Announcement and Solicitation of State Applications




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The Adult Numeracy Instruction Professional Development (ANI-PD)

Field-test Program


Announcement and Solicitation of State Applications

What is the Adult Numeracy Instruction Professional Development (ANI-PD) Field-test?

ANI-PD Field-test is an intensive professional development model for states committed to high-quality math instruction for adults at the ABE, pre-GED, and GED levels. This PD is part of the “Strengthening America’s Competitiveness by Improving Math Instruction” Project. ANI-PD will field-test the model in collaboration with two (2) states between September 2010 and May 2011. The field-test will:

Build local program instructors’ and administrators’ knowledge and use of effective practices in math instruction; and

Allow instructors to deepen and expand their math content knowledge; and

Provide ten (10) local program teams with instructional materials and strategies adaptable to their students’ specific goals and needs.

The ANI initiative is a National Leadership activity under the Adult Education and Family Literacy Act (AEFLA). MPR Associates, Inc., through a contract with the U.S. Department of Education, Office of Vocational and Adult Education (OVAE), operates ANI in partnership with TERC, the Center for Literacy Studies at the University of Tennessee, and Rutgers University.

Criteria for State Participation

To participate, states that submit an application must:

Agree that the field-test will be one element of the state’s larger plan for improving math instruction.

Commit to supporting the participation of ten (10) program teams (two (2) adult education math instructors and a program administrator per team), including:

Providing paid release time for instructors (if applicable) to attend Institutes and complete other required tasks;

Covering costs for three (3) two (2)-day Institutes and participants’ expenses for travel to Institutes; and

Assigning a state liaison connected to the professional development system to the project.

All states are invited and eligible to apply, however, preference will be given to states not previously involved in a similar initiative, Teachers Investigating Adult Numeracy (TIAN). States seeking to participate should submit an application by May 3, 2010. Selected states will be notified by May 17, 2010. During June 2010, the two (2) selected states will work with ANI-PD staff to choose ten (10) local program teams that want to improve their math curriculum and instruction for adults.



Benefits of State Participation

Participating states will strengthen their capacity for high-quality math instruction in adult education by:

Developing a cadre of twenty (20) instructors and ten (10) administrators with ANI-PD experience to serve as instructional leaders regionally and statewide.

Providing instructors with sample math lessons based on the latest research in math learning.

Working with ANI-PD staff to integrate this model into state professional development plans for math and other adult education initiatives.

Joining a national effort to support state implementation of high-quality math instruction in adult education.



ANI-PD Field-test Activities

This year-long intensive professional development program includes:

Three (3) two (2)-day Institutes for twenty (20) instructors per state, with program administrators participating in two Institutes.

Classroom implementation and documentation.

Regional meetings and background reading between Institutes.

Outcomes of the ANI-PD Field-test Model

Expected outcomes of the ANI-PD model for instructors include broader and deeper mathematical knowledge, a better understanding of how adults learn math, and more effective math instruction.



Mathematics Content

Focusing on essential math content areas, including numbers, geometry, data, and algebra, instructors will:

Deepen their math content knowledge.

Learn how understanding develops within and across content areas.

Address all five attributes of math proficiency (conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition).1

Relate math content to the various contexts in which adults play a role or aspire to (e.g., further education—general education development (GED) or postsecondary —workplace, community, or family).



Instructional Strategies

Instructors will practice new teaching strategies to help students build math proficiency. These will:



  1. Build students’ repertoire of representations for understanding and communicating math content (symbols, diagrams, graphs, and words) and make connections among these representations.

  2. Support the development of problem-solving, communication, and reasoning skills and make connections within mathematics and across
    disciplines.

  3. Enable instructors to conduct formative assessments to guide instruction and differentiate instruction across student levels and backgrounds.

Timeline for ANI-PD Field-test Activities

May 3, 2010 Application due

May 17, 2010 Notification of states chosen to participate

June 2010 ANI staff help states identify ten (10) local program teams

October 2010 Institute I, two (2) days at in-state site

October–December 2010 Classroom implementation and regional meetings

December 2010 Institute II, two (2) days at in-state site

December 2010–March 2011 Classroom implementation and regional meetings

March 2011 Institute III, two (2) days at in-state site

April–May 2011 Follow-up data collection and feedback from states.

