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Learning Standards and Guidelines > Content Area Resources > Mathematics > Math Listserv

Mathematics Listserv

The Maine Mathematics and Science Alliance sponsors a listserv for mathematics educators in Maine.  Membership in this list connects you with mathematics teachers around the state.  Many organizations, including the Maine Department of Education, use the Maine Math ListServ to get information out to teachers.  This is a free service, and a great way to stay connected!

Click here to join!

 

 

Postings from Michele Mailhot at Maine DOE (Updated 5/22/12) (Archives)

 

NCTM: Improving Students' Understanding of Geometry Grants (5/21/12)

The National Council of Teachers of Mathematics Improving Students' Understanding of Geometry grant is to develop activities that will enable students to better appreciate and understand some aspect of geometry that is consistent with the Principles and Standards for School Mathematics of NCTM. The project should include applications of geometry to, for example, art, literature, music, architecture, nature, or some other relevant area and may integrate the use of technology into the teaching of geometry. Proposals must address the following: geometry content, the appropriateness of the application, the link between the Geometry Standard and the project's activities, and the anticipated impact on students' learning.

Maximum award: $4,000. Eligibility: teachers preK-8 who are NCTM members as of October 15, 2012 or teach at a school with a preK-8 NCTM school membership as of October 15, 2012.

Deadline: November 9, 2012

http://www.nctm.org/resources/content.aspx?id=1324

 

 

Advanced Placement Summer Institutes (4/2/12)

Here is information regarding the Advanced Placement Summer Institutes that are available (there is still scholarship money available as well). – Michele

SERC Institute hosts a variety of professional development opportunities for teachers. Their summer institutes take place on the Schoodic Education and Research Center campus located at Schoodic Point within Acadia National Park. They are endorsed by the College Board as an Advanced Placement Summer Institute site.

Please visit the website for more information: www.sercinstitute.org.

 

 

Public Feedback Request for Math and ELA SBAC Assessment – Deadline March 16, 2012 (3/5/12)

Beginning in the 2014-15 school year, Maine’s assessment system will transition from our current use of NECAP and SAT components to those of the SMARTER Balanced Assessment Consortium (SBAC) –a 29-state testing collaborative. This state-lead collaborative has been designed to tap the best thinking and best practices of all member states and the following opportunity is an example of one of the many ways SBAC is developing a set of next generation assessment s utilizing that expertise.

The SMARTER Balanced Assessment Consortium is built on transparency of the process of designing a next generation assessment system, as well as the goal of encouraging educator involvement in this process.  I’m pleased to let you know that there is opportunity for educators, including teachers, administrators, and higher education faculty (and any other interested members of the public) to review and provide feedback on the SMARTER Balanced Assessment Consortium item writing specifications and guidelines for English Language Arts and Math.  These are documents that the Consortium will use to develop test items for the assessment.  This opportunity gives individuals in our state an excellent opportunity to:

  • further their understanding of the CCSS and how it can be assessed,
  • gain insight into the SMARTER Balanced assessment system, and
  • be involved and provide feedback into to the development process.

All of the documents available for review, including a review survey, are accessible via the SMARTER Balanced web site, http://www.smarterbalanced.org/smarter-balanced-assessments/#item. The specific items and survey can be located on this page by scrolling down the page to the materials listed under Showcase #3.   Reviews must be completed by March 16.

For your reference, here is a list of the documents available for review:  

  • Accessibility & Accommodations Guidelines
  • Bias & Sensitivity Guidelines
  • ELA Specifications
  • Math Specifications
  • Performance Task Specs
  • Stimulus Specs
  • Style Guide
  • Technology Enhanced Item Specifications

Reviewers who have a familiarity with the Common Core State Standards (available at www.corestandards.org) will be best able to provide informed commentary on the ELA, Math, Performance Task, and Stimulus Specifications.  The SMARTER Balanced content specifications and a webinar power point that outlines the materials in Showcase #3 are also important background reading for reviewers and these materials are available at http://www.smarterbalanced.org/smarter-balanced-assessments/#item.  

Thank you in advance for your efforts to ensure that these assessments benefit from the perspectives and expertise of educators in our state.

