-II and SI2M-II Intel Math programs, please contact
Dr. Robert Ruhf at robert.ruhf@wmich.edu or 269-387-5390.
10
11
20132014
A five-year MMSCN Master Plan (2013-2017) guides programs and services. Below are highlights of accomplishments
for 2013-2014 related to the plans two focus areas.
12
13
20132014
14
15
Innovative
Student Programs
n Centers across the Network, students have opportunities to learn and work in unusual environments; sample
Science, Technology, Engineering, and Mathematics (STEM) careers; and engage in real-world research with
practicing scientists and other professionals. Often partnering with business and industry, government agencies,
non-profit organizations, and individuals, programs are designed to motivate ALL students to pursue STEM subjects
in elementary, middle, and high school, as well as in college and adult careers. Interesting and exciting opportunities
made available through M/S Centers, and not usually available in their home schools and districts, open new worlds to
these students.
16
any Centers provide innovative outreach programming using local resources to provide opportunities and to
meet needs of schools, teachers, and students in their service areas. These highly motivating programs are not
otherwise available to schools. Innovative instructional practices are used to engage ALL students. Below are a
few examples of unique programming provided by Centers.
St. Clair RESA, its Math/Science Center, and its partners continued to participate in the Michigan College Access
Network through the program KnowHow2Go (KH2Go). KH2Go is a broad county collaborative aimed at helping
increase the number of district graduates that continue their education beyond high school. KH2Go staff are assigned
to the lowest achieving, high needs high schools. They provide parents and students with information to navigate the
path to higher education using existing resources. Four hundred sixteen (416) students attended sessions designed
to help them score higher on the ACT tests, helping to close the achievement gaps in the ACT topics which include
math, science, and reading. In total, one hundred thirty-nine (139) events were held with a total of 5,930 students, 894
parents and 216 educators attending.
The SVSU Regional Math/Science Center provided enrichment experiences for students to increase their interest
in mathematics and science through Science and Mathematics Extravaganza for Kids (SMEKplus) programs. Grades
2-8 students from throughout the service area of Arenac, Bay, Midland, Saginaw, and Tuscola counties participated in
SMEKplus activities this year. A number of participants were from Thompson Middle School (Saginaw Public School
District), a 2010 Priority School.
17
Focus
on Priority Schools
s Priority Schools are identified by the Michigan Department of Education, individual Centers make programs
and services available to help improve teaching and learning of science and mathematics at these schools. The
33 Centers regularly invite all Priority Schools along with other schools in their service areas to participate in
staff professional learning, student programming, curriculum support activities, and instructional resource distribution.
Print, electronic, and personal invitations are extended to schools and teachers throughout each school year. Centers
customize services for specific Priority Schools as financial resources become available.
This year, the Livingston and Washtenaw Math/Science Centers worked with not just one school, but rather with the
Ypsilanti Community Schools district. The Center provided curriculum development support around K-12 mathematics,
recruited teachers from this district to participate in the CEIM Intel program (Pre K-8), and is focusing on this district for
the STEM Early College Expansion Project (SECEP) i3 grant work (9-12+). These programs provide a full range of
Pre K-12+ supports for the schools in this district. The impact of this work will be measured over the coming years. For
now, the Center intends to follow through with Math Learning Communities that will meet once per month, as well as
regular curriculum meetings with teacher leaders across the district. Through the SECEP program, the Center will be
working on organizing professional learning opportunities and coaching for teachers.
Nine (9) Muskegon/Newaygo County districts in the Muskegon Area ISD Math/Science Center service area sent
teams of mathematics and special education teachers to Enhancing Mathematics Instruction for Students with Learning
Difficulties: Algebraic Expression and Equations. The course, developed with funding from the National Science
Foundation, was designed for educators to explore a variety of ways to approach math problems, align accessibility
strategies with math goals and students needs and collaborate with colleagues around supporting student learning.
Teachers applied a Universal Design for Learning framework to develop lessons using research based accessibility
strategies.
Northwoods Mathematics, Science, and Technology Center took an active role by supporting the Priority School
in its service area. Staff has worked on the creation of the redesign plan, provided professional learning opportunities,
and contributed leadership guidance to all staff. Northwoods continues to find creative ways to support all stakeholders
and guide to increased student understanding and achievement. Although early in the process, this Center is working to
identify ways to close the achievement gap.
18
35
157
205
1,440
3,005
Teachers in
Priority Schools received professional learning programming in the 20132014 school year, in addition to teachers in Priority AND non-Priority Schools. They have received more activity hours
and more total contact hours than in previous years. This has been accomplished despite continued reduced
Network funding.
19
Professional Learning
Mathematics and Science Centers Network Goal:
Provide professional learning for STEM educators that assists them in providing curriculum and
instruction aligned to the current standards.