ANI-PD Field-test Costs

The ANI-PD project will pay for:

All materials needed at Institutes and master copies of classroom materials for each participant.

Field-test training and all expenses of the trainers.

States and programs will cover costs for:

Paid release time for instructors (if applicable) to attend Institutes and complete other required tasks;

Institute meetings;

A state liaison assigned to the project;

State and local program staff time to participate in program activities; and

State and local program staff travel to and from Institutes and other in-state activities.

Roles of ANI-PD Field-test Participants

The ANI-PD model requires significant support for instructors within their programs and from the state. All participants have specific roles, as follows.



State staff will:

  1. Submit the required applications to the ANI-PD project.

  2. Recruit participants (program administrators and instructors) in consultation with ANI-PD staff.

  3. Provide ongoing support for group meetings and local staff.

  4. Articulate how the ANI-PD project supports state goals and provide leadership for continuing improvements beyond the field-test year.

Local program administrators will:

  1. Identify instructors to participate (preferably two (2) instructors per program).

  2. Provide materials that support the principles of the model.

  3. Redesign schedules, if necessary, to accommodate group meetings, instructor preparation, and/or consultations.

  4. Attend at least two (2) of three (3) Institutes and observe two math classes per instructor.

  5. Provide an environment conducive to learning and sharing among instructors.

Instructors will:

  1. Attend three (3) ANI-PD Institutes.

  2. Meet (by region within the state) twice between Institutes.

  3. Test new strategies and materials in their classrooms and document their classroom practice.

  4. Complete necessary surveys and participate in classroom observations.

Rationale for the ANI-PD Field-test Project

Math skills are increasingly important in a technological, data-driven culture. Many ABE and pre-GED students struggle with math, however, and more students fail the math section of the GED test than other test sections. Yet math instruction in ABE and pre-GED generally receives less attention than literacy and language instruction. In ABE, pre-GED and GED, math often is taught in a one-dimensional way, based on a narrow definition of proficiency.

Evidence also suggests that adult educators are inadequately trained to conduct high-quality math instruction. Survey data, for example, show that less than five percent of the adult education workforce is certified to teach mathematics.

The ANI-PD project is based on the principles that

Professional development should result in changes in instructors’ knowledge and behavior (and, ultimately, student outcomes).

Professional development should model good


practice.

Time Estimates for ANI-PD Field-test Participation

State staff. Two (2) to three (3) weeks during the field-test year, including attending three (3) Institutes, supporting local staff, and working with ANI staff to develop state plans for continuing to improve math instruction after the field-test concludes.

Program administrators. At least four (4) days and preferably six (6) days to attend the Institutes. Additional time for classroom observations and providing meeting opportunities for instructors.

Instructors. Six (6) days to attend the Institutes. Additional time for piloting and documenting classroom implementation of lessons and attending four (4) regional group meetings (twice between Institutes) of at least two (2) hours each.


Please complete and submit this form electronically, by fax, or by mail by May 3, 2010 to:

Christopher Coro

U.S. Department of Education

Office of Vocational and Adult Education

400 Maryland Avenue, SW

Potomac Center Plaza

Washington, DC 20002

Fax: 202-245-7171

Christopher.Coro@ed.gov



Paperwork Burden Statement

According to the Paperwork reduction Act of 1995, no persons are required to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1830-0571. The expiration date is October 31, 2012. The time required to complete this information collection is estimated to average 44 hours per response, including the time to review instructions, search existing data resources, gather the data needed and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-7240. If you have comments or concerns regarding the status of your individual submission of this form, write directly to: U.S. Department of Education, Office of Vocational and Adult Education, Division of Adult Education & Literacy, 400 Maryland Avenue, S.W., PCP Rom 11-008, Washington, D.C., 20202-7240


The Adult Numeracy Instruction Professional Development (ANI-PD)
Field-test Program
State Application for Participation



Thank you for your interest in the Adult Numeracy Instruction Professional Development (ANI-PD) field-test program. To be considered for the program, please complete and submit this application form electronically, by fax, or by mail by May 3, 2010 to the US Department of Education. Contact information is at the end of the application.


