Math & Science Collaborative. Math & Science Collaborative Spring/Summer

Transcription

1 Math & Science Collaborative Math & Science Collaborative Spring/Summer [ COORDI ] net 2008 Volume Thirteen x Informational Resources for Mathematics and Science Educators in Southwestern Pennsylvania Tuition Subsidies Available for Sixth Year MSC Programming Featured at PA Governor s Institute Summer Classroom Observations for 4th & 5th Year Academies Course Completion Data: How are Regional Schools Performing?

2 SUPPORTERS Alcoa Foundation Allegheny Intermediate Unit The Bayer Foundation Benedum Foundation The Fisher Fund of the Pittsburgh Foundation Giant Eagle The Grable Foundation Henry C. Frick Educational Fund of The Buhl Foundation The Hillman Foundation McDonald s Corporation Mellon Bank Foundation Mid-Atlantic Eisenhower Consortium National Science Foundation Pennsylvania Department of Education Pittsburgh Business Times PNC Bank Foundation PPG Industries Foundation Richard King Mellon Foundation The Vira I. Heinz Endowment Verizon Westinghouse Foundation Published by Math & Science Collaborative Allegheny Intermediate Unit 475 East Waterfront Drive Homestead, PA Phone: Fax: Editorial Committee Nancy Bunt Program Director nancy.bunt@aiu3.net LeeAnne L. Krause Publication and Reports Specialist leeanne.krause@aiu3.net Sam Shaneyfelt K-12 Project Director Ruth Martin Science Project Director Andrea Miller Math Project Director/Coordinator The Coordi-net is published and distributed in partnership with the Pittsburgh Business Times. Photos printed on cover and pages 5 and 7 were taken/provided by Greg Blackman. By working together, we can do better. For more information about the Collaborative, or any of the information in the Coordi-net, please contact us at or visit our web site at Table of Contents Welcome...3 Who We Are and Where You Can Find Us...4 What is the Math & Science Collaborative?...5 Science Teacher Leadership Academies...6 Governor s Institute: Data-Driven Instructional Practices in Reading and Mathematics...11 Mathematics Teacher Leadership Academies...12 Teacher Leadership Academies Years 4&5- The MSC Learning Laboratory...16 Mathematics Materials Academies...17 Lenses on Learning for District Administrators...18 Eyes on Science for District Administrators...19 Increasing Student Success in Math and Science Courses: Findings from the District Profile of Math and Science Indicators...20 Content Short Courses: Summer Synergy Through Student Teachers: An Impossible Dream?...26 Teacher Fellow Program Memo...27 What s New at the MSC Web Site...28 Year Round Professional Development Opportunities at Registering for Continuing Education Through Edu-Link...30 Featured Instructional Materials...31 Resources Listed by Content Area...36 Listing of Contacts by Provider Organization...43 Local and National Conferences...44 School District Point People

3 Welcome! Welcome to the 2008 Spring/Summer of the Math & Science Collaborative Coordi-net! I hope that you will find the resources and information in this publication to be useful and intriguing. The MSC is involved in many exciting events this summer. For example: The MSC s staff has been asked to provide our materials (specifically the Elementary and Secondary Math Teacher Academies and the Lenses on Learning for Administrators) at the Pennsylvania Governor s Institute. For more information on this, see pg. 11. Summer academies are now available for 4th & 5th year teacher leaders. This year s summer academy will take the form of a fishbowl experience called the MSC Learning Laboratory. This will give our teacher leaders an opportunity to observe Lesson Study in action. See page 16. Five Academies are open for another cohort of first year teacher leaders. Early Learners, K-8 Science, Secondary Science, Elementary Math, and Secondary Math are all accepting registration for this summer s academies. Information on these academies and registration forms begin on page 6. The Mathematics Materials Academies (Everyday Math, Investigations, and Connected Math) are now available as summer academies with fewer school year follow-up sessions. If interested, turn to page 17. As you may be aware, the Math & Science Collaborative has been granted a No-Cost Extension on its Math Science Partnership. This means that subsidies will be available for participating districts for an additional year, until summer Please be sure to take the best possible advantage of these resources while they last!! Finally, the District Profile of Math and Science Indicators course completion data has been prepared earlier this year so that it can be shared back in the Coordi-net (spring), instead of the Journal (fall). The reporting on it is also more extensive. See page 20 to read how our high school graduates are doing in completion of higher level math and science courses. I look forward to working together with you this year. Please feel free to contact our staff (see page 4) with any questions and/or visit our web page at for further information about any of our programming. Cordially, Nancy R. Bunt, Ed.D. Program Director 3

4 Who We Are and Where You Can Find Us: MSC/MSP Contact Information MSC Coordinators, Project Directors and Support Staff, Top row, L-R: Michele Burgess, Karen Donnelly, Matt Freedman, Ruth Martin, Barb Lease, Sam Shaneyfelt, LuAnn Malik, Gabriela Rose, Mike Fierle. Bottom row, L-R: Barb Ash, Sandy Fowler, Corinne Murawski, Andrea Miller, Nancy Bunt, Natalie Krall, Kristen Rice, LeeAnne Krause. Nancy Bunt Program Director, Math & Science Collaborative Principal Investigator, Math Science Partnership Barbara Ash Senior Administrative Secretary Michele Burgess Coordinator, Secondary Mathematics Serving IU Karen Donnelly Volunteer Michael Fierle Coordinator, Elementary Mathematics Serving IU 3 michael.fierle@aiu3.net Sandra Fowler Coordinator, Elementary Mathematics sandra.fowler@aiu3.net Matthew Freedman Coordinator, Secondary Mathematics Serving IU 1 and IU 3 matthew.freedman@aiu3.net Natalie Krall Administrative Secretary, Primary Contact for Academy Appointments natalie.krall@aiu3.net LeeAnne Krause Publication and Reports Specialist leeanne.krause@aiu3.net Barbara Lease Coordinator, High School Science Serving IU 1 and IU 3 barbara.lease@aiu3.net LuAnn Malik Coordinator, Secondary Mathematics Serving IU 3 and IU 7 luann.malik@aiu3.net Ruth Martin Science Project Director ruth.martin@aiu3.net Andrea Miller Mathematics Project Director Coordinator, K-12 Mathematics Serving IU 3 andrea.miller@aiu3.net Corinne Murawski Coordinator, Elementary Mathematics Serving IU 27 corinne.murawski@aiu3.net Kristen Rice Coordinator, High School Science Serving IU 3 and IU 27 kristen.rice@aiu3.net Gabriela Rose Coordinator, Secondary Science Serving IU 3 and IU 7 gabriela.rose@aiu3.net Samuel Shaneyfelt K-12 Project Director samuel.shaneyfelt@aiu3.net Math & Science Collaborative 475 East Waterfront Drive Homestead, PA Fax:

5 What is the Math & Science Collaborative? What is the Math & Science Collaborative? It is southwestern Pennsylvania s regional approach to strengthening math and science education for all students by coordinating efforts and focusing resources. The Collaborative was formed in 1994 at a regional congress of stakeholders. They are all the people and organizations who share a stake in the quality of math and science education, including teachers, school administrators, students, parents, school board members, corporations, foundations, universities, museums and interested others. Who makes up the Collaborative? Initially, the Math & Science Collaborative focused only on public schools in the city of Pittsburgh and Allegheny County. It now reaches out to include more than 138 public and non-public schools/districts in Allegheny, Armstrong, Beaver, Butler, Fayette, Greene, Indiana, Lawrence, Mercer, Washington, and Westmoreland counties. There is no charge or formal process for joining the Collaborative, which is led by the Allegheny Intermediate Unit, and supported by federal and state grants and numerous local foundations. In reaching out to educators, the Collaborative invites appointments of a vertical slice of representation from school districts, realizing that change can t happen in schools without the involvement of all levels of administrators and teachers. Today, more than 800 educators have been appointed by their districts to represent their colleagues in the Collaborative communications network. In addition, every school district has one point person who serves as a liaison between the Collaborative and the rest of the district (see index at back of this publication). The Steering Council guides the Collaborative. Newly elected or appointed every fall, Steering Council members represent the broad range of stakeholders in our region educators, universities, corporations, and many more. The MSC/MSP Connection: The Math Science Partnership of Southwest Pennsylvania (MSP) is one of seven comprehensive partnership projects funded by The National Science Foundation (NSF) in 2003, which means it is addressing both science and mathematics in Kindergarten through 12th grade, rather than tackling only a part of that continuum. This project of the Math & Science Collaborative now includes 51 school districts, four institutions of higher education (IHEs), and four regional educational service agencies known as Intermediate Units (IUs). The NSF award supports 45 of the school districts, and a Math Science Partnership award from the Pennsylvania Department of Education (PDE) supports an additional six. The MSP is managed by the Allegheny Intermediate Unit (AIU), the central IU representing also the greatest density of school districts in the region. The region includes the urban periphery of 5 the City of Pittsburgh, smaller urban areas, suburbs, and rural areas. Total enrollment in the MSP school districts is approximately 114,000 students, with approximately 3,800 teachers who teach math or science topics. The Math Science Partnership seeks to improve student learning in mathematics and science. The program has three specific goals: provide a challenging curriculum for every student; increase and sustain the number, quality, and diversity of teachers of mathematics and science from kindergarten to grade 12 (K-12) through professional development; contribute to the national capacity to engage in large-scale reform through participation in a network of researchers and practitioners. However, the Math Science Partnership program is notable in its requirement that higher education be included as a partner, playing a critical role in the K-12 education reform. The Southwest Pennsylvania MSP involves Carlow University, Chatham University, Robert Morris University and Saint Vincent College as core partners.

6 Science Teacher Leadership Academies Science Teacher Leadership Academies provide professional development for teacher leaders to support the building of professional learning communities within local school districts. District-appointed teacher leaders obtain content-based leadership skills and inquiry based methods to guide collegial professional development in their districts using a variety of research-based tools. The academies are staffed by the Math & Science Collaborative Coordinators and faculty from partner Institutions of Higher Education. A common goal of these academies is to increase the science and pedagogical content knowledge of teachers. The content of the science academies will include: 1. Deepening understanding of overarching concepts of science through examining student learning, 2. Analyzing student achievement data focusing on root cause, 3. Using the K-12 Science Curriculum Framework to understand and implement curricular coherence, 4. Exploring overarching science concepts as featured in the PA science standards, 5. Using Curriculum Topic Study to better access and understand research, 6. Investigating instructional strategies that assist all students in learning, such as differentiated instruction, formative assessment, and cooperative learning, 7. Building Professional Learning Communities. Registration: Registration forms follow for year 1 academies. Registration for years 2-5 is handled at the current academy sessions. All Academies run 8:30 a.m. to 4:00 p.m. Early Learners K-2 Math and Science TLA, Year 1 Participants will explore the interconnected concepts of mathematics and science, share and discuss students work to gain insight into their solution strategies, and explore what student work looks like when students demonstrate deep conceptual understanding of math and science. Measuring Space in One, Two, and Three Dimension, is the professional development program used to help teachers connect math and science concepts through classification schemes and inquiry-based investigations. June 23-26, 2008 at Chatham University K-8 Science TLA, Year 1 Teacher leaders will develop a deeper understanding of inquiry-based science through the application of the 5 Essential Features of Inquiry (5-E Model) and research on How People Learn. Participants will learn to incorporate abilities and understandings of inquiry into instructional strategies, utilize 5E inquiry lesson planning cycle to construct new lessons and adapt existing lessons, and apply research on How People Learn to address students previous knowledge, provide conceptual coherence and support metacognitive skills. July 8-11, 2008 at Chatham University Secondary Science, Year 1 Teachers will apply tools developed by the SciCenter at BSCS to gain pedagogical content knowledge through an immersion into inquiry and to build district capacity through effective leadership practices. Participants will investigate the role and form of Science as Inquiry in content-strand specific investigations, explore the Five Essential Features of Inquiry through lesson analysis, explore how building conceptual coherence supports student learning, and examine the essential characteristics of the change process and develop strategies for building Professional Learning Communities in the district. July 14-17, 2008 at Chatham University 6

7 Science/Math Teacher Leadership Academies, Year 3 The Year 3 academies focus on facilitating Lesson Study in the district as a professional development activity that sustains professional learning communities. June 18-20, 2008 June 18-20, 2008 June 25-27, 2008 July 8-10, 2008 July 8-10, 2008 July 22-24, 2008 July 28-30, 2008 July 29-31, 2008 at Allegheny Intermediate Unit at Robert Morris University at Allegheny Intermediate Unit at Saint Vincent College at Robert Morris University at Saint Vincent College at Carlow University at Chatham University Quarterly Academies for Teacher Leaders: High School Science, Years 4-5 Teacher leaders who have completed Academy years 1, 2, and 3 will participate in a quarterly academy designed for teacher leaders. The experience will begin with 3-day summer experience with the Learning Laboratory (see article on page 16), then continue with 4 school-year follow up sessions. The summer dates for the Learning Laboratory are as follows. Information on location TBA. June 16-18, 2008 June 23-25,

8 REGISTRATION FORM K-8 Science Teacher Leadership Academy, Year 1 School District and Building: Administrator: Position: Telephone: Teacher 1 Home Address Teacher 2 Home Address Home Phone Home Phone Home Home Grade(s) taught: Grade(s) taught: LOCATION Chatham University Summer July 8-11, 2008 School Year Follow-up Sessions TBA Academies will filled on a first-come first-serve basis. To register for Year 1 of the K-8 Science Teacher Leadership Academy, please complete the registration form and return by mail or fax by May 18, 2008 to: Math & Science Collaborative at the Allegheny Intermediate Unit 475 East Waterfront Drive Homestead, PA Phone: (412) Fax: (412) Web: 8