 

 

Register Today for Free Webinars: Bringing Common Sense to the Common Core (2/22/12)

Get valuable advice from the experts. In this three-part webinar series, Scholastic Achievement Partners offers sensible approaches for successful implementation as your district transitions from theory to practice with the Common Core State Standards and Next Generation Assessments.

Next Generation Assessments: What to Expect

March 1 (Thursday), 4 p.m. – 5 p.m. EST

Expert insight into the Next Generation Assessments and practical strategies for preparing students for success on these more rigorous assessments.

The Importance of Reasoning and Discourse in Math

March 27 (Tuesday), 4 p.m. – 5 p.m. EST

Students need math to make sense.  We explore ways to use discourse to help students “make sense” of math and deepen their understanding of essential math concepts.

Understanding Text Complexity

April 11 (Wednesday), 4 p.m. – 5 p.m. EST

An examination of the role of text complexity in the Common Core State Standards, with strategies for assessing and incorporating suitable text to boost literacy achievement for all students.

Register online: http://link.scholastic.com/u.d?B4Gj5vzLqESrFD8HQjV-N=791

 

 

National Financial Capability Challenge (2/22/12)

The National Financial Capability Challenge runs from March 12 through April 13, 2012. The Challenge is a free, voluntary, online series of financial questions for high school students to check their knowledge of earning, spending, saving, borrowing, risk protection, and more.

You can sign up for free at challenge.treas.gov to administer the Challenge to your students. As educators, it is critically important to use this opportunity to help prepare our students for financial independence!

  • It's quick. It takes only about 30 minutes to administer the Challenge online, but the lessons your students will learn in preparing will last a lifetime.
  • It's easy. Comprehensive lesson plans and sample questions are available in the online Educator Toolkit to help you prepare your students for the Challenge.
  • It's rewarding. Educators and top-scoring students in each school will earn personalized award certificates and states with the highest participation will also be recognized.

Any high school educator can do it. Even if you’re not a math or personal finance educator, I encourage you to register so your students can participate. The website also provides tools you can use to easily spread the word about the Challenge, including:

  • Content you can email to other educators,
  • A flier with all the details for you to attach to your email or post in the teachers' lounge,
  • Content you can submit for publication in your district's newsletter,
  • Content you can post on websites, blogs, and other online sites.

Please don’t delay! Register today at challenge.treas.gov. Your students’ financial futures depend on you!

 

 

Conference Offers Resources, Strategies on Financial Literacy (2/2/12)

The Maine JumpStart Coalition is inviting teachers at all levels to attend the Fostering Financial Literacy in Maine Schools Conference at the Augusta Civic Center on April 26.

The daylong professional development workshop will offer participants resources and strategies for integrating personal finance into classroom instruction.

Visit the JumpStart Coalition’s Maine website to learn more about the conference.

The Financial Literacy conference dovetails with the passage of LD 184:  An Act to Promote the Financial Literacy of High School Students in May 2011. As a result of the legislation, Sec. 1. 20-A MRSA §254, sub-§13 was enacted and encourages school administrative units to implement an integrated model for personal finance instruction in social studies or mathematics.

Visit the Maine Department of Education’s Social Studies web page for a list of suggested financial literacy resources that can help teachers integrate financial literacy instruction in the classroom.

For more information, please contact Kristie Littlefield, the Maine DOE’s Social Studies Specialist, at kristie.littlefield@maine.gov or 207-624-6828.

 

 

SMARTER Balanced Item Specifications Review and Feedback Opportunity (2/1/12)

Date: January 31, 2012

To: LEA, teachers, vendors

A significant milestone in the assessment development process for the SMARTER Balanced assessment program is the development of Item Specifications and Guidelines. This is the next logical step in the process after the development of content specifications. The item specifications provide specific guidance to item writers on how to translate the Common Core Standards (as articulated through the SMARTER Balanced Content Specifications) into actual assessment items.