To complete this application electronically, type directly into the designated fields and use the tab key to advance to the next field. Fields will automatically expand for answers requiring multiple lines of text. Make check-box selections by clicking the box with your mouse or pressing the X key after using the tab key to advance to the box. Save your completed application and email it to Christoper.Coro@ed.gov.


Applicant Information

1. Applicant Agency:      



(State Eligible Agency under the Workforce Investment Act, Title II, AEFLA)

2. Applicant Address:                              



Street address Suite City State Zip

3. Contact Person:



           

Name Title

                             

Mailing address (if different from #2 above) Suite City State Zip

                 

Email address Telephone number Fax number

4. Briefly describe how adult education is provided in your state, e.g., through community colleges, local education authorities, community-based organizations, or some combination.

5. Which assessment instrument do you use to report student mathematics learning gains to the National Reporting System?

     

6. Explain briefly how professional development for adult basic education teachers is organized and provided in your state, particularly any recent or planned professional development initiatives in mathematics.



     

7. What other major adult education professional development projects/initiatives does your state have planned for 2010–2011?

     

The Adult Numeracy Instruction Professional Development (ANI-PD)


Field-test Program
State Application for Participation
8. How and why will participating in ANI-PD enhance existing state program improvement and/or professional development initiatives?
9. Please read the following and affirm your state’s willingness to participate in the project as described below:

In each field-test state, ANI staff will work with a representative from the state’s professional development staff to:

Plan how the ANI project will contribute to state capacity to support mathematics instruction in adult education.

Plan how to recruit and choose 10 program teams (2 teachers and 1 administrator per program) to participate in the project. Teachers will attend 3 two-day institutes held in the state, meet a total of 4 times in regional teams between the institutes, and implement lessons in their classes. Administrators will attend at least two of three Institutes and observe two classes per instructor.

Plan activities appropriate for the state to build on the ANI project in the following year.

In addition to participating in ANI professional development activities, teachers will be asked to complete pre- and post-program questionnaires, math skills assessments, and have their classes observed. Administrators will be asked to complete pre- and post-program questionnaires, share standardized test scores from students of participating teachers, and support teachers’ participation in the program.



Time commitment. The following are time estimates for program administrators, instructors, and state liaisons participating in pilot activities. Please acknowledge that you understand that these are only estimates and that the required time commitment could be more or less.

Local Program administrators. Four (4) days for attending the statewide institutes, plus additional time observing classrooms, and providing opportunities for instructors to meet and plan.

Instructors. Six (6) days for attending the state-wide institutes, piloting and documenting in-class implementation of lessons, and meeting in regional groups 4 times (twice between institutes) for at least 2 hours per meeting.

State liaisons. Two to three (2–3) three weeks during the pilot year to select and support program administrators and instructors. This includes attending institutes and working with ANI staff to plan how the state will continue to improve its adult math instruction once the field-test year concludes.

The Adult Numeracy Instruction Professional Development (ANI-PD)


Field-test Program
State Application for Participation

The state office will provide meeting space for the institutes and pay teachers’ expenses for attending the institutes and regional meetings.

ANI will cover all ANI staff costs, including meeting with state staff and providing online technical assistance to teachers as needed, and will provide training and classroom materials for each participant.

Please check:

 Yes, I understand the responsibilities and time commitments of the state adult education office, program administrators, and instructors, as outlined above.

Name, State Director of Adult Education


Signature

10. State Liaison: (Staff person responsible for the ANI Program)

           

Name Title



                             

Mailing address Suite City State Zip



                 

Email address Telephone number Fax number



Please complete and submit this form electronically, by fax, or by mail by May 3, 2010 to:

Christopher Coro

US Department of Education

Office of Vocational and Adult Education

400 Maryland Avenue, SW

Potomac Center Plaza

Washington, DC 20002

Fax: 202-245-7171



Email: Christopher.Coro@ed.gov


1 These five attributes contribute to mathematics proficiency as defined in Adding It Up (National Research Council 2001) and adopted in Foundations for Success, The Final Report of the National Mathematics Advisory Panel (U.S. Department of Education 2008).

ANI-PD Announcement of


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