9 REGISTRATION FORM Secondary Science Teacher Leadership Academy, Year 1 School District and Building: Administrator: Position: Telephone: Teacher 1 Home Address Teacher 2 Home Address Home Phone Home Phone Home Home Grade(s) taught: Grade(s) taught: LOCATION Chatham University Summer July 13-18, 2008 School Year Follow-up Sessions TBA Academies will filled on a first-come first-serve basis. To register for Year 1 of the Secondary Science Teacher Leadership Academy, please complete the registration form and return by mail or fax by May 18, 2008 to: Math & Science Collaborative at the Allegheny Intermediate Unit 475 East Waterfront Drive Homestead, PA Phone: (412) Fax: (412) Web: 9

10 REGISTRATION FORM Early Learners K-2 Mathematics & Science Teacher Leadership Academy, Year 1 School District and Building: Administrator: Position: Telephone: Teacher 1 Home Address Teacher 2 Home Address Home Phone Home Phone Home Home Grade(s) taught: Grade(s) taught: LOCATION Chatham University Summer June 23-26, 2008 School Year Follow-up Sessions TBA Academies will filled on a first-come first-serve basis. To register for Year 1 of the Early Learners K-2 Math & Science Teacher Leadership Academy, please complete the registration form and return by mail or fax by May 18, 2008 to: Math & Science Collaborative at the Allegheny Intermediate Unit 475 East Waterfront Drive Homestead, PA Phone: (412) Fax: (412) Web: 10

11 Governor s Institute: Data-Driven Instructional Practices in Reading and Mathematics The research-based professional development materials and tools used in Teacher Leadership Academies (TLAs) and Lenses on Learning for Administrators seminars delivered by the Math & Science Collaborative (MSC) staff have been recognized as valuable for educators throughout the state. As a result, these materials will be featured at the 2008 Governor s Institute in Hershey, PA, July 13-18, Coordinators from the MSC are working in conjunction with the Pennsylvania Department of Education and other educators in the state to plan professional development in mathematics that will be provided to educational professionals attending the Governor s Institute. The purpose of the Elementary Mathematics Teacher Academy is to: Deepen understanding of big ideas through examining student learning Share and discuss students work to gain insight into their solution strategies Explore what student work looks like when students demonstrate deep conceptual understanding of mathematics. Research-Based Resources Building a System of Tens, part of the Developing Mathematical Ideas series by the Educational Development Center, is a professional development program focused on helping teachers deepen their content knowledge. The Mathematics Task Framework was developed by Dr. M. Smith and her colleagues at the University of Pittsburgh. The purpose of the Secondary Mathematics Teacher Academy is to: Deepen understanding of big ideas through examining student learning Focus on conceptualizing and representing linear relationships, as well as digging into mathematical reasoning about these ideas Learn how to address some of the issues of practice in teaching algebra. Research-Based Resources VideoCases for Mathematics Professional Development was developed at WestEd with funding from the National Science Foundation. The Mathematics Task Framework was developed by Dr. M. Smith and her colleagues at the University of Pittsburgh. The purpose of the Lenses on Learning Seminar is to: Provide Leadership for Standards-Based Mathematics Instruction, Changing Supervision Prepare administrators with the necessary skills to support effective mathematics teaching and learning through observation and conferencing. Research-Based Resources Lenses on Learning Module 1: Instructional Leadership in Mathematics was developed by Education Development Center with funding from the National Science Foundation. Lenses on Learning Supervision: Focusing on Mathematical Thinking was developed by Education Development Center with funding from the National Science Foundation. 11

12 Mathematics Teacher Leadership Academies Mathematics Teacher Leadership Academies provide professional development for teacher leaders to support the building of professional learning communities within local school districts. District-appointed teacher leaders obtain content-based leadership skills and inquiry based methods to guide collegial professional development in their districts using a variety of research-based tools. The academies are staffed by the Math & Science Collaborative Coordinators and faculty from partner Institutions of Higher Education. A common goal of these academies is to increase the math and pedagogical content knowledge of teachers. The content of the mathematics academies will include: 1. Deepening understanding of overarching concepts of math through examining student learning, 2. Analyzing student achievement data focusing on root cause, 3. Using the K-12 Mathematics Curriculum Framework to understand and implement curricular coherence, 4. Exploring big ideas of mathematics as featured in the PA Standards-Aligned System, 5. Using Curriculum Topic Study to better access and understand research, 6. Investigating instructional strategies that assist all students in learning, such as differentiated instruction and cooperative learning, 7. Building Professional Learning Communities. Registration: Registration forms follow for year 1 academies. Registration for years 2-5 is handled at the current academy sessions. All Academies run 8:30 a.m. to 4:00 p.m. Early Learners K-2 Math and Science TLA, Year 1 Participants will explore the interconnected concepts of mathematics and science, share and discuss students work to gain insight into their solution strategies, and explore what student work looks like when students demonstrate deep conceptual understanding of math and science. Measuring Space in One, Two, and Three Dimension, is the professional development program used to help teachers connect math and science concepts through classification schemes and inquiry-based investigations. Elementary Mathematics TLA, Year 1 June 23-27, 2008 at Chatham University Participants will deepen understanding of big ideas of mathematics through examining student learning, including sharing and discussing students work to gain insight into their solution strategies and exploring what student work looks like when students demonstrate deep conceptual understanding of mathematics. The research-based resources featured in this academy include Building a System of Tens and the Mathematics Task Framework. Elementary Mathematics TLA, Year 2 June 16-20, 2008 at Chatham University Teacher leaders think through the major ideas of the base-ten system and operations. They will examine children s thinking to learn how they develop the major ideas of mathematics, focusing on fractions. Secondary Mathematics, Year 1 June 24-27, 2008 at Carlow University Participants will focus on conceptualizing and representing linear relationships, as well as digging into mathematical reasoning about these ideas. Another goal is to deepen understanding of big ideas through examining student learning, and to learn how to address some of the issues of practice in teaching algebra. Research-based resources featured in this academy include the VideoCases for Mathematics Professional Development and the Mathematics Task Framework. June 23-27, 2008 at Carlow University 12

13 Secondary Mathematics, Year 2 Teacher leaders think through the major ideas of mathematics and deepen their understanding of these big ideas through examination of student learning. They utilize the Mathematics Curriculum Framework, the Lesson Protocol, classroom assessment techniques and other tools to facilitate seminars with colleagues. July 8-11, 2008 at Carlow University Math/Science Teacher Leadership Academies, Year 3 The Year 3 academies focus on facilitating Lesson Study in the district as a professional development activity that sustains professional learning communities. June 18-20, 2008 June 18-20, 2008 June 25-27, 2008 July 8-10, 2008 July 8-10, 2008 July 22-24, 2008 July 28-30, 2008 July 29-31, 2008 at Allegheny Intermediate Unit at Robert Morris University at Allegheny Intermediate Unit at Saint Vincent College at Robert Morris University at Saint Vincent College at Carlow University at Chatham University Quarterly Academies for Teacher Leaders: Elementary Mathematics and Secondary Mathematics, Years 4-5 Teacher leaders who have completed Academy years 1, 2 and 3 will participate in a quarterly academy designed for teacher leaders. The experience will begin with a 3-day summer experience with the Learning Laboratory (see article on page 16), then continue with 4 school-year follow up sessions. The summer dates for the Learning Laboratory are as follows. Information on location TBA. June 16-18, 2008 June 23-25,

14 REGISTRATION FORM Elementary Mathematics Teacher Leadership Academy, Year 1 School District and Building: Administrator: Position: Telephone: Teacher 1 Home Address Teacher 2 Home Address Home Phone Home Phone Home Home Grade(s) taught: Grade(s) taught: LOCATION Chatham University Summer June 17-20, 2008 School Year Follow-up Sessions TBA Academies will filled on a first-come first-serve basis. To register for Year 1 of the Elementary Mathematics Teacher Leadership Academy, please complete the registration form and return by mail or fax May 18, 2008 to: Math & Science Collaborative at the Allegheny Intermediate Unit 475 East Waterfront Drive Homestead, PA Phone: (412) Fax: (412) Web: 14

15 REGISTRATION FORM Secondary Mathematics Teacher Leadership Academy, Year 1 School District and Building: Administrator: Position: Telephone: Teacher 1 Home Address Teacher 2 Home Address Home Phone Home Phone Home Home Grade(s) taught: Grade(s) taught: LOCATION Chatham University Summer June 24-27, 2008 School Year Follow-up Sessions TBA Academies will filled on a first-come first-serve basis. To register for Year 1 of the Secondary Mathematics Teacher Leadership Academy, please complete the registration form and return by mail or fax May 18, 2008 to: Math & Science Collaborative at the Allegheny Intermediate Unit 475 East Waterfront Drive Homestead, PA Phone: (412) Fax: (412) Web: 15

16 Teacher Leadership Academies Years 4&5- The MSC Learning Laboratory This summer, teacher leaders who have completed years 1, 2 and 3 of their academies will participate in the MSC Learning Laboratory. The Learning Laboratory incorporates the fishbowl approach for observing and analyzing student science/math thinking through observing other teachers conduct real lessons with real students. This experience is designed to give participating educators an opportunity to observe and hear the math and science learning of students. In this opportunity, the teachers experience the application of the content that was taught in the past three teacher leadership academies to a real-life setting rather than through videos. In using the fishbowl approach, observation leads to analysis, and the teacher learning, based upon the student learning, continues to grow. Generative learning is at work! The concept is based upon the premise, We are all teachers; we are all learners. In the academy experience, teachers learn from students, participating colleagues and the curriculum. After observing the students learning in the math/science lesson, teachers will: Practice/engage in accountable and constructive discussion between each other. Share their own content understandings. Share their interpretations based on evidence, of student content understandings. Build on each other s understandings of the student learning. Recognize and discuss students misconceptions. Analyze and discuss the learning environment which contributes to student understanding of the math/science concepts. Analyze and discuss curriculum content. Adjust pedagogical approaches to effectively address the student learning. The format for each of the three days evolves around the following: PRE-LESSON Participants will engage in discussion about what to expect concerning student learning of the concepts being taught. How will students approach the understanding of the concept/s? What problems could arise? What kinds of questions would be good probing questions? DURING THE LESSON All will observe the learning of the individual students and take thorough notes on that learning. A guide, developed from the expanded observation tools from Lenses on Learning, will be used. POST LESSON Thorough analysis of the learning that was witnessed will be discussed. How did what was observed, analyzed, and discussed relate to the content that been developed in the academy sessions? What are the continued learning needs of the students, and how will those needs be addressed? How will the content of the next lesson be approached to create for better student understanding? The Year 4 & 5 Academies (Learning Laboratory) will meet for 3 days in the summer, 8:30 to 3:30, at a local school district. The following sessions are available: June 16-18, 2008 June 23-25, 2008 For additional information, please contact Sam Shaneyfelt by telephone at or by at samuel.shaneyfelt@aiu3.net. 16

17 The Math & Science Collaborative provides many different opportunities for our region s educators. The common goal of these three Materials Academies is to increase the pedagogical content knowledge of teachers in preparation for using the materials. Content of the academies will include: 1. Familiarization with the student and teacher materials for the program, 2. Assistance in planning lessons, investigations, and units, 3. Deepening understanding of the mathematical content of the program, 4. Opportunities to network with other teachers using the program. Mathematics Materials Academies Everyday Mathematics Materials Academy Everyday Mathematics is a comprehensive kindergarten through 6th grade mathematics curriculum developed by the University of Chicago School Mathematics Project, and published by Wright Group McGraw-Hill. This materials academy is designed to assist teachers using this program to: Understand and use the materials for Everyday Mathematics Examine big ideas in elementary school mathematics and how students come to understand them Discuss implementation dilemmas with colleagues such as assessment strategies, preparation and planning, the role of the teacher, and student grouping. Investigations in Number, Data, and Space Materials Academy Investigations in Number, Data and Space is a complete K-5 mathematics curriculum, developed at TERC in Cambridge, Massachusetts. It is designed to help all children understand the fundamental ideas of number and operations, geometry, data, measurement and early algebra. This materials academy is designed to assist teachers using this program to: Understand and use the materials for Investigations in Number, Data and Space Examine big ideas in elementary school mathematics and how students come to understand them Discuss implementation dilemmas with colleagues such as assessment strategies, preparation and planning, the role of the teacher, and student grouping. Connected Mathematics Materials Academy Connected Mathematics Project (CMP) provides students with an investigative approach to learning math. This complete mathematics curriculum for grades 6-8 uses interactive problems and everyday situations to help students learn math concepts. This materials academy is designed to assist teachers using this program to: Understand and use the materials for Connected Mathematics Project Examine big ideas in middle school mathematics and how students come to understand them Learn the launch, explore, summarize structure of lesson planning and implementation Discuss the implementation dilemmas with colleagues such as homework issues, the roles of the teacher and student, and assessment. The Materials Academies will be held on 3 days during the summer, and 2 days during the school year. Dates and locations TBA. For further information, contact the Math & Science Collaborative at or Andrea Miller at andrea.miller@aiu3.net. 17