2,235
10,582
31,274
20
21
Student Services
Michigan Department
of Education Goal:
U.S. Department of
Education Goal:
Educators in schools/districts
acquire or enhance the knowledge,
skills, attitudes, and beliefs
necessary to create high levels of
learning for all students
Mathematics and
Science Centers
Network Goal:
To improve and enhance
STEM literacy
Active recruitment of underrepresented students for accelerated and special programs, including
summer camps.
Conferences for middle school girls focused on math, science and/or engineering.
M/S Centers provide strategies for teachers to work with special needs students, such as
differentiated instruction, Universal Design for Learning, and methods for teaching, writing and
literacy.
M/S Centers identify Priority Schools for targeted programming, such as summer courses and
special mathematics and science opportunities that support and enhance classroom work.
Whenever possible, programs are offered to students at no (or low) cost.
Five Centers in collaboration with local districts provide advanced mathematics and science
courses through half-day accelerated high school programs. Recruitment of minorities is a high
priority. See page 24 for reported outcomes of these programs.
Centers save Michigan families money by providing Advanced Placement courses and dual
enrollment opportunities with local colleges.
Cuts to Student
Programming
22
The Berrien County Math/Science Center joined forces with a home-school based FIRST Robotics team to
take advantage of funds available through the state of Michigan. This opportunity benefited both partners; Center
students who did not have this opportunity at their home high schools were able to join an established team and
learn from their experiences. In addition, the existing team was invigorated by a new set of enthusiastic students.
This combined team did well in competitions and looks to improve next year.
In addition to the STARLab lesson which varies by age-level over the course of a day, Central Michigan SMT
Centers presenter facilitated discussions about topics a STEM student studies; jobs for students who finish a
STEM program, etc. The Center put together very detailed and comprehensive brochures with specific numbers
about the kinds of jobs available in specified communities at that moment in time.
Dickinson-Iron-Menominee MST Center hosted Bridging the STEM Experience at Bay College West Campus
for over 400 area 6th grade students in the fall of 2013. The goal of the program was to increase awareness of the
numerous local career opportunities in STEM fields. Students and teachers had the opportunity to explore STEM
careers available in the region including engineering, transportation, robotics, forestry, conservation, and science
education.
The Lapeer County Mathematics and Science Center in conjunction with Zonta Club of Lapeer Area hosted its 3rd
Annual Girls STEM Conference. There were 60 young females in grades 6th and 7th who participated in the program.
The goals of the conference were to assist the participants to become aware of college and career opportunities
made available by pursuing challenging science, technology, engineering, and math endeavors. The Center
provided education on the increased importance for enrolling in and completing a comprehensive high school
academic program in engineering, math, science and/or technology. The conference allowed participants to interact
with female role models working in a variety of interesting fields where these areas are prerequisites.
The Macomb ISD Math/Science Center held its 9th consecutive Middle School STEM Career Symposium. This
symposium was again a huge success and drew nearly 350 middle school students. Students were arranged by
interest and given time to interact with professional women from over 20 careers in math and science. Each student
was scheduled into four sessions that included information on required schooling, work culture and opportunities to
engage in the materials and tools of each career.
24
Leadership
Statewide Initiatives
Network Leadership
Activities
NGSX Workshops
Centers have been collaborating with Michigan universities and colleges to develop
professional learning workshops, seminars, and courses for teachers, developing
instructional units, and providing summer institutes for both students and teachers.
Universities and Colleges involved have included:
Adrian College
Albion College
Alma College
Andrews University
Baker College
Bay College
Central Michigan University
Eastern Michigan University
Ferris State University
Grand Valley State University
Hope College
Jackson Community College
Kalamazoo College
Kalamazoo Valley Community College
Kellogg Community College
Kettering University
Lake Michigan College
Lake Superior State University
Lawrence Technological University
Macomb Community College
Madonna University
Mid-Michigan Community College
Michigan State University
Michigan Technological University
25
Curriculum
Support
26
27
Resource Clearinghouse
Examples of how Center resources are used to support best practices in
science, technology, engineering and mathematics education
28
29
Leveraged
Resources
evere Funding Cuts: For the eleventh year in a row, the Michigan Mathematics and Science Centers have
experienced a major funding set-back. The reduced foundation grant from the State of Michigan, cut 75% by the
Legislature in the 2002-2003 school year, experienced an additional 25% cut in 2009-10. The Centers are now
operating at 80% reduced funding. Never before has the leverage of funds from other sources been so important.
To compound the problems, grant acquisition has become more challenging with reduced staff and lack of available
matching funds required by many funding agencies. In addition, local school districts have fewer funds available to
support teachers to attend professional learning or support other services of the Centers. Many Centers are only
holding on by a thread. Leveraged resources have prevented several Centers from closing completely.