On Thursday, January 26, our contractor Measured Progress and ETS held a webinar to describe the item specifications documents that require state review. This is an iterative process. SMARTER Balanced work group members and K-12 member state leads did an earlier round of review this month and we are now enlarging the circle to include teachers, LEA staff, the vendor community, and others. The revised documents are available currently at http://www.k12.wa.us/SMARTER/Resources.aspx . (Under the SBAC 04 Showcase 2 header)

We are seeking feedback through an online survey, also available at https://www.surveymonkey.com/s/SBACItemTaskSpecsSurvey.  
Feedback on these documents will be due February 9.

As you will see, this is a large collection of information. Here are suggestions for who might be best to review these documents:

SBAC-04 Accessibility & Accommodations Specifications (PDF): Directors of Offices for Students with Disabilities or special education specialists; Specialists on English Language Learners or administrators who run programs for these students.

SBAC ELA Specifications (PDF): ELA Specialists, coaches, teachers

SBAC Math Specifications (PDF): Mathematics Specialists, coaches, teachers

SBAC Performance Task Specifications (PDF): Both ELA and Mathematics Specialists, coaches, teachers

SBAC Stimulus Specifications (PDF): Both ELA and Mathematics Specialists, coaches, teachers

SBAC-04 Style Guide (PDF): Academic specialists in educational measurement (detailed guidance on language use for item writers)

SBAC-04 Technology-Enhanced Item Specifications (PDF): Technical audience

Showcase 2 Slide Deck (PDF): Provides useful background on the development process for specifications and an introduction to the showcase documents listed above.

Showcase 2 Recording (streaming video): A recording of the presentation of the showcase materials.

Survey Link (online SurveyMonkey): A survey designed to collect feedback from LEA personnel, teachers, vendors, and others.

Thank you in advance for your efforts to ensure that these assessments benefit from the perspectives and expertise of a wide range of individuals. If you have any questions, please contact Linda Bobst at bobst.linda@measuredprogress.org  

 

 

Noetic Learning Math Contest (1/23/12)

Opportunity for elementary (grades 2, 3, and 4) students... small fee to participate. - Michele

Searching for the Perfect Springtime Learning Activity for Your Students?  Host the Noetic Learning Math Contest!

  • Fun, friendly academic competition
  • A chance for top students to shine
  • A terrific math learning opportunity

The Noetic Learning Math Contest is a biannual problem-solving contest for elementary students. The contest is in its 4th year and it is quickly gaining popularity in elementary schools across the country. It’s convenient for you to set up and it is fun for your students to participate in.

Here’s how it works:

  • Register at http://www.noetic-learning.com/mathcontest
  • Administer the test between April 12 and April 19 at your own school
  • Grade the test papers and report the scores
  • We announce the winners and send you the medals

The Noetic Learning Math Contest Scores Big With Teachers, Parents, and Students Alike!

  • Works specifically on math problem-solving skills
  • Helps to increase standardized math test scores
  • Sends a positive message: it’s cool to be good at math!

Don’t Miss Our Next Math Contest Date: Thursday, April 12, 2012

For more information, please visit: http://www.noetic-learning.com/mathcontest

 

 

Grant Opportunities (12/21/11)

LEGO: Children's Fund Grants

The LEGO Children's Fund will provide grants for collaborative programs, either in part or in total, to organizations that focus on early childhood education and development; technology and communication projects that advance learning opportunities; or sport or athletic programs that concentrate on underserved youth.

Maximum award: $5,000. Eligibility: 501(c)(3) organizations.

Intel Foundation: Schools of Distinction

The Intel Foundation Schools of Distinction Program honors U.S. schools that have demonstrated excellence in math and science education. In order to be considered as an Intel School of Distinction, schools must develop an environment and curricula that meet or exceed benchmarks, including national mathematics and science content standards.

Maximum award: $25,000. Eligibility: middle and high schools in the U.S.

 

 

SBAC Release of the Second Draft of their Math Content Specifications (12/12/11)

SMARTER Balanced Assessment Consortium (SBAC) just released the second draft of their math content specifications for the new Common Core math assessment on their website.  I encourage you to take a look and provide your feedback using the survey by the deadline date of January 3rd!   

You can find the new version and survey online at: http://www.k12.wa.us/SMARTER/Resources.aspx

Happy Holidays!