18 Lenses on Learning For District Administrators Description MSC mathematics coordinators will conduct a series of sessions through the school year on Lenses on Learning. This is a research-based program that helps administrators develop the skills necessary to support effective mathematics teaching and learning through observation and supervision. While this seminar series is designed for K-8 administrators, the information and tools can be used effectively by administrators at any level. For more information, please contact Sam Shaneyfelt: (412) Participants in the seminar series will: Explore concepts in mathematics in order to reach a deeper understanding of standards-based mathematics instruction. View and discuss videotapes of teachers and students at work. Consider how their discussions with teachers in pre- and post- observation conferences might be readjusted to support teachers continued construction of knowledge and the development of an orientation of curiosity about children s mathematical thinking. Read and discuss relevant articles. Carry out guided assignments in their schools related to the ideas explored in the seminars. Source Lenses on Learning, a program funded by the National Science Foundation and developed by the Educational Development Center, is being successfully implemented across the nation. Time Commitment In the first two full-day summer sessions, participants will explore student and teacher mathematical thinking through an examination of student work and through discussions of observed teacher actions. In the remaining eight school year half-day sessions, six aspects of classroom instruction and learning are examined in depth. Those aspects are the teacher understanding of the content, student understanding of the content, student learning, pedagogy, teacher support for the classroom intellectual community, and student functioning within the classroom intellectual community. Lenses on Learning is an approved program for the State Principals Induction and Continuing Professional Development requirements. At the Allegheny Intermediate Unit, the first two full days will be August 6 and 7, Dates in intermediate units 1, 7 and 27 are currently being scheduled. District Commitment Administrators will incorporate the Lenses on Learning Observation Guide for Mathematics into their supervisory responsibilities to more effectively support mathematical learning. For further information, contact Sam Shaneyfelt at or samuel.shaneyfelt@aiu3.net. 18

19 Eyes on Science For District Administrators Description After participating for one year in the Lenses on Learning series, administrators begin to view the mathematics classroom from a new perspective, focusing on students mathematical thinking and collaboratively examining this thinking when conferencing with their teachers. In the second year, administrators have the opportunity to expand this approach to the science classroom in three 7-hour sessions focused on inquiry-based learning in the science classroom. In Day 1, administrators become familiar with inquiry as defined in the National Science Education Standards. Participants also develop capacity for observing in the inquiry-based science classroom. In Day 2, the focus is on lesson design, with participants experiencing the 5E lesson model, relating research findings on How People Learn to the learning cycle, and applying their knowledge to classroom observation. In Day 3, the emphasis is on formative assessment practices in the science classroom. In each session, participants actively work on the science concepts, observe students working on the science concepts through videos, use the observation tool when viewing the students, and compose collaborative inquiry questions for the conference with the teacher. Time Commitment Participants will commit to the three full day sessions. Assignments in reading articles and doing district classroom observations will be required. Eyes on Science is an approved program for the State requirements for the Principal Induction and Continuing Profession Education Programs (action is pending). District Commitment Administrators will incorporate the Eyes on Science Observation Guide into their supervisory responsibilities to more effectively support science learning. Sessions will be held at the Allegheny Intermediate Unit on October 28, 2008, February 11, 2009, and April 16, For additional information, please contact Sam Shaneyfelt by telephone at or by at samuel.shaneyfelt@aiu3.net. 19

20 Increasing Student Success in Math and Science Courses: Findings from the District Profile of Math and Science Indicators By Yolanda Yugar Introduction One of the continuing goals of the Math & Science Collaborative (MSC) is to encourage and support participating districts to increase the number of students successfully completing higher level mathematics and science courses. Taking and passing rigorous math and science courses is predictive of both academic and economic success. Each year all districts in Southwest Pennsylvania are asked to complete a District Profile that reports the number of graduates successfully completing math courses such as Algebra 1 (Level 1 Math), Geometry (Level 2 Math), Algebra 2 (Level 3 Math), and science courses such and Biology I, Chemistry I, and Physics during Grades 8 through 12. Beginning in school year, the Profile expanded to include the math and science courses completed in a given year by all students in Grades 8 thorough 12. Additional math and science courses were added beyond those courses reported for graduating students. Data from the profile are used in several ways. Each district completing the profile receives a copy of their report where they can review their district results as well as those of the region. Districts typically receive their report each spring with the request for the next year s Profile information. A regional snapshot has previously been provided as part of the Journal, but is appearing in the Coordi-Net for the first time beginning with the Coordi-Net. Districts participating in Leadership Action Academies use the Profile results along with PSSA, PROM/SE, and other data in their data mining sessions, and information on both graduating seniors and course completion in a given year is used for MSP reporting. The regional snapshot provides districts the opportunity to look at their own results and see how they are doing in comparison to the region. Such an investigation may trigger a deeper exploration and discussion of their own district s results. Likewise, for districts not submitting the Profile in , there may be a renewed interest in doing so for Successful Completion of Rigorous Math and Science Courses by Graduating Seniors Prior to , grade of C or higher indicated successful course completion. For and beyond, successful completion was changed to all passing grades. This change in successful completion was changed to match national trends in reporting data Findings One hundred and forty-four (144) districts received a request to complete the Profiles, of which 77 districts submitted a Profile. Math findings for are very similar to as can be seen in Figure 1. Science decreased slightly 5% to 7% in all subject areas from to What is notable is that the lower end of the range has dramatically increased for both math and science. In other words, more districts are having more students complete these courses by graduation. Figure 1 shows the percent and range of all graduating students completing the designated courses based on all reporting districts. Although previous year s results are provided to show trends over time, it is important to remember that while there is a core group of districts completing the Profile every year, districts completing the Profile changed year to year. Additionally, reporting requirements have changed over the years. 1 Level 1 Math includes Algebra 1 (Elementary, Beginning); Unified Math 1; Integrated Math 1; Algebra 1B (2nd year of two-year sequence for Algebra 1); Math B. Level 2 Math includes Geometry; Plane Geometry; Integrated Math 2; Unified Math II; Math C. Level 3 Math includes Algebra 2; Intermediate Algebra; Algebra and Trigonometry; Advanced Algebra; Algebra and Analytic Geometry; Integrated Math 3; Unified Math III. Level 4 Math includes Trigonometry; College Algebra; Algebra 3; Pre-Calculus; Analytic/Advanced Geometry; Trigonometry and Analytic/Solid Geometry; Advanced Math Topics; Introduction to College Math; Number Theory; Math IV; College Preparation Senior Math; Elementary Functions; Finite Math; Math Analysis; Numerical Analysis; Discrete Math; Probability Statistics; AP Calculus (AB); AP Calculus (BC); and AP Statistics. Biology - 1st year includes Biology I; General; College Preparation; Regents; Introductor; BSCS I. Chemistry - 1st year includes Chemistry I; General; Regents; and Introductory. Physics - 1st year includes Physics I; General; Regents; and Introductory. Earth Science includes Earth Science; Earth-Space Science; Regent Earth Science; Space Science; Aerospace Science. Integrated Science includes SS&C; Project 2061; Integrated Science 9; 10; Unified; Comprehensive Ideas of Investigations in Science; Life/Physical Science; Earth/Life/Physical Science; Coordinated Science. AP/IB Biology includes Advanced Placement and International Baccalaureate exams; AP Chemistry; and AP Physics. 20

21 Math & Science Collaborative Report of District Profile Data for the School Year (77 Districts Reporting) Data from years represent graduating seniors who received a C or better grade in the courses listed. Due to national trends in reporting data, the Math & Science Collaborative changed its format with data to include students receiving a PASSING grade in the courses listed Course Total Sample % And Range 1 C or better grade Based on 66 districts Total Sample % And Range C or better grade Based on 75 districts Total Sample % And Range 3 C or better grade Based on 95 districts Total Sample % and Range All passing grades Based on 82 districts Total Sample % and Range All Passing grades Based on 90 districts Total Sample % and Range All Passing grades Based on 76 districts Total Sample % and Range All Passing grades Based on 77 districts Level I Math (Algebra I) 65% (23% to 100%) 74% (47%-100%) 72% (37% to 100%) 89% (56% to 100%) 91% (14% to 100%) 86% (11% to 100%) 87% (39% to 100%) Level 2 Math (Geometry) 63% (35% to 91%) 62% (31%-95%) 61% (19% to 95%) 82% (33% to 100%) 83% (38% to 100%) 86% (0% to 100%) 85% (45% to 100%) Level 3 Math (Algebra 2) 58% (27% to 90%) 67% (31% to 97%) 66% (33% to 100%) 75% (33% to 100%) 78% (40% to 100%) 77% (1% to 100%) 77% (36% to 100%) Biology I 77% (20% to 100%) 81% (53% to 100%) 81% (38% to 100%) 92% (61% to 100%) 94% (53% to 100%) 93% (0% to 100%) 88% (24% to 100%) Chemistry I 58% (21% to 98%) 63% (21% to 98%) 63% (31% to 98%) 72% (28% to 100%) 70% (9% to 100%) 76% (24% to 100%) 69% (30% to 100%) Physics 33% (5% to 85%) 35% (4% to 86%) 35% (3% to 93%) 40% (4% to 96%) 37% (0% to 98%) 44% (4% to 98%) 41% (4% to 100%) Figure 1: Course Completion in a Given Year Districts reported on the number of students in Grades 8 through 12 taking the designated math and science courses each year. District enrollment data publically available via Pennsylvania Department of Education s statistics website ( provided the denominator to calculate the proportion of for the various figures in this section of the report. As can be seen in the pie charts, approximately 30% of students are not taking the designated math or science courses in These numbers are very similar to th -12 th Grade Students Taking Higher Level Math in th -12 th Grade Students Taking Higher Level Science in Not Taking Higher Level Math 32% Not Taking Higher Level Science 31% Taking Higher Level Math 68% Taking Higher Level Science 69% 21

22 Figure 2 The following bar graphs provide additional details for each of the designated math and science courses in and The pie chart on the previous page shows that 68% of students in Grades 8-12 took the designated math courses in The bar graph below represents the percent of students taking the designated math and science courses. For example, to interpret the bar graph, 20% of all students in Grades 8-12 in completed a Level 1 Math course; 17% completed Level 2, and 14% completed Level 3, etc. Figure 3 Course completion data were further disaggregated to look at gender, ethnicity, and grade differences. In terms of gender, females take higher level courses at the same rate as males do in MSC districts. Males and females were similar in the courses they completed. In % males and 70% females completed the designated math courses and 57% males and 60% females completed the designated science courses. Districts reported similar percentages for In % males and 71% females completed the designated math courses and 58% males and 63% females completed the designated science courses. Ethnicity In terms of ethnicity, racial ethnicity is categorized into Caucasian, African American, and Other. For the purpose of this report only Caucasian and African American are reported. The category of Other represents less than 1%. As can be seen in the bar graphs below, by overall proportions, Caucasian students are taking more of the designated courses than African American students. Results appear to represent similar proportions in and Figures 4 represents math results by ethnicity and Figure 5 represents science. 2 Grades 8-12 math and science data are necessary for some of the reporting requirements of the MSP. However, for the purposes of this report and to more accurately represent the districts and the data, 8th grade students were removed from science results because in most cases 8th graders do not take the designated science courses and keeping them in the analysis lowered the percentages of students completed the science courses and data are not included as they were the first years these data were collected. Due to the newness of the task, confidence in accuracy of reporting results was a concern. 22

23 Course Course Completion for for African African American (AA) (AA) and and Caucasian (CC) (CC) 88 th through th grade th Students in Designated Math Courses for and grade Students in Designated Math Courses for and % 90% 80% 70% 60% 50% 40% 30% 20% 1% 1% 1% 4% 6% 8% 11% 14% 12% 3% 3% 3% 13% 12% 14% 15% 17% 17% 3% AP Level 5 Level 4 Level 3 Level 2 Level 1 10% 20% 18% 19% 19% 0% AA Districts AA Districts CC Districts CC Districts Figure 4 Figure 4 Course Completion for for African American (AA) and Caucasian (CC) 9 th th through th th grade grade Students Students in in Designated Designated Science Science Courses Courses for for and and % 90% 80% 70% 60% 50% 40% 30% 20% 1% 1% 6% 7% 12% 8% 5% 6% 11% 13% 5% 4% 9% 9% 13% 12% 10% 10% 17% 17% AP Int Sci Earth Sci Physics Chem Bio 10% 19% 20% 22% 22% 0% AA Districts AA Districts CC Districts CC Districts Figure Figure

24 Grade For the purposes of this report, analysts examined certain courses by grade level to answer the following questions: In what grades are students taking Level 1 Math courses? and In what grades are students taking Physics I? As can be seen in the Bar graphs below, the majority of students are taking Level 1 Math courses in Grades 8 and 9 and the majority of students are taking Physics I in Grades 11 and 12. This appears to be consistent for both and Course Completion for Level 1 Math by Grade for and % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 3% 4% 14% 39% 35% 3% 5% 14% 42% 27% 12th Grade 11th Grade 10th Grade 9th Grade 8th Grade Districts Districts Figure Figure 6 6 Course Completion for Physics 1 by Grade for and % 90% 80% 70% 60% 12th Grade 50% 40% 11th Grade 30% 20% 17% 17% 10th Grade 10% 0% 1% 20% 23% 2% 1% 9th Grade Districts Districts Figure Figure 7 7 Next Steps Profile results will continue to serve as the primary source of information to determine the percent of graduates completing designated math and science courses and the proportion of students taking and completing the designated math and science courses each year. Additionally, increasing the overall proportion of students taking the designated courses, closing the gap between African American and Caucasian students, and examining the patterns of when math and science courses are taken will be the continued focus of future reports. Ways to ease the data collection burden are also being explored. For more information about the MSC or this report, please feel free to contact Dr. Nancy Bunt at the Math & Science Collaborative (412)