In the past year, Michigan Mathematics and Science Centers leveraged an additional
$5,998,086 from grants and community contributions.
Intermediate School Districts and Universities contributed approximately $2,431,894
toward salaries and $666,282 toward Centers general funds. A large portion of these
contributed funds represent Title II, Part B funds or payment for general education
services.
30
Appendix
The table below illustrates the correlation of the Michigan Mathematics and
Science Centers Network goals with state and national goals.
Michigan Department of Education
School Improvement Framework
Performance Indicators
Best practice instructional methods are Requiring schools to use researchused to facilitate student learning.
based instructional programs.
31
Teacher
Activities
Student
Activities
32
Position
Participants
Different
No. of
Indiv.
Total
Hours
Males
Females
Admin..
Math
Tchrs.
Combined
Subject
Other
or Unknown*
Pre-K
143
1,947
143
65
78
Elementary
4,378
74,432
479
3,853
87
211
180
3,553
338
Middle/Jr. High
1,762
31,196
469
1,244
53
653
532
110
408
High School
2,015
39,853
809
1,175
43
744
644
30
67
487
Mixed Levels
1,030
17,949
285
731
138
148
123
21
148
452
Other*
1,254
21,862
238
782
22
85
63
61
1,022
Total
10,582
187,238
2,280
7,928
343
1,841
1,542
67
4,004
2,785
Science Tech
Tchrs. Tchrs.
*Other includes persons who are not teachers or administrators, or did not indicate position.
** 3.53% of individuals did not indicate gender.
Teachers averaged 17.7 hours of participation in Center programming during the 2013-14 academic year.
Michigan Mathematics and Science Centers Network 2013-2014 Annual Report
33
Pre-K
Elementary
Math
Science
Technology
Engineering
Other
Total
Events
Hours
Participants*
17
41
62
Events
385
279
36
707
Hours
1,814
1,226
11
14
96
3,160
Participants*
5,213
2,877
43
47
618
8,798
164
41
13
226
987
240
16
33
1,282
3,251
502
79
36
241
4,109
Events
Elementary &
Hours
Middle/Jr. High
Participants*
Events
Middle/Jr. High Hours
Participants*
Events
Middle/Jr. High
Hours
& High School
Participants*
High School
69
64
19
153
704
264
41
1,014
1,159
761
425
2,354
190
69
36
298
1,231
380
140
1,766
3,155
919
19
448
4,549
Events
114
138
11
35
53
351
Hours
650
1,048
72
392
139
2,301
Participants*
959
825
61
353
573
2,771
216
153
34
90
496
1,419
913
136
40
263
2,771
Participants*
3,493
2,419
817
14
1,888
8,631
Events
1,139
746
56
47
247
2,235
Hours
6,806
4,075
242
468
710
12,301
Participants*
17,247
8,344
1,023
467
4,193
31,274
responses)
Total
*Includes duplicate counts (individual participants enrolled in more than one program).
34
Pre-K
Elementary
Math
Science
Technology
Engineering
Other
Total
Events
Hours
15
71
86
Participants
42
197
239
Events
41
306
13
371
Hours
173
1,712
60
30
147
2,121
2,618
42,130
125
1,429
719
47,021
21
84
124
Participants
Events
Elementary &
Hours
Middle/Jr. High
Participants
Events
Middle/Jr. High Hours
Participants
Other Mixed
Levels
Total
923
109
22
211
1,683
8,111
330
39
912
10,916
11
34
38
92
89
220
241
22
254
825
1,575
2,528
149
28
981
5,261
21
40
34
345
137
40
160
715
479
3,543
88
2,500
195
6,805
Events
17
67
12
16
113
Hours
56
624
246
97
1,024
Participants
523
2,878
279
32
652
4,364
Events
16
21
Hours
92
15
45
153
Participants
40
2,184
295
242
2,761
Events
98
534
39
21
76
768
Hours
786
3,986
791
131
913
6,607
6,801
61,571
971
4,323
3,701
77,367
Events
Middle/Jr. High
Hours
& High School
Participants
High School
418
1,524
Participants
For more descriptive information regarding individual Center programming, see individual Center Reports. These
can be obtained by contacting individual Center Directors (see page 38). The Network website also gives additional
information: www.mimathandscience.org.