 

 

Ed Commissioner Asks Public for Ideas on School Accountability and Recognition (12/5/11)

Public forums, online feedback will be used in request for federal flexibility

AUGUSTA -- The federal government is offering Maine, like all other states, a chance to develop its own system of accountability and recognition of schools – allowing the state to jettison what many now consider unrealistic and unfair requirements and negative labels in the current No Child Left Behind Act.

The Maine Department of Education will submit a formal request for flexibility under the Elementary and Secondary Education Act to the U.S. Department of Education. Education Commissioner Stephen Bowen is asking educators, parents, students and anyone who has a stake in the education of Maine’s students to weigh in at a series of forums and meetings and online. Forums are scheduled Dec. 8 in Bangor; online on Dec. 13; and Dec. 14 in Portland. The Department is also seeking feedback through an online survey and in an ongoing online discussion in which the Commissioner and other staff will participate.

Read the complete article at the DOE Newsroom.

 

 

Apply Now to be on the 2012 LEGO Education Advisory Panel! (12/2/11)

LEGO® Education has a LEGO Education Advisory Panel (LEAP) made up of educators from all grade levels. The purpose of this group is to provide feedback on product ideas to LEGO Education Innovation and Marketing.

LEGO Education is interested in thought leaders who are viewed by their peers as experts in STEM education. The ability to articulate the value of LEGO Education products to educators will also be key to involvement in this group. 

If you would like to be considered for a role in this elite volunteer group, please complete the online application before Thursday, December 8, 2011.

At this time, LEGO is only seeking teachers from the United States for the LEGO Education Advisory Panel.

 

 

Math Contest for Maine Schools (11/9/11)

Sumdog is a free website which encourages 1st to 8th grade students to practice their math facts using fun games.

Sumdog runs hundreds of free math contests for schools across the country, including one for all schools within the state of Maine – there are already five schools signed up! The Maine Statewide Math Contest will take place from Dec 5 to Dec 15: http://www.sumdog.com/en/Sumdog_math_contests/.

 

 

New Math Grants (10/31/11)

FYI – check the state’s grant listings regularly! - Michele

The following funding opportunities were added to the grants listing this morning (http://www.maine.gov/education/grantlist.htm).

NCTM: Connecting Mathematics to Other Subject Areas Grants for Grades 9-12

The National Council of Teachers of Mathematics Connecting Mathematics to Other Subject Areas Grants help create high school classroom materials or lessons connecting mathematics to other fields. Materials may be in the form of books, visual displays, computer programs or displays, slide shows, videotapes, or other appropriate media. These materials should focus on showing the connectivity of mathematics to other fields or to the world around us. Any acquisition of equipment or payment of personal stipends must be critical to the grant proposal and may not be a major portion of the proposed budget. Any published sources must be documented. Proposals must address the plan for developing and evaluating materials, the connectivity to other fields or disciplines, and anticipated impact on students' learning.

Maximum award: $4,000. Eligibility: current (as of October 14, 2011) Full Individual or E-Members of NCTM who currently teach mathematics in grades 9-12 at least 50 percent of the school day.

NCTM: 7-12 Classroom Research Grants

National Council of Teachers of Mathematics 7-12 Classroom Research Grants support and encourage classroom-based research in pre-college mathematics education in collaboration with college or university mathematics educators. The research must be a significant collaborative effort involving a college or university mathematics educator (a mathematics education researcher or a teacher of mathematics learning, teaching, or curriculum) and one or more grades 7-12 classroom teachers. The proposal may include, but is not restricted to, research on curriculum development and implementation; involvement of at-risk or minority students; students' thinking about a particular mathematics concept or set of concepts; connection of mathematics to other disciplines; focused learning and teaching of mathematics with embedded use of technology (any acquisition of equipment must support the proposed plan but not be the primary focus of the grant); and innovative assessment or evaluation strategies.

Maximum award: $6,000. Eligibility: current (as of October 14, 2011) Full Individual or E-Members of NCTM or those who teach at a school having a current (as of October 14, 2011) NCTM PreK-8 school Membership. The college or university mathematics educator must be a member of the NCTM.