25 Content Short Courses: Summer 2008 Content Short Courses, which have replaced the Content Deepening Seminars, are condensed (3-day) academic experiences that provide participants with deeper knowledge in a specific content area. The courses are highly interactive experiences featuring math and science content. Participants engage in content-rich discussions and inquirybased instructional strategies. There are many different opportunities already scheduled for this summer in both mathematics and science. In Science, the courses include: Watershed Literacy, Natural History for Educators, and Understanding and Exploring Watersheds and Wetlands. In Math, we are pleased to introduce a new course on high school math, Functions and Functional Relationships for High School Mathematics Teachers. This Content Short Course is intended to broaden our perspective about mathematical functions and to reveal issues related to the teaching and learning of functions that might otherwise be concealed in the presentations of functions in textbooks. As well as this new course, the MSC staff will repeat the presentation of three popular courses on middle school mathematics: Data Analysis for Middle School Mathematics Teachers, Geometry and Measurement for Middle School Mathematics Teachers, and Proportional Reasoning for Middle School Mathematics Teachers. All Mathematics Content Short Courses address relevant topics from the PA Standards for Mathematics and the PA Assessment Anchors. Content Short Courses engage Mathematics and Science educators in SW Pennsylvania with the academic standards, but are short enough to fit easily into the summer schedule. Taking them can count towards bridge certification. They have no prerequisite training modules. Substitute and Part-Time educators as well as full time faculty may take these classes for Act 48 credits. Content Short Courses count towards faculty being considered Highly Qualified for No Child Left Behind. Taking these courses is an effective method of building content expertise for districts implementing Lesson Study. These courses are frequently led by Math or Science Coordinators and IHE faculty as well as other regional providers. Content Short Courses are affordable for school districts (often $300 or less for a 3-day course) and MSP districts are reimbursed for honorariums of up to $100 per day per participants for a 3-day course. Content Short Courses are opportunities to engage in personal continuing education, enhance your district s content expertise, and bring richer subject content back to your classrooms! A listing of mathematics and science-related opportunities occurring this summer (as of this publication), including the Content Short Courses, can be found in the Resources Listed by Content Area (see page 36). Not all Content Short Courses have been scheduled as of the printing of this publication. For the most recent updates, please visit the Resources for Educators web site at or contact Ruth Martin, MSC Science Project Director, at ruth.martin@ aiu3.net. To register for a Content Short Course, consult the Providers List on page 43 for contact information for registration. In the event of further information being made available after registration, such as changes in scheduling, you will be notified in advance. 25

26 Synergy through Student Teachers: An Impossible Dream? by Barbara Biglan Imagine designing a student teaching opportunity that would prove to be an enriching experience for both the student teacher and the cooperating teacher. Impossible you think? Maybe not. First, you would need a student who displays beginning competency in best practices having successfully completed methods courses designed around research-based programs and opportunities to plan and implement effective lessons. Methods courses that use some of the same materials discussed in onsite profession development based on the summer leadership academies. In math it could be someone who has experienced DMI or Everyday Math or Investigations at the elementary level. At the secondary level, someone who has looked carefully at evidence of student learning in video and written case studies. In science, someone who is familiar with the essential features and the 5 E Model of Inquiry. Certainly, a mentor teacher with enthusiasm for helping all students achieve and for growing professionally as a part of a learning community would be another key element. Also needed is a district that would support and value the collaborative learning process between the preservice and mentor teacher and encourage and support the classroom application of research-based programs. The Math Science Partnership can help bring these elements together. The faculty at the four higher education partners in the MSP (Carlow, Chatham, Saint Vincent, and Robert Morris) have participated in the expert trainings that serve as a basis for the Teacher Leadership Academies as well as other MSPsponsored professional development experiences. The methods courses for early childhood, elementary and secondary pre-service teachers in mathematics and science have been revised to include current research-based program materials and methods at these institutions. Past Teacher Fellows have become part of methods classes on several campuses, lending their classroom experience and expertise to this preparation process. There are also pre-service students who have displayed outstanding competency in these methods courses. They are available to be interviewed before student teaching; they are ready to demonstrate that they are the future. The mentor teachers can be teacher leaders who have been sent by their districts to the Summer Leadership Academies and follow-up sessions. They have conducted onsite professional development within their districts with their colleagues, sharing their understandings and learnings from the experience. They are excellent. Other teachers within the learning community supported by the work of the teacher leaders may also be willing and able to share their expertise with a pre-service teacher. The school districts in the MSP would like nothing better than to have recently certified teachers who have served their student teaching experience within their district available for potential future employment as substitutes and in permanent positions. Is there a way to achieve this? YES! This spring, the Higher Education Partners will be sending a letter to MSP districts Student Teacher Placement Coordinators asking that our student teachers be consider for placement within school buildings and/or districts where on-site professional development following the summer Teacher Leader Academies has occurred and/or within classrooms of the teacher leaders within the district. When this letter is received, the District Coordinator should contact the individual Higher Education Partner to arrange for preinterviews, placements and to make sure that all levels of eligibility have been checked. District administrators are requested to facilitate this process whenever possible. These letters should arrive in districts by March of this school year. What can a host teacher do? If participation in this initiative interests you, please contact your building principal to discuss the procedures and policies within your district. You can help facilitate this process in your district. Also, if you would like to be in contact with previous host teachers or for any further information, contact Barbara Biglan at biglan@chatham.edu. 26

27 FROM: MSP Higher Education Partners Carlow University Chatham University Robert Morris University Saint Vincent College TO: K-12 Teachers interested in becoming a Teacher Fellow There are two additional opportunities for Teacher Fellows coming up Summer 2008 and Fall semester This is a wonderful opportunity to work with college and university faculty on course revision, take a course in math or science, and to join in MSP activities. It is very important that we have your completed, District Leadership Teamapproved application as soon as possible so that arrangements for your fellowship experience with the universities and colleges can be made (contact Barbara Ash at ). What does a Teacher Fellow do? The Teacher Fellow position is considered full-time, just as your teaching position within your school district would be. This is true whether you are a Teacher Fellow for a complete school year, one semester or for 8 weeks of the summer. The summer 2008 experience begins on June 16th and ends on August 8th. The fall experience would begin and end in keeping with the academic year at your hosting Higher Education Institution. The majority of your time will be spent on course revision. You will have assignments working with higher education faculty as they review and revise their college level courses in math and science through the incorporation of PA State content standards where appropriate, inclusion of more inquiry-based and student directed experiences as part of the classroom discussion aspect of the course, and sit in on the course itself. The exact nature of this collaborative process will differ at each institution and with each individual faculty member. You will enroll in a math or science course for credit. You will not be charged tuition for the course but will be expected to fulfill all course requirements. There will be MSP-related activities in which you will be required to participate (such as Teacher Leadership Academies and Materials Academies). An MSC Coordinator will be assigned to acquaint you with the time and scope of these activities. The MSC Coordinator and campus representative work with you to coordinate times and dates. What if I m interested but still have more questions? If you would like further information about the Teacher Fellow position, please contact Dr. Barbara Biglan at biglan@chatham.edu ( ). She will answer your preliminary questions and possibly refer you to several of the past Teacher Fellows who can give you their unique perspective on their experience. 27

28 What s New at the MSC Web Site: By LeeAnne Krause The Allegheny Intermediate Unit has redesigned its web presence, which includes the pages for the Math & Science Collaborative/Math Science Partnership. Many important and popular features remain from the previous version of the web site, including the calendar, the What s New section on the front page, and contact information for MSC. The web site does, however, have a new look and the functionality is slightly different. Having trouble finding MSC s web page? Go directly to From inside the AIU site ( put your cursor on aiu3 programs in the dark blue bar. In the dropdown menu, click on Educational Services and Support. In the light blue side bar, click on Math & Science Collaborative. Want to find out what MSC has to offer? Click on Professional Development Opportunities and/or Network Connections. Want to find the location or times for a MSC or MSP event? Click on Calendar and go to the date of our event for more information. The sort function is no longer available on the AIU site. To search for dates, look in Professional Development Opportunities or view the published schedule of events in the latest Journal or Coordi-net under Publications. Have a question or comment and need to talk to a person? Click on Staff for contact information. Need directions to an event? Click on Directions. Need access to MSP-net or Resources for Educators? Click on the light blue drop down tab Relevant Links. Visit our site and see what information has been posted recently. Your feedback is welcome for comments, questions, or more information, contact LeeAnne Krause at leeanne.krause@aiu3.net. 28

29 Year Round Professional Development Opportunities at The Allegheny Intermediate Unit has a web-based directory that makes it easy for educators to find resources and opportunities. The directory captures public and private educational resources from all academic disciplines into one central Internet location. Resources for Educators provides educators with an efficient means of reviewing and accessing programs and services. These professional development opportunities are then published in the Resources Listed by Content Area index in the Math & Science Collaborative Journal (fall publication) and Coordi-net (spring publication). However, the Resources for Educators database is available year round to provide the most up-to-date information on offerings. To search the Resources for Educators database for professional development opportunities, open the web page at and follow simple instructions listed below: Choose Search for Resources in the purple bar on the home page. Click Professional Education Choose Educational Disciplines and/or Crosscutting Topics or Certification Areas. The Keyword search function is available in the upper right corner. Click [Submit]. Choose categories by checking the boxes. Click [Submit]. Pick sub-categories if applicable. Click [Submit]. Search results are returned. Above the list of results, click on Narrow Search to further narrow down results by date and/or other criteria. This is a very important step, as it eliminates unwanted results. Click on any of the resource titles to see details or click the provider name to go to the provider s website. Do you have resources you would like to publicize? If you have resources that would be of interest to other educators, you could become a partner and enter the information that will come up in similar searches. Open an account today by following the directions on the website, You will receive a login ID and password usually within 24 hours. Assistance is also available at or by at gabriela.rose@aiu3.net. Resources entered by June 15, 2008 that relate to mathematics and science and include dates will be included in the fall 2008 Math & Science Collaborative Journal. Please be sure to update your information regularly, adding new items of interest and removing those that have already occurred. 29

30 Registering for Continuing Education Through Edu-Link To register for courses held at the AIU or by AIU staff, follow these steps: Go to the Edu-Link AIU3 Course Registration System page, at This page is also accessible through the MSC s home page ( as a link in the toolbar. If you are a new user (have never registered for a course in Edu-Link), click on New User? Click Here button at top left corner of the screen, and fill in user registration fields. If you are returning user, log in to the system using the Login button at the top right corner of the screen. Scroll to the bottom of the page and search for courses by title or dates. Alternately, you can click View All Courses and see everything that is being offered by the AIU (be aware, however, that many of the courses will be provided by AIU departments other than the Math & Science Collaborative) Search results are returned. Click on Details at far right portion of the screen to see further description for individual courses. Scroll down to the bottom of the page. If you wish to enroll for the course, click Register for Course. For further information about the Edu-link Registration System, contact Rhonda Jones at or rhonda.jones@aiu3.net. Each IU has its own separate course registration system. For each course that you are interested in taking, go to the web site of the provider IU to register for the course. 30

31 Standards in mathematics and science are central to developing a coherent approach to mathematics and science instruction. They set common targets for learning for all students. In April 2000, the National Council of Teachers of Mathematics (NCTM) released its update of the original NCTM standards trilogy. The new document is Principles and Standards for Mathematics. The PA Academic Standards for Mathematics became effective in January 1999, and the PSSA has been linked to these standards since that time. In 1996 the National Research Council published the National Science Education Standards. In February 2002, the State Board of Education adopted academic standards for Science and Technology. How best to implement these various sets of standards remains a challenge for teachers and their district leadership. During the early 1990 s, the National Science Foundation funded the development of comprehensive mathematics curriculum programs that are designed to implement the standards by developing deep conceptual understanding. Certain features are common to standards-based instructional materials. These programs emphasize problem solving, reasoning, communicating about mathematics and science, and making connections among topics and between disciplines. They encourage students to have hands-on experiences while learning, and incorporate the use of calculators and computers. The programs often challenge students to develop skills through problem solving, rather than extensive drilling on skills before introducing more advanced problems. Over the past several years, standards-based programs have been developed, piloted, revised, field tested, and are now published and available for wider dissemination. Four national centers have been established to support districts interested in implementing standards-based mathematics materials. The ARC Center supports dissemination of elementary mathematics materials. The Show-Me Featured Instructional Materials Center supports middle school mathematics, and COMPASS focuses on high school mathematics. In addition, the K-12 Mathematics Curriculum Center provides seminars on selecting and implementing standards-based curricula. In 2001, there were at least two curriculum review projects. The American Association for the Advancement of Science (AAAS) reviewed middle school mathematics and science textbooks, as well as algebra and biology texts. None of the most widely used middle school science textbooks or biology texts met AAAS stringent criteria for helping students learn the important concepts and skills that are at the heart of the science standards. By contrast, AAAS found a few middle school mathematics textbooks that were satisfactory and several algebra texts with the potential for helping students learn algebra. For more information about specific recommendations and the complete report, see the AAAS website at The second evaluation of mathematics materials was done by an expert panel convened by the U.S. Department of Education, which released a list of exemplary and promising programs. All of these programs are listed below. For a copy of Exemplary and Promising Mathematics Programs call tollfree The report is also available online at For science at the elementary level, nationally developed modules Science and Technology for Children (STC), Full Operating Science System (FOSS) and Insights are supported by local programs 31 such as ASSET, ScienceWise and Science Matters. DASH and FAST continue to be supported by Carnegie Mellon University s Outreach Dept. A newcomer to the region is Science Companion, designed to accompany Everyday Mathematics in the elementary science classroom. Middle school featured materials draw from STC FOSS, Event Based Science, and Science for Public Understanding (SEPUP). A report identifying these options as quality standards based materials was included with the TIMSS Resource Kit in Profiles in Science by the Sci- Center at BSCS offers a guide to instructional materials at the High School level. They were developed to be consistent with the vision of science education suggested in reform documents such as the National Science Education Standards (NRC, 1996), Benchmarks for Scientific Literacy (AAAS, 1993), and Designing Mathematics or Science Curriculum Programs (NRC, 1999). These documents describe high-quality, reform-oriented instructional materials as being standards-based, inquiry-based, and grounded in contemporary research on learning and teaching. These documents also suggest that quality instructional materials be guided by carefully developed conceptual frameworks and informed by thoughtful and comprehensive field-testing. The materials identified in Profiles are listed below, and more information can be obtained on the website, Exemplary program as indicated by the U.S. Department of Education Promising programs as indicated by the U.S. Department of Education Textbook series rated Satisfactory by AAAS Developed with NSF Support