35
19992000
20002001
20012002
20022003
20032004
20042005
20052006
20062007*
20072008*
2,304
20082009*
2,265
20092010
1,748
20102011
1,868
20112012
1,899
20122013
2,235
20132014
33%
2,036
46%
51%
1,725
42%
36%
3%
1,928
40%
40%
5%
2%
1,705
54%
47%
7%
0%
11%
3,239
36%
35%
6%
0%
14%
3,436
42%
49%
4%
0%
11%
2,765
45%
36%
3%
0%
7%
2,549
45%
40%
6%
1%
7%
Total PL Programs
Offered
41%
41%
5%
1%
11%
10,871 12,301
30%
31%
4%
1%
15%
9,845
27%
41%
7%
1%
9%
23%
36%
15%
0%
9%
11,933
21%
43%
8%
1%
21%
11,109
17%
40%
7%
13%
14%
11,057
Percent PL MathFocused
42%
11%
15%
15%
Percent PL Science
Focused Programs
9%
18%
12%
Percent PL Technology
Focused
19%
11%
43,655 47,210 21,904 51,527 28,540 34,237 26,484 30,271 28,998 35,419 30,838 25,085 28,413 29,860 31,274
Percent PL Integrated
M/S/T and Engineering^
13%
Total PL Enrollments
Percent PL Other
*Total PL activities were positively impacted by a special earmarked allocation from the Michigan Legislature to fund a statewide PL effort.
^ Engineering PL was only recorded by Centers in the 2013-2014 school year.
36
37
20062007
20072008
20082009
20092010
37,893
19,151
1,579
15,983
1,112
17,940
1,119
13,877
960
11,282
1,296
7,683
1,205
62,169
7,358
1,085
20102011
61,720
9,304
1,076
20112012
65,720
6,579
860
20122013
77,367
6,607
768
20132014
However, Math and Science Centers have focused their efforts on providing high quality professional learning to ensure teachers are highly qualified and using
best practices. Due to leveraged grant monies and a special allocation from the Legislature, professional learning programming hours have only been reduced
by 15.5% since 2002-03 despite the 75% cut in core funding. Unfortunately, the number of DIRECT student programming hours since 2002-03 have been
reduced by 94% due to funding cuts. In collaboration with the Michigan Department of Education, the Centers decided to focus their primary efforts on
providing professional learning to improve teacher knowledge, skills, and instructional practices, with the intent of improving student learning.
NOTE: The program data above represent a significant decline in the level of activities offered to teachers and students, the number of programming hours
offered, and the number of enrollments in programs beginning in 2003-2004. This was the year that Centers received a 75% reduction in their base funding from
the Michigan Legislature. This clearly suggests that the reduction has significantly impacted the quantity and accessibility of mathematics and science
programming for Michigans students and teachers.
159,952 109,816
1,252
251,251 263,292 309,716 374,813 239,984 206,906 287,047 160,220 108,875 176,421 103,310
20052006
Outreach
Participants
52,879
5,024
20042005
46,403
6,990
20032004
Outreach
Hours
6,514
20022003
6,763
20012002
Outreach
Sessions
20002001
19992000
School
Year
38
Contact Person
Amy Oliver
aoliver@alleganaesa.org
christensenm@amaesd.org
Mary Lindow
mlindow@bcamsc.org
Kevin Clark
kevin.cark@berrienresa.org
Denise Brady
brady@sresd.org
Janis Voege
voege1jm@cmich.edu
Melissa Hayes
hayesm@coorisd.net
Alycia Meriweather
alycia.meriweather@detroitk12.org
Dickinson-Iron-Menominee M/S/T
Center
Tara Hartman
thartman@diisd.org
Valerie Masuga
vmasuga@eup.k12.mi.us
James Emmerling
jemmerling@geneseeisd.org
Tom Wessels
twessels@tbaisd.org
Judith Falk
falkj@charemisd.org
Hillsdale-Lenawee-Monroe M/S
Center
Pam Bunch
pam.bunch@lisd.us
Scott Whipple
Jennifer Trusock
swhipple@hisd.k12.mi.us
jtrusock@hisd.k12.mi.us
Kristie Morris
kristie.morris@jcisd.org
Michael Tanoff
mtanoff@kamsc.k12.mi.us
Dale Moore
dmoore@lcisd.k12.mi.us
Livingston/Washtenaw M/S
Center
Andrea Pisani
apisani@wash.k12.mi.us
Mike Klein
mklein@misd.net
David Krebs
dkrebs@muskegonisd.org
Manistee, Wexford-Missaukee
M/S Center
Jodi Redman
jredman@wmisd.org
Kathy Surd
ksurd@wsesd.org
Larry Wyn
lwyn@moisd.org
Northwoods M/S/TCenter
Lisa Carley
lcarley@dsisd.k12.mi.us
Dana Gosen
dana.gosen@oakland.k12.mi.us
Karen Meyers
meyersk@gvsu.edu
Tamara Barrientos
tarizola@svsu.edu
Nick Miu
nmiu@sanilac.k12.mi.us
Chris Standerford
cstander@nmu.edu
Jim Licht
licht.jim@sccresa.org
Libby Pizzo
pizzol@resa.net
Shawn Oppliger
shawn@copperisd.org