32 Featured Instructional Materials MATHEMATICS ELEMENTARY Investigations in Number, Data and Space Pearson Scott Foresman 145 South Mt. Zion Road P.O. Box 2500 Lebanon, IN x6457 Contact: Mario Peluso Everyday Mathematics Wright Group/McGraw-Hill 220 East Danieldale Road DeSoto, TX Contact: Customer Service for Everyday Mathematics Math Trailblazers Kendall/Hunt Publixhing Company 4050 Westmark Drive P.O. Box 1840 Dubuque, IA Contact: Customer Service Think Math! Harcourt School Publishers 5513 North Cumberland Avenue Chicago, IL MATHEMATICS: MIDDLE SCHOOL Cognitive Tutor Middle School Carnegie Learning, Inc. Frick Building 437 Grant Street, 20th Floor Pittsburgh, PA Connected Mathematics Project Pearson Prentice Hall Education One Lake Street Upper Saddle River, NJ x MathScape Glencoe/McGraw Hill P.O. Box 543 Blacklick, OH Mathematics in Context Encyclopedia Britannica, Inc. 331 N. LaSalle Street Chicago, IL MathThematics McDougal Littell Customer Service Center 1900 S. Batavia Geneva, IL Contact: Doug Singer MMAP-Middle School Mathematics Through Applications SRI International 333 Ravenswood Avenue Menlo Park, CA Contact: Jennifer Knudsen 32 MATHEMATICS HIGH SCHOOL Cognitive Tutor - Algebra I, Algebra II, Geometry, Integrated Math Series Carnegie Learning, Inc. Frick Building 437 Grant Street, 20th Floor Pittsburgh, PA Mathematics Modeling our World Consortium for Mathematics and Its Applications COMAP, Inc. 175 Middlesex Turnpike, Suite 38 Bedford, MA info@comap.com Interactive Mathematics Program Key Curriculum Press th Street Emeryville, CA x190 Contact: Michael Bailey Contemporary Mathematics in Context Core Plus Mathematics Project Department of Mathematics Western Michigan University Kalamazoo, MI cpmp@wmich.edu MATH Connections IT s ABOUT TIME 84 Business Park Drive, Suite 307 Armonk, NY TIME (8463) generalinfo@herffjones.com

33 SIMMS Integrated Mathematics: A Modeling Approach Using Technology Kendall/Hunt Publishing 4050 Westmark Drive P.o. Box 1840 Dubuque, IA orders@kendallhunt.com SCIENCE: ELEMENTARY DASH - Developmental Approaches in Science, Health, and Technology CMU (Carnegie Mellon University) 5136 Margaret Morrison Street Margaret Morrison Plaza 30 Pittsburgh, PA Contact: Judith Hallinen jh4p@andrew.cmu.edu hadmins.html FOSS - Full Option Science System Delta Education 80 Northwest Blvd. Nashua, NH Insights Kendall/Hunt Publishing Company 4050 Westmark Drive Dubuque, IA orders@kendallhunt.com Science Companion Pearson Scott Foresman 145 South Mt. Zion Road P.O. Box 2500 Lebanon, IN (800) Featured Instructional Materials Contact: Mario Peluso mario.peluso@scottforesman.com Science and Technology for Children (STC) Carolina Biological Supply Company Burlington, NC T.R.A.C.S - Teaching Relevant Activities for Concepts and Skills Kendall/Hunt Publishing Company 4050 Westmark Drive Dubuque, IA orders@kendallhunt.com SCIENCE: MIDDLE SCHOOL Event-Based Science Pearson Scott Foresman 145 South Mt. Zion Road P.O. Box 2500 Lebanon, IN Contact: Mario Peluso x6457 Mario.peluso@scottforesman.com FAST Foundational Approaches in Science Teaching CMU (Carnegie Mellon University) 5136 Margaret Morrison Street Margaret Morrison Plaza 30 Pittsburgh, PA Contact: Judith Hallinen jh4p@andrew.cmu.edu hadmins.html 33 FOSS/MS Full Option Science System Delta Education 80 Northwest Blvd. Nashua, NH Introductory Physical Science (IPS) Science Curriculum Inc. 200 Union Blvd., Suite G18 Lakewood, CO sales@sci-ips.com Investigating Earth Systems (IES) It s About Time 84 Business Park Drive, Suite 307 Armonk, N.Y generalinfo@herffjones.com Issues & Earth Science- Science Education for Public Understanding Program (SEPUP) Lab-Aids, Inc. SEPUP 17 Colt Court Ronkonkoma, NY info@lab-aids.com Issues, Evidence & You - Science Education for Public Understanding Program (SEPUP) Lab-Aids, Inc. SEPUP 17 Colt Court Ronkonkoma, NY info@lab-aids.com

34 Featured Instructional Materials Science and Life Issues (SALI) Science Education for Public Understanding Program (SEPUP) Lab-Aids, Inc. SEPUP 17 Colt Court Ronkonkoma, NY Science and Technology Concepts for Middle School (STC/MS) Carolina Biological Supply Company Burlington, NC SCIENCE: HIGH SCHOOL Active Physics It s About Time 84 Business Park Drive, Suite 307 Armonk, N.Y generalinfo@herffjones.com Biology: A Community Context Glencoe/McGraw-Hill P.O. Box 543 Blacklick, OH Phone: customer.service@mcgraww-hill.com BSCS Biology: An Ecological Approach (Green Version) Kendall/Hunt Publishing Company 4050 Westmark Drive, P.O. Box 1840 Dubuque, IA orders@kendallhunt.com BSCS Biology: A Human Approach Kendall/Hunt Publishing Company 4050 Westmark Drive, P.O. Box 1840 Dubuque, IA orders@kendallhunt.com BSCS Biology: A Molecular Approach (Blue Version) Glencoe/McGraw-Hill P.O. Box 543 Blacklick, OH customer.service@mcgraw-hill.com Chemistry in the Community (ChemCom) W.H. Freeman and Company 41 Madison Avenue New York, N.Y Contact: Jason Kramer jkramer@bfwpub.com Comprehensive Conceptual Curriculum for Physics (C3P) Comprehensive Conceptual Curriculum for Physics University of Dallas 1845 E. Northgate Drive Irving, Texas Principal Investigator: Richard P. Olenick olenick@acad.udallas.edu Earth System Science in the Community (Earth Comm) It s About Time 84 Business Park Drive Armonk, N.Y generalinfo@herffjones.com 34 Ecology: A Systems Approach Kendall/Hunt Publishing Company 4050 Westmark Drive, P.O. Box 1840 Dubuque, IA orders@kendallhunt.com Insights in Biology Kendall/Hunt Publishing Company 4050 Westmark Drive, P.O. Box 1840 Dubuque, IA orders@kendallhunt.com Introductory Physical Science (IPS) Science Curriculum Inc 200 Union Blvd., Suite G18 Lakewood, CO sales@sci-ips.com Minds-On Physics Kendall/Hunt Publishing Company 4050 Westmark Drive, P.O. Box 1840 Dubuque, IA orders@kendallhunt.com Science and Sustainability Lab-Aids, Inc. SEPUP 17 Colt Court Ronkonkoma, NY info@lab-aids.com

35 Featured Instructional Materials Science in a Technical World W.H. Freeman and Company 41 Madison Avenue New York, N.Y Jason Kramer jkramer@bfwpub.com NSF-FUNDED MATHEMATICS CURRICULUM CENTERS Alternatives for Rebuilding Curricula (ARC) Sheila Sconiers, COMAP, Inc. 175 Middlesex Turnpike, Suite 3B Bedford, MA x144 sconiers@comap.com COMPASS (Curricular Options in Mathematics Programs for All Secondary Students) Eric Robinson Ithaca College 306 Williams Hall Ithaca, NY compass@ithaca.edu Show-Me Center (National Center for S tandards-based Middle Grades Mathematics Curricula Barbara Reys University of Missouri 303 Townsend Hall Columbia, MO showmecenter@missouri.edu The K-12 Mathematics Curriculum Center Amy Sennett K-12 Mathematics Curriculum Center Education Development Center, Inc. 55 Chapel Street Newton, MA mcc@edc.org LOCAL PROVIDERS OF INSTRUCTIONAL MATERIALS IN SCIENCE ASSET Inc. For a description of services, please visit the website at Grade Level(s): K 8 Vincent Valicenti Associate Director 2403 Sidney Street, Suite 800 Pittsburgh, PA vvalicenti@assetinc.org Beaver County Science Alliance (BCSA) The BCSA at Midland Borough School District partners with school districts in the Beaver County area to provide professional development and materials for the implementation of Science and Technology for children. Toni Lawson Coordinator 173 7th Street Midland, PA x551 toni.lawson@midlandpa.org Science Matters Program at Intermediate Unit 1 Staff can assist school districts by selecting science materials for their K-8 classrooms and arranging professional development for schools within Washington, Greene and Fayette counties. Comprehensive training includes implementation of Science and Technology for children (STC) and Full Option Science Systems (FOSS) modules. The materials are aligned to the PA Standards for Science & Technology and Environment & Ecology and recommended in the MSC Science Curriculum Framework. A variety of courses to increase content knowledge and improve classroom strategies and pedagogy are provided each summer. A complete list of courses can be found in the IU1 course catalog at Act 48 and IU credits are available. The Science Matters staff can 35 assist school districts with materials selection, standards alignment, Grade Level(s): K-8 In which counties is this resource available? Fayette, Greene, Washington Pamela Hupp Director Washington & Jefferson College 60 S. Lincoln St. Washington, PA phupp@washjeff.edu ScienceWISE ScienceWISE at Saint Vincent College in Latrobe is a partner with local school districts in the Westmoreland County area. These partnerships are dedicated to improving science education. It is part of a nationwide reform movement working to enhance the way science is taught and learned at the elementary school and middle school levels. ScienceWISE assists school districts by identifying high quality science programs, training teachers to use a hands-on inquiry approach to teaching science and refurbishing science kits after they have been used by students and teachers. Grade Level(s): K, 1, 2, 3, 4, 5, 6, 7, 8 In which counties is this resource available? Indiana, Westmoreland Richard Watson Director Saint Vincent College 300 Fraser Purchase Road Latrobe, PA richard.watson@ .stvincent.edu

36 Resources Listed by Content Area The following pages contain entries describing a variety of math/science related opportunities occurring between April 2008 and August The icon specifies which workshops/seminars meet the criteria for Content Short Courses as outlined by the Math Science Partnership. For further information, see page. 25. Organization by Disciplinary Topics These resources are organized by the disciplinary focus of the session: Mathematics or Science. Within the larger disciplines of science, the sessions are further organized by the strands of the Pennsylvania Academic Standards, i.e. Biological Sciences; Earth & Space Sciences; Inquiry; and Physical Sciences. A full description of each professional development opportunity is listed under the topical area and grade level that is a major focus. If it addresses several topics or several grade levels, the title of the session is listed under relevant heading, and there is a reference to the location of the longer description. Registration Contacts Each description ends with naming of a Provider Organization. Use the Provider Organization name to check the alphabetical listing for appropriate registration contacts in the Listing of Contacts by Provider Organization on page 43. Please note that the information in the Directory is subject to change. Before attending any workshop or conference, be sure to check with the Contact for each entry to be sure you are registered correctly. Other Ways to Search These Opportunities If you prefer searching for opportunities by particular grade level, dates offered, or location of the opportunity, please go to the Resources for Educators database at where you can search the same entries using those critera. See page 29 for directions. This database also contains information for opportunities that have uncertain dates or dates outside of the reporting range for the current publication. MATHEMATICS High School Algebra with Texas Instruments Technologies The Center for Professional Development at Shady Side Academy invites you to spend three days getting hands-on experiences as you learn how to teach algebra to all children. Be engaged in Standards Based investigations that truly integrate technology in the mathematics classroom using TI technology. Teach children algebra so that they can use it on the job, in other classes (mathematics sciences, and more), and on high stakes assessments. We will use the TI-84 handhelds, TI Navigator, CBR2, CBL2, various APPs, TI-Interactive!, and SmartView as we pursue the teaching of the concept of a variable. Also get a preview of the newest TI Technology the TI-Nspire. As students come to know algebra there are various themes that surface. We will discuss these themes and the implications of gaps in students learning as you teach the different levels of algebra. Vertical articulation of the curriculum, data collection, getting feedback from all kids, and constructing theory are key aspects of this three day experience. In addition we will explore the role of CAS (Computer Algebra Systems) and it relates to the Algebra for All Children mandate. Participant interest may guide the curriculum as we progress through the days. Presented by: David A. Young Dates: 07/01/2008 To: 07/03/2008 Credit Hours: 22.5 Hour(s) Grades: 8,9,10,11,12 Location: Shady Side Academy Fee: $350 Provider Organization: Shady Side Academy High School Geometry with Texas Instruments Technology As an initiative of its Center for Professional Development, Shady Side Academy offer this workshop with hands-on experience with the latest technology. In geometry, participants will dive into investigations, constructions, and transformations in a dynamic geometry environment. Use of the TI-Navigator system and Cabri Jr applications will help teachers consider uses of graphing technology to help with visualization. Presented by: Fred Groves Dates: 07/01/2008 To: 07/03/2008 Credit Hours: 22.5 Hour(s) Grades: 9,10,11,12 Location: Shady Side Academy Fee: $350 Provider Organization: Shady Side Academy SCIENCE BIOLOGICAL SCIENCES Amazing Insects The resources of the Audubon Society of Western PA and the Carnegie Museum of Natural History will be used to help elementary teachers gain a better understanding of the world of insects. Through field study, unique instructional materials, behind-the-scenes tours and special hands-on activities that can be used in the classroom or on schoolgrounds, this course will promote the study and observation of insects as an interesting and effective method of teaching broad topics such as adaptation, anatomy, food chains and habitats. Participants should bring their own lunches. Offered through the Allegheny Intermediate Unit. Register through CPETrackerwww.cpetracker.org. For the latest information, visit the Collaborative s interactive website: 36

37 Presented by: Cathy Andreychek; Trisha O Neill Dates: 05/03/2008 To: 05/03/2008 Time: 8:30AM - 4:30PM; From: 05/10/2008 To: 05/10/2008 Time: 8:30AM - 4:30PM Credit Hours: 1 Credit(s) Grades: K,1,2,3,4,5 Location: Carnegie Museum of Natural History; Beechwood Farm Fee: contact the AIU Provider Organization: Audubon Society of Western PA Children Environmental Literature Workshop The workshop will target K-6 teachers from, regional school districts in addition to non-formal educators. This workshop will explore:reading theory and pedagogy; how to assess quality children s literature; and hands-on activities to incorporate children s literature across disciplines. The workshop will demonstrate to teachers how to utilize children s environmental literature in content area studies. Using literature, students depth and breadth of knowledge will increase. The workshop is designed to provide needed resources and content understanding to effectively and efficiently address Pennsylvania Academic Standards for Environment and Ecology:Watersheds and Wetlands, Ecosystems and Their Interactions, and Humans and the Environment. Presented by: Angela Belli and Kristin Harty Dates: 04/26/2008 To: 04/26/2008 Time: 8:30AM - 3:00PM Credit Hours: 6.0 Hour(s) Grades: K,1,2,3,4,5,6 Location: Winnie Palmer Nature Reserve Fee: $25/person Provider Organization: Saint Vincent College Environmental Education Ctr. Watershed Literacy Through field explorations combined with instructional support, participants will exit this course with an advanced understanding of watershed components and relevant issues. They will take knowledge and resources to the classroom about: water conservation, pollution, ground water, lotic and lentic waterways, methods, tools and technologies to explore water, hydrology principles, sediment dynamics, sutainability issues, water and nutrient cycles, society and water, biodiversity and aquatic biota, history of Upper Ohio Watershed land use and water as a literature theme. Presented by: Lorraine M. Jacobs Dates: 08/11/2008 To: 08/13/2008 Time: 8:30AM - 2:30PM] Credit Hours: 30 Hour(s) Grades: 4,5,7,8,9,10,11,12 Fee: $ Provider Organization: YMCA Camp Kon- O-Kwee/ Spencer Natural History for Educators This content short course will address the following objectives: Participants will gain an understanding of and become familiar with the significance of biological diversity within ecosystems Participants will understand the definition of biodiversity Participants will learn the definition and functions of various types of western Pennsylvania habitats Participants will acquire knowledge about the organisms living within the habitats of western Pennsylvania and how they interact within a natural community Participants will learn to employ a variety of field techniques and hands-on teaching strategies to facilitate the study of natural history with their students Participants will learn how to integrate the study of natural history across the disciplines Participants will be familiar with environmental education resource providers that can augment their classroom efforts Participants will devise and submit a natural history unit plan to use in their classrooms The purpose of this 4-day course is to introduce teachers to the biological diversity of western Pennsylvania as a themat- 37 ic learning tool for integrating environment and ecology concepts into the curriculum. The workshop will provide background information on this region s flora and fauna; the significance of these organisms to the health of the ecosystem; how and why these organisms survive here; and the role that floral and faunal interactions play in the ecosystem. Participants will learn how to identify plants and animals in the field, employing the resources and strategies that naturalists use. Teachers will be exposed to Beechwood Farms Nature Reserve and other natural sites as valuable local resources. Teachers will be given time to meet in grade level groupings to discuss application strategies, and to develop workable unit plans that incorporate field studies on the schoolgrounds and beyond. Teachers will also align all activities to the PA Academic Standards for Environment and Ecology. Presented by: Trisha ONeill; Gabi Hughes; Scott Detwiler; guest Dates: 06/24/2008 To: 06/27/2008 Time: 8:30AM - 4:30PM Credit Hours: 2 Credit(s) Grades: K,1,2,3,4,5,6,7,8,9,10,11,12 Location: Beechwood Farms Nature Reserve Fee: TBD Provider Organization: Audubon Society of Western PA Understanding and Exploring Watersheds and Wetlands For long description see same titled entry on page 40. Food Land and People Food, Land & People is an interdisciplinary curriculum addressing the interdependence of food production, environmental quality, and the sustainability of human cultures. Today, less than two percent of Americans live or work on farms, and mainstream education provides little information about the links between food production and its connection to population, soil, water, energy, and habitat preservation. This program uses a variety

38 of skills to teach students how to apply the knowledge base they have learned about food and fiber into their everyday lives. Activities emphasize the development of critical thinking skills needed to balance an understanding of the complex interdependence of food systems and environmental conservation. It can be infused into other areas beyond environment and ecology, such as science, language arts, social studies, reading, mathematics, economics and technology. Participants should bring a bag lunch and dress for the outdoors. Participants of this course will receive and be trained in the use of the 55-lesson Food Land & People curriculum guide. The course will use the guide s hands-on, multidisciplinary activities enhanced with field sessions in the 134 acre Beechwood Farms Nature Reserve. Teachers will also be given time to meet in grade level groupings to discuss application strategies, and to develop workable unit plans that incorporate lessons from the focus areas of the course, including field trips and guest speakers. Teachers will also align all activities to the Environment and Ecology Standards. Presented by: Scott Detwiler Dates: 04/05/2008 To: 04/05/2008 Time: 8:30AM - 4:30PM Credit Hours: 1 Credit(s) Grades: K,1,2,3,4,5,6,7,8,9,10,11,12 Location: Beechwood Farms Nature Reserve Fee: AIU sets fee Provider Organization: Audubon Society of Western PA Microbial Communities and Human Communities: close encounters This workshop focuses on microbial infections, how scientists think and paradigm shifts in scientific thinking. It provides an introduction to current concepts about bacteria that can cause infections, and how these pathogens are relevant to the treatment of chronic infections such as ear infections, sinusitis, and medical device and implant infections (problems of the bioinic age). We will investigate some current infectious diseases from media highlights to research data; demonstrate how a bacterial pathogen can now be genetically sequenced and how genes that play a role in virulence targeted for further study via bioinformatics; investigate the history of vaccines and explore current controversies about vaccine use; and explore how resistance to anti-bacterial drugs occurs. Presented by: Dr. Michelle Zuckerman- Parker Dates: 06/23/2008 To: 06/27/2008 Time: 9:00AM - 4:00PM Credit Hours: 2 Hour(s) Grades: 10,11,12 Location: Allegheny-Singer Research Institute Fee: none Provider Organization: Allegheny-Singer Research Institute Modeling Instruction in Biology: A National First As an initiative of its Center for Professional Development, Shady Side Academy is pleased to present this workshop, a national first! The week-long program explores the use of research-based strategies to teach key concepts in high school biology from a model-centered perspective. The emphasis of the workshop will be on helping students learn the biological concepts from the perspective of systematically-developed models. We will explore the development and use of multiple representations of key concepts to target multiple learning styles. Instructional strategies will include a coherent approach to the role of energy in biological systems. Participants will learn the use of modeling methods such as whiteboarding, student discourse, and system schema. The use of technology such as Vernier lab pros will be integrated into the course. Participants will review available literature in biology and science education research, then collaborate in applying new instructional strategies to activities designed to make highly abstract concepts more concrete. All participants will receive a complete biology curriculum package at the end of the workshop. Participant interest and background will help guide the schedule. Modeling Instruction is grounded on the notion that true scientific inquiry is centered on the construction, validation, and application of conceptual models that allow us to organize our understanding of the physical world. The method corrects many weaknesses of the traditional lecture-demonstration method, including fragmentation of knowledge, student passivity, and persistence of naive beliefs about the physical world. Unlike the traditional approach, in which students wade through an endless stream of seemingly unrelated topics, the Modeling Method organizes the course around a small number of scientific models, thus making the course coherent. Presented by: Dr. Anita Schuchardt, Bill Diehl and Dudley Parr Dates: 06/23/2008 To: 06/27/2008 Credit Hours: 37.5 Hour(s) Grades: 9,10,11,12 Location: Shady Side Academy Fee: $595 Provider Organization: Shady Side Academy Pennsylvania Songbirds This course will provide teachers with an exciting way to incorporate birds into their curriculum. Birds can be found in all habitats from inner-city school sites to suburban and rural areas. The Pennsylvania Songbirds curriculum is an interdisciplinary, supplementary environmental and conservation curriculum focused on local resources in PA. Through indoor and outdoor activities which take advantage of the unique resources of Beechwood Farms, teachers will become familiar with lessons that stress bird biology, habitat, observation and identification, migration, research techniques, environmental issues and responsible human actions. Participants should bring their own lunches. Offered through the Allegheny Intermediate Unit. Presented by: Gabi Hughes Dates: 04/19/2008 To: 04/19/2008 Time: 8:30AM - 4:30PM; From: 04/26/2008 To: 04/26/2008 Time: 8:00AM - 4:00PM Credit Hours: 1 Credit(s) For the latest information, visit the Collaborative s interactive website: 38

39 Grades: K-12 Location: Beechwood Farms Nature Reserve Fee: contact the AIU Provider Organization: Audubon Society of Western PA Schoolground Habitat Enhancement and Restoration Symposium Learn how students, teachers, administrators, and communities have worked together to improve the habitats of local schoolgrounds and gather tips for beginning a schoolground restoration project of your own. Act 48 approval pending. Keynote speaker will be Dr. Mary Rivkin, Associate Professor of Early Childhood Education at the University of Maryland- Baltimore County and author of The Great Outdoors: Restoring Children s Right to Play Outside. Breakout sessions on topics such as school ground space design, finding funding, and curriculum connections, to name a few, will be augmented by experiential learning classes, presentations by ASWP s Schoolground Habitat Enhancement and Restoration Project participants, a Resource Raffle and access to free educational resources and materials. Lunch will be provided. Presented by: Audubon Society of Western PA Dates: 05/22/2008 To: 05/22/2008 Time: 8:30AM - 3:30PM Credit Hours: 6 Hour(s) Grades: Infant/Toddler, Preschool, K-11 Location: Beechwood Farms Nature Reserve Fee: TBD Provider Organization: Audubon Society of Western PA Soil Investigation - A GLOBE Learning Investigation For long description, see same titled entry on page 41. STS by Green Design/Special Topics : Environment and Health: A Systems Approach Teachers will use the approach to teaching/learning based on the Iowa Chautauqua Program. The new focus is on interdisciplinary connections, Environment and Health: A Syetsm Approach, a constructivist classroom student based classroom using hands-on and inquiry based approaches. The main focus is on going beyond just real world connections and using very relevant issues/concerns as bases for problem solving. Using The Obesity Crisis and Air Quality - fine particulates and mercury levels plus water quality and climate change as target areas - connections with current research and findings are utilized. This includes energy conservation. Along with new pedagogical strategies, teachers will have content updates, assessment techniques, and will develop skills in integrating across the curriculum as they align teaching modules with the current standards. Presented by: PRCST: CEO, A&WMA, NETL, McGowan Institute Dates: 06/19/2008 To: 06/19/2008 Time: 8:30AM - 3:30PM Credit Hours: 6 Hour(s) Grades: K-12 Location: University of Pittsburgh + other Fee: $35.00 Provider Organization: Pittsburgh Regional Center for Science Teachers Sustainable Energy Workshop Participants will also learn about how the school building and surrounding grounds can be used as a tool for teaching about the environment. Teachers will receive a copy of an energy education curriculum developed by the PA DOE Office of Envrionment and Ecology. Presented by: Pennsylvania Resource Council and GASP Dates: 04/12/2008 To: 04/12/2008 Time: 9:00AM - 4:30PM Credit Hours: 7.0 Hour(s) Grades: 6,7,8,9,10,11,12 39 Location: Winnie Palmer Nature Reserve Fee: $25.00/person Provider Organization: Saint Vincent College Environmental Education Ctr. Water, Air Quality and You The Air Quality and YOU Workshop is a collaborative effort on the part of The Southwest Pennsylvania Air Quality Partnership, Inc. The Pennsylvania Resources Council, The Group Against Smog and Pollution, The PA Department of Environmental Protection, and Conservation Consultants, Inc. Participating teachers will be provided with background information and resources, including an air quality curriculum and activities designed for middle school students. This workshop will focus on the human health and environmental impacts of air pollutants as well as behavioral changes that can minimize emissions and exposure. It will also address the functions of watersheds and wetlands, non-point source pollution, water quality and conservation, human impact on watersheds and how we affect and in turn are affected by the health of our watersheds. Presented by: Pennsylvania Resource Council and GASP Dates: 05/31/2008 To: 05/31/2008 Time: 9:00AM - 4:30PM Credit Hours: 7.0 Hour(s) Grades: 6,7,8,9,10,11,12 Location: Winnie Palmer Nature Reserve Fee: $25/person Provider Organization: Saint Vincent College Environmental Education Ctr. SCIENCE EARTH SCIENCES Watershed Literacy For long description, see same titled entry on page 37.

40 Understanding and Exploring Watersheds and Wetlands This content short course will address the following objectives. Participants will: gain an understanding of and become familiar with activities that address the importance of water to ecosystems; how and why water resources are managed; that water resources exist within social and cultural constructs; understand the definition and ecological function of a Watershed, and how to locate their schools within the context of a watershed; learn the definition and functions of various types of wetland habitats; be able to employ a variety of field techniques, including plant and animal surveys, water quality analysis, and soil surveys, which will allow them to evaluate watershed and wetland ecosystems with their students; understand how coal mining in this region has affected watersheds and how wetlands are being used to treat Abandoned Mine Drainage; exhibit a working knowledge of the Project Wet Activity and Curriculum Guide and WOW! Wonders of Wetlands Curriculum Guide; be familiar with resource providers that can augment their classroom watershed and wetland studies. The purpose of this 4-day course is to introduce teachers to the subject of watersheds and wetlands as ecologically important systems and as a thematic learning tool for integrating environment and ecology concepts into the curriculum. The workshop utilizes two PDE approved curriculum guides: WOW! The Wonders of Wetlands, and Project Wet Curriculum and Activity Guide (both of which are supplied to participants as part of the course), as well as supplementary activities from other sources. The workshop will provide background information on the properties of water and the water cycle; and the structure, function and ecological importance of watersheds and wetlands both locally and worldwide. In addition, teachers will be exposed to Beechwood Farms Nature Reserve, the DEP, and St. Vincent s Environmental Education Center as valuable local resources. During workshop sessions 1 and 2, participants will utilize hands-on, multi-disciplinary activities from the Project Wet curriculum guide, and hear a presentation by a guest speaker from the DEP who is involved in local watershed issues. Session 3 will focus on wetlands and the WOW! Activity guide. In addition to background information and activities, various field sampling and survey techniques will be covered. The final session will incorporate an off-site field trip to St. Vincent s Environmental Education Center where a man-made wetland is used to treat abandoned mine drainage. An overview of the Center s Abandoned Mine Drainage Education Module will also be included. Teachers will also be given time to meet in grade level groupings to discuss application strategies, and to develop workable unit plans that incorporate lessons from the focus areas of the course, including field trips and guest speakers. Teachers will also align all activities to the Environment and Ecology Standards. Presented by: Gabi Hughes; Scott Detwiler Dates: 07/08/2008 To: 07/11/2008 Time: 8:30AM - 4:30AM Credit Hours: 2 Credit(s) Grades: 4,5,6,7,8,9,10,11,12 Location: Beechwood Farms Nature Reserve Fee: contact the AIU Provider Organization: Audubon Society of Western PA What Elementary Teachers Need to Know about Weather and Climate Is a three day long Content Deepening Short Course is a review of the basic meteorology elementary school students need to know to gain an understanding the properties and processes of the Earths atmosphere. This illustrated, interactive journey has participants engaged in demonstrations and discussions that address the following objectives, among others: 1. What are the major physical and chemical properties of the atmosphere 2. Explain the atmospheric processes that produce thunderstorms, hurricanes and tornadoes. 3. Identify the major climatic regions of the Earth and the atmospheric processes that produce them 4. Discuss how rainbows, halos, sundogs and other atmospheric optical phenomena are produced 5. Develop simple hands-on models to demonstrate how several processes in the atmosphere operate. The seminar examines the properties of and the forces that affect the atmosphere and yield the Earths weather and climate. Additional topics include: Why is the sky blue. How to read and interpret weather maps. What produces thunder and lightning. How did the Earths atmosphere form and how has it evolved over time. How do greenhouse gases affect the worlds climate. How vertical changes in the Earths atmosphere can be used to document the structure of the atmosphere. Why snow flakes have the patterns they do. How the Earths atmosphere compares to other planets in the solar system. What are the major types of clouds. The seminar also introduces elements of backyard weather forecasting by use of the sun and clouds to predict changes in the weather. Several hands-on exercises using simple household items are developed that demonstrate the concepts of air pressure, atmospheric humidity, air temperature, and how the sun and earth interact to produce the seasons, among others. Overall the goal of the seminar is to strengthen the participants understanding of the discipline of meteorology. The seminar works to be interactive and engaging and strives to build in the minds eye of the participant simple, timely and relevant images of the concepts being reviewed. The examples and demonstrations included are such that they can be incorporated by participants into any earth science discussion dealing with weather and climate. The seminar addresses, therefore, the MSP TIMSS Student Assessment Category Earth in the Universe as well as aspects of Earth Features and Processes and Physical & Chemical Changes. Presented by: Kenneth A LaSota, PhD Dates: 08/06/2008 To: 08/08/2008 Time: 8:00AM - 3:30AM Credit Hours: 1 Credit(s) For the latest information, visit the Collaborative s interactive website: 40

41 Grades: 4,5,6 Location: Robert Morris University Fee: $300. Provider Organization: Robert Morris University Food Land and People For long description, see same titled entry on page 37. Phenology - A GLOBE Protocol Participants in this workshop will explore the coming of Spring and prepare for EarthDay Seasonal changes in Pennsylvania, the United States, and the world and related environmental health issues. Field work included.concept extensions include global changes, population and economic relationships, and potential climate interactions.hyeld at the Regiopnal Learning Alliance. Presented by: Jane Konrad - plus GLOBE specialists/scientists Dates: 04/05/2008 To: 04/05/2008 Time: 8:30AM - 3:30PM Credit Hours: 5 Hour(s) Grades: 5,6,7,8,9,10,11,12 Location: TBA Fee: $30.00 Provider Organization: Pittsburgh Regional Center for Science Teachers Soil Investigation - A GLOBE Learning Investigation Soils are one of Earth s essential natural resources, yet they are often taken for granted. Most people do not realize they are a living, breathing world supporting nearly all terrestrial life. Soils and their functions within an ecosystem vary greatly from one location to another as a result of many factors, including differences in climate, the parent material of the soil, and the location of the soil on the landscape, Scientists, engineers, farmers, developers, and other professionals consider a soil s physical and chemical characteristics, moisture content and temperature to make critical decisions. Using the measurement data in the GLOBE Soil Investigation, students help scientists describe soils and understand how they function. These data are invaluable to scientists in many fields. Hydrologists, Climatologists, Biologists, and Anthropologists all study soils data. When data are available for many areas of the World, scientists study the spatial patterns of soil properties. Along with a full set of GLOBE data (atmosphere, hydrology, land cover), soils data at a specific site are used to run computer simulation models to understand how the whole ecosystem functions and to make predictions about what the ecosystem will be like in the future. This PRCST workshop will be presented by GLOBE Partner and Trainer, Charylene Philp, Director, North Central Math/Science Collaborative. GLOBE is now a NASA related program. Along with free GLOBE materials, free NASA related resources will be provided by the PA NASA Educator Resource Center (ERC) located at the University of Pittsburgh. Breakfast and lunch provided. Presented by: Charylene Philp and trainers Dates: 06/18/2008 To: 06/18/2008 Time: 8:30AM - 3:30AM Credit Hours: 6 Hour(s) Grades: 5,6,7,8,9,10,11,12 Location: To be confirmed - Regional Learning Alliance Fee: $30.00/person Provider Organization: Pittsburgh Regional Center for Science Teachers STS by Green Design/Special Topics: Environment and Health: A Systems Approach For long description, see same titled entry on page 39. The Sun - - the Solar System - - and the Science Grade 8 Assessment Anchors 2009 is the International Year of Astronomy and the second year for Grade 8 Science PSSA. Prepare for both by taking this three-day-long Content Short Course which will utilize content deepening Activities and information about the Sun and the solar system. Course participants will engage in a series of Inquiry-Based, hands-on Activities especially created or adapted for implementation in the middle school science classroom. The course utilizes activities such as building and using a diorama that will explain eclipses and developing a walking scale model of the solar system. Participants will perform simple experiments that investigate how the sun produces energy and radiates energy in the form of light. In addition, participants will view the sun through a telescope and learn how to build equipment that will allow them to safely view the sun with their own students. These Activities are designed to stimulate student interest in topics involving the Sun and the solar system by involving them in the wonder and challenge of Inquiry-Based learning. This course is directly linked to appropriate Pennsylvania Science Grade 8 Assessment Anchors to enable participants to gain the background and skills needed to understand the eligible content of each suitable Anchor and to effectively explain this content to others. In addition to the time devoted to Workshop Activities, 15 hours of out of class assignments must be completed for the participant to qualify for one credit of Continuing Professional Education. Presented by: The Contemporary Physics Education Project Dates: 08/04/2008 To: 08/06/2008 Time: 8:00AM - 3:30PM Credit Hours: 1.0 Credit(s) Grades: 5,6,7 Location: AIU Fee: $ Provider Organization: Contemporary Physics Education Project (CPEP) SCIENCE PHYSICAL SCIENCES/ CHEMISTRY AND PHYSICS Chemistry Around the Household The purpose of this workshop isto enhance the participants understanding of the chemistry 41

42 behind food and other chemicals found around the house. In particular, we will explore, through hands-on activities anddiscussion, the ways that understanding chemistry is essential for understanding various types of foods and nutrients in those foods. The participants will come away with a deeper understanding of (1)the chemical structure of nutrients infoods and how that structure is so criticalto the human body, (2) how we can model energy conversion in the body with simple(and fun!) chemical reactions, (3) the difference between different classes of chemical compounds and reactions, exemplified by the vitamin C molecule, (4) the chemistry behind interesting, but unusual, chemical mixtures such as detergents and foams. By gaining a deeper understanding of these four topics, the participants will gain an understanding of how chemical structure and reactivity governs manyof the things we do each day. This workshop will focus on essential learning items 3.P.I and 5-8.P.I of the Science Curriculum Framework, which deal with understanding and classifying the properties and changes of matter, and will also touch on5-8.p.vi, understanding the relationship between chemical changes and energy. Additionally, the material discussed in thisworkshop supports and enhances the following STC and FOSS science units: Chemical Tests, Food and Nutrition, Food Chemistry, and Mixtures and Solutions. The seminar will take place over three days and will consist of hands-on explorations mixed with case studies. Presented by: Dr. Steven Gravelle Dates: 06/25/2008 To: 06/27/2008 Time: 8:30AM - 3:15PM Credit Hours: 1 Credit(s) Grades: 3,4,5,6 Location: ScienceWISE at St. Vincent College Fee: $300. Provider Organization: ScienceWISE at Saint Vincent College Modeling Instruction in Chemistry This exciting week-long program will involve exploring the most acclaimed and acknowledged research-based strategies for effectively teaching and learning chemistry. The workshop will focus on key concepts in high school chemistry from a model-centered perspective. The emphasis of the workshop will be on helping students learn the concepts in chemistry from the perspective of systematically developed particle models for matter. Instructional strategies will include a coherent approach to the role of energy in phase change and chemical change. Participants will learn the use of modeling methods such as whiteboarding, student discourse, and system schema. The use of technology such as Vernier lab pros will be integrated into many aspects of the lab portion of the course. All participants will review available literature in chemistry education research and then collaborate in applying the instructional strategies learned in this course during engaging activities designed to make highly abstract concepts more concrete. All participants will receive the complete chemistry curriculum package at the end of the workshop. Participant interest and background also will guide the schedule. Modeling Instruction is grounded on the notion that true scientific inquiry is centered on the construction, validation and application of conceptual models that allow us to organize our understanding of the physical world. The method corrects many weaknesses of the traditional lecture-demonstration method, including fragmentation of knowledge, student passivity, and persistence of naive beliefs about the physical world. Unlike the traditional approach, in which students wade through seemingly unrelated topics, the Modeling Method organizes the course around a small number of scientific models, thus making the course coherent. Presented by: John Landreth and Sarah Cudney Dates: 06/23/2008 To: 06/27/2008 Credit Hours: 37.5 Hour(s) Grades: 9,10,11,12 Location: Shady Side Academy Fee: $595 Provider Organization: Shady Side Academy Modeling Instruction in Physics: Electricty & Magnestism As an initiative of its Center for Professional Development, Shady Side Academy offers this five-day course focusing on developing models of electricity and magnestism in a hands-on fashion with support from computer simulations. The program will utilize a modeling-friendly revamping of the research tested CASTLE curriculum. Participants will learn the use of modeling methods such as whiteboarding, student discourse, and system schema. Technology also will be incorporated into the course through the integration of Vernier lab pros, logger pro software, and the use of Constructing Physics Understanding simulation software to further evolve the models being developed. Participant interest and background will help guide the schedule. Presented by: Dr. Kathy Malone and Staff Dates: 07/14/2008 To: 07/18/2008 Time: 9:00AM - 4:30PM Credit Hours: 37.5 Hour(s) Grades: 9, 10, 11, 12 Provider Organization: Shady Side Academy Fee: $595 Provider Organization: Shady Side Academy Modeling Instruction in Physics: Mechanics This five-day course will focus on how kinematics models are developed in high school physics classrooms. The appropriate use of technology will be integrated into model development and deployment. Real-time data gathering with logger pro and mathematical modeling of the data will drive model development. Participants will have the opportunity to prepare for implementation in their classrooms. Course topics include experimental design the development of two kinematics models: constant velocity and constant acceleration application and use of vernier lab pro and logger pro software and the use of simulation software to further evolve the models developed. Presented by: Dr. Kathy Malone and Staff Dates: 07/07/2008 To: 07/11/2008 Credit Hours: 37.5 Hour(s) Grades: 9,10,11,12 For the latest information, visit the Collaborative s interactive website: 42

43 Provider Organization: Shady Side Academy Fee: $595 Provider Organization: Shady Side Academy Physics First: Modeling Instruction in 9th Grade Algebra-based Physics As an initiative of its Center for Professional Development, Shady Side Academy (Pittsburgh, PA) is presenting a series of physics modeling workshops designed for secondary school teachers interested in bringing a modeling approach to their teaching. Physics First: Modeling Instruction for Ninth Grade Algebra-Based Physics, will be offered June 30 - July 3. Dr. Kathy Malone, lead mentor, has been conducting modeling workshops since The workshop will focus on the development of experimental design techniques such as linearization of data, constant velocity, acceleration, and energy models. Use of Vernier lab pros and simulation software will be integrated into the workshop. All participants will receive the complete curriculum package for freshman physics at the end of the workshop. For more information: dliebmann@shadysideacademy.org or for a flier. Presented by: Dr. Kathy Malone and staff Dates: 06/30/2008 To: 07/03/2008 Credit Hours: 40 Hour(s) Grades: 9,10,11,12 Location: Shady Side Academy Fee: $595 Provider Organization: Shady Side Academy Listing of Contacts by Provider Organization Allegheny-Singer Research Institute Michelle Zuckerman-Parker Vice Director of Education Center for Genomic Sciences 320 East North Avenue Pittsburgh, PA mzuckerm@wpahs.org Audubon Society of Western PA Trisha ONeill Director of Education Beechwood Farms Nature Reserve 614 Dorseyville Rd. Pittsburgh, PA (412) (412) toneill@aswp.org Contemporary Physics Education Project (CPEP) Thad Zaleskiewicz President SH 122A, 1150 Mt. Pleasant Rd. University of Pittsburgh-Greensburg Greensburg, PA (724) zpt@pitt.edu cpepweb.org Pittsburgh Regional Center for Science Teachers Jane Konrad Executive Director University of Pittsburgh 5M27 WWPH Pittsburgh, PA (412) (412) konrad@pitt.edu Robert Morris University Kenneth A. LaSota, Ph.D. Assoc. Prof. Natural Sciences 6001 University Boulevard Moon Township, PA (412) (412) lasota@rmu.edu Saint Vincent College Environmental Education Ctr. Angela Belli Environmental Education Center Director Winnie Palmer Nature Reserve 744 Walzer Way Latrobe, PA (724) (724) angela.belli@ .stvincent.edu ScienceWISE at Saint Vincent College Steve Gravelle Associate Professor Saint Vincent College 300 Fraser Purchase Road Latrobe, PA (724) sgravelle@stvincent.edu richard.watson@ .stvincent.edu Shady Side Academy David Liebmann Director of Programs 423 Fox Chapel Road Pittsburgh, PA (412) (412) dliebmann@shadysideacademy.org YMCA Camp Kon-O-Kwee/ Spencer Lorraine Jacobs Environmental Educator 126 Nagel Road Fombell, PA (724) lorraineja@juno.com 43

44 Local and National Conferences MARCH 26 National Science Education Leadership Association (NSELA) Professional Development Institute, Boston, MA National Science Teachers Association (NSTA) National Conference, Boston, MA 30-April 2 National Association for Research in Science Teaching (NARST) Annual Conference, Baltimore, MD APRIL 4-8 National Association of Elementary School Principals (NAESP) 2008 Convention, Nashville, TN 7-9 National Council of Supervisors of Mathematics (NCSM) Annual Conference, Salt Lake City, UT 9-12 National Council of Teachers of Mathematics (NCTM) Annual Meeting, Salt Lake City, UT JUNE Association for Supervision and Curriculum Development (ASCD) Summer Conference, Nashville, TN JULY 7-10 National Science Education Leadership Association (NSELA) Summer Leadership Institute, Ashville, NC 7-10 American Chemical Society (ACS) Summer Institute, Pittsburgh, PA National Staff Development Council (NSDC) Summer Conference, Orlando, FL American Association of Physics Teachers (AAPT) Summer Meeting, Edmonton, Alberta American Association of School Administrators (AASA) Summer Leadership Institute, Tampa, FL AUGUST PAPFC Summer Leadership Forum, Pittsburgh, PA 44

45 School District Point People A Albert Gallatin Area School District* Tony Tokish, (724) ttokish@albertgallatin.k12.pa.us Aliquippa School District* James Walsh, (724) jwalsh@aliquippa.k12.pa.us Allegheny Valley School District Gabriel Ziccarelli, (724) gziccarelli@avsd.k12.pa.us Ambridge Area School District Paul Hladio, (724) phladio@ambridge.k12.pa.us Apollo-Ridge School District Matthew Curci, (724) curcim@apolloridge.com Armstrong School District Frank Garritano, (724) fjg@asd.k12.pa.us Avella Area School District Marie Lowe, (724) lowemari@avella.k12.pa.us Avonworth School District* Valerie McDonald, (412) vmcdonald@avonworth.k12.pa.us B Baldwin-Whitehall School District* Randal Lutz, (412) rlutz@bwschools.net Beaver Area School District* Steve Grossman, (724) grossmans@basd.k12.pa.us Belle Vernon Area School District Eileen Navish, (724) eileen.navish@bellevernonarea.net Bentworth School District Charles Baker, (724) cbaker@bentworth.k12.pa.us Bethel Park School District* Nancy Rose, (412) rose.nancy@bpsd.org Bethlehem-Center School District Karen Downie, (724) downiek@bc.k12.pa.us Big Beaver Falls Area School District* Jane Bovalino, (724) bovalinoj@tigerweb.k12.pa.us Blackhawk School District Michelle Miller, (724) millerm@bsd.k12.pa.us * Indicates MSP-Participating Districts Blairsville-Saltsburg School District Arnold Nadonley, (724) nadonley@b-ssd.org Brentwood Borough School District Ronald Dufalla, (412) rdufalla@brentwoodpgh.k12.pa.us Brownsville Area School District Lawrence Golembiewski, (724) llg@basd.org Burgettstown Area School District Phillip Esno, (724) pesno@burgettstown.k12.pa.us Burrell School District George Staudenmaire, (724) staudeum@wiu.k12.pa.us Butler Area School District Edward Fink, (724) edward_fink@butler.k12.pa.us C California Area School District R. Marks, (724) marksrt@calsd.org Canon-McMillan School District Helen McCracken, (724) mccrackenh@cmsd.k12.pa.us Carlynton School District Michael Panza, (412) michael.panza@carlynton.k12.pa.us Carmichaels Area School District Craig Baily, (724) cbailyr@carmarea.org Center Area School District Michael McCullough, (724) mcculloughmd@casd.k12.pa.us Central Greene School District* Matt Blair, (724) mblair@cgsd.org Charleroi School District BradFerko, (724) bferko@charleroisd.org Chartiers-Houston School District John George, (724) jgeorge@chartiers-houstonsd.com Chartiers Valley School District* Betsy Sapienza, (412) bsapienza@cvsd.net Clairton City School District* Lucille Abellonio, (412) abelloniol@clairton.k12.pa.us 45 Commodore Perry School District Michael Stahlman, (724) mstahlman@mail.cperry.k12.pa.us Connellsville Area School District Jim Duncan, (724) jduncan@casdfalcons.org Cornell School District Erv Weischedel, (412) eweischedel@cornell.k12.pa.us D Deer Lakes School District* Thomas Lesniewski, (724) tlesniewski@dlsd.k12.pa.us Derry Area School District* Cheryl Walters, (724) cwalters@wiu.k12.pa.us Diocese of Greensburg Trent Bocan, (724) tbocan@dioceseofgreensburg.org Diocese of Pittsburgh Robert Paserba, (412) rpaserba@diopitt.org Duquesne City School District* Barbara McDonnell, (412) mcdonnellb@dukesk12.org E East Allegheny School District* Roger D'Emidio, (412) rdemidio@eawildcats.net Elizabeth Forward School District* Beverly Hall, (412) bhall@efsd.net Ellwood City Area School District David McCommons, (724) dmccommons@ellwood.k12.pa.us F Farrell Area School District* Carole Borkowski, (724) cborkowski@farrellareaschools.com Fort Cherry School District* Trisha Craig, (724) tcraig@fortcherry.org Fox Chapel Area School District* Shelley Beck, (412) shelley_beck@fcasd.edu Franklin Regional School District* Shelley Shaneyfelt, (724) slshaneyfelt@franklinregional.k12.pa.us

46 Frazier School District* Patricia Thomas, (724) Freedom Area School District* Ronald Sofo, (724) Freeport Area School District Stan Chapp, (724) G Gateway School District* Dale Lumley, (412) Greater Latrobe School District* Anne Simmons, (724) Greensburg Salem School District* Judith McMahon, (724) Greenville Area School District John Ziegler, (724) Grove City Area School District Robert Post, (724) H Hampton Township School District* Monique Mawhinney, (412) Hempfield Area School District Terry Foriska, (724) Hermitage School District Karen Ionta, (724) Highlands School District* Karol Galcik, (724) Homer-Center School District Joseph Marcoline, (724) Hopewell Area School District* Charles Reina, (724) I Indiana Area School District* Deborah Clawson, (724) J Jamestown Area School District Douglas Allen, (724) Jeannette City School District* Carmine Pontillo, (724) Jefferson-Morgan School District Donna Furnier, (724) K Karns City Area School District Larry Henry, (724) Keystone Oaks School District William Urbanek, (412) Kiski Area School District John Meighan, (724) L Lakeview School District Paulette Savolskis, (724) Laurel School District Harold Dunn, (724) Laurel Highlands School District Ronald Sheba, (724) Leechburg Area School District James Budzilek, (724) Ligonier Valley School District Vanessa Roddy, (724) M Marion Center Area School District Francis Fregly, (724) Mars Area School District William Pettigrew Jr, (724) McGuffey School District Joseph Stefka, (724) McKeesport Area School District* Michael Matta, (412) Mercer Area School District William Gathers, (724) Midland Borough School District Sean Tanner, (724) Mohawk Area School District* Kathleen Kwolek, (724) Monaca School District Michael Thomas, (724) Monessen City School District* Cynthia Chelen, (724) Moniteau School District Dolores Bliss, (724) Montour School District Todd Price, (412) Moon Area School District Ronald Zangaro, (412) Mt Pleasant Area School District Frank Watson, (724) Mt Lebanon School District John Allison, (412) N Neshannock Township School District Mary Todora, (724) New Brighton Area School District David Pietro, (724) New Castle Area School District George Gabriel, (724) New Kensington-Arnold School District Joanne Cecchi, (724) North Allegheny School District Alice Hirsch, (412) North Hills School District Jeff Taylor, (412) Northgate School District* Reggie Bonfield, (412) Norwin School District Janet Franicola, (724) P Penn Hills School District* Dan Lujetic, (412)

47 Penn-Trafford School District Harry Smith, (724) Penns Manor Area School District T. J. Kakabar, (724) Peters Township School District Nina Zetty, (724) Pine-Richland School District Richard Pysch, (724) Pittsburgh School District Richard Gutkind, (412) Plum Borough School District* Lillian Naccarati, (412) Purchase Line School District Richard Makin, (724) Q Quaker Valley School District* Deborah Deakin, (412) R Reynolds School District Maddox Stokes, (724) Ringgold School District Gary Hamilton, (724) Riverside Beaver County School District* David Anney, (724) Riverview School District* Jay Moser, (412) Rochester Area School District* Bob Budacki, (724) S Seneca Valley School District* Leah McDowell, (724) Shaler Area School District* Joseph Latess, (412) Sharon City School District* Michael Calla, (724) Sharpsville Area School District Mark Ferrara, (724) Shenango Area School District Daniel Bell, (724) Slippery Rock Area School District KathleenNogay, (724) South Allegheny School District* Elaine Brown, (412) South Butler County School District Dawn Heilman, (724) South Fayette Township School District* Mary Ravita, (412) South Park School District Richard Bucchianeri, (412) South Side Area School District* Ronald Ladick, (724) Southeastern Greene School District* Michael Caruso, (724) Southmoreland School District John Molnar, (724) Steel Valley School District* Susan Olsen, (412) Sto-Rox School District* Fran Serenka, (412) T Trinity Area School District Thomas Turnbaugh, (724) U Union Area School District Linda O'Neill, (724) l_oneill@union.k12.pa.us Uniontown Area School District* Deborah Rittenhouse, (724) rittenhoused@mail.uniontown.k12.pa.us United School District Kathy Myers Wunder, (814) kwunder@unitedsd.net Upper Saint Clair School District Neelaveni Sankar, (412) vsankar@uscsd.k12.pa.us W Washington School District Roberta DiLorenzo, (724) dilorenzo@washington.k12.pa.us West Allegheny School District Christine Assetta, (724) cassetta@westallegheny.k12.pa.us West Greene School District Thelma Szarell, (724) szarellt@wgsd.org West Jefferson Hills School District Terry Kinavey, (412) tkinavey@wjhsd.net West Middlesex Area School District Alan Baldarelli, (724) abaldarelli@wmasd.k12.pa.us West Mifflin Area School District Bart Rocco, (412) roccob@wmasd.org Western Beaver County School District Enrico Antonini, (724) eantonini@westernbeaver.org Wilkinsburg Borough School District* Patricia Grey, (412) pgrey@wilkinsburgschools.org Wilmington Area School District Joyce C. Nicksick, (724) nicksick@wilmington.k12.pa.us Woodland Hills School District* Norman Catalano, (412) catano@whsd.net Y Yough School District Jeanne Suehr, (724) suehrj@yough.k12.pa.us

48 Quick Reference Index Contact info with MSC staff picture pg.4 Science Teacher Leadership Academies & Registration Forms pg.6 MSC Professional Development at Governor s Institute pg.11 Mathematics Teacher Leadership Academies & Registration Forms pg.12 Lenses on Learning pg.18 New to Coordi-net! Course Completion Data pg.20 Content Short Courses: Summer pg.25 Registering for Continuing Education Through Edu-Link pg.30 Resources Listed by Content Area pg.36 School District Contacts pg.45 MATH & SCIENCE COLLABORATIVE 475 East Waterfront Drive Homestead, PA Phone: Fax The Allegheny Intermediate Unit is an equal opportunity education institution and will not discriminate on the basis of race, color, national origin, ancestry, religion, sex, sexual orientation, age, handicap, or limited English proficiency in its education programs, services, facilities, activities, or employment policies as required by Title IX of the 1972 educational amendments, Titles VI and VII of the Civil Rights Act of 1964, as amended, Section 504 regulations of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, Section 204 regulations of the 1984 Carl D. Perkins Act, the Americans With Disabilities Act, or any other applicable federal or state laws. This material is based on work supported by the National Science Foundation under Grant No. EHR Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the granting agency.