 

 

Middle School Teacher PD Opportunity (10/20/11)

Blue Marble Matches Activity - Teacher Training Webinar

November 1, 6:30pm – 7:45pm

This online teacher training will introduce and train participants to use the Blue Marble Matches activity with students.  This activity, appropriate for students in grades 4-12, is designed to spark and interest and provide background on geologic processes on Earth and on other planetary bodies in our Solar System.  This training and activity will bring comparative planetology to your classroom!  Registration is required. For more information and to register, visit http://ares.jsc.nasa.gov/ares/eeab/event_10252011.cfm or http://ares.jsc.nasa.gov/ares/eeab/form.cfm?event=9 

To check out other events being offered throughout the semester, please feel free to go to: http://ares.jsc.nasa.gov/ares/eeab/eventcalendar.cfm

 

 

New Weekly Commissioner’s Update (10/6/11)

To streamline the many communications from the Maine Department of Education, the Department has developed a weekly Commissioner’s Update < http://eepurl.com/dVTCf> that includes official correspondence, press releases, reporting requirements, news and information designed for superintendents, business managers, administrators and teachers, and available by subscription to anyone.
Some examples from recent weeks include: news from the field on standards-based classrooms, the Commissioner’s thoughts and information on NCLB flexibility, professional development opportunities and much more. (Please note the Commissioner’s Update takes the place of the Administrative Letters and Informational Letters of past practice. This is the only way to receive updates on requirements, policy changes, and forms and other reporting requirements that are due.)

I encourage you to subscribe to this weekly update. Subscribe to the Commissioner’s Update.

 

 

Technology Student Association Acquires Teams and Unite (TCEB) (10/6/11)

Triangle Coalition member, the Technology Student Association (TSA) has announced it has acquired the TEAMS and UNITE programs of the Junior Engineering Technical Society (JETS).  The TEAMS and UNITE programs promote mathematics, science, and engineering understanding in students and help them discover their potential for careers in the engineering profession. For many years JETS engaged students in a variety of educational programs designed to increase awareness of what engineers do and to show how math and science knowledge make tangible differences in the world. The strength of TEAMS and UNITE will enhance TSA’s engineering initiatives, and help TSA have an impact on more students and teachers with exceptional STEM programming. The 2012 TEAMS and UNITE programs will continue as scheduled, managed by TSA. Schools, coaches, students, sponsors and affiliates can expect the same level of quality programming and effective outcomes they have previously experienced. 

The Technology Student Association (TSA) is a national organization for middle and high school students with a strong interest in science, technology, engineering and mathematics (STEM) education. TSA helps teachers meet the criteria for STEM education goals through noteworthy programs that include technology competitions, and leadership and teamwork activities for students. TSA programs are correlated to the Standards for Technological Literacy, as set forth by the International Technology and Engineering Education Association (ITEEA). Teachers can use TSA’s activities during the school day in their classroom and extend learning beyond the classroom in a TSA chapter.  Through its program of STEM related activities and competitive events, TSA seeks to inspire its student members to prepare for careers and life in a technology-driven economy and culture.  Members are supported by teachers, parents, and business leaders who promote a STEM-educated society.  TSA serves more than 150,000 students in 2,000 schools in 48 states.  More details about TSA, TEAMS, and UNITE are online.

 

 

Texas Instruments Announces Free T3 Webinar Series for Math and Science Educators (TCEB) (10/6/11)

Texas Instruments, has announced its schedule of fall webinars for math and science educators. The free webinar series is presented by the Teachers Teaching with Technology (T3) professional development organization sponsored by Texas Instruments. The webinars are presented by experienced educators with math and science backgrounds. The series features live and on-demand sessions where educators can learn how to effectively use TI technology to build student understanding of math and science concepts. The webinars cover a variety of technology skills that can be used in subject areas such as Chemistry, Biology, Algebra 1, Calculus, and Statistics. "The free webinar series is designed to give educators a quick, convenient way to update their skills with TI technology," said Gayle Mujica, director of Texas Instruments T³ professional development organization. "The webinars also show teachers how to take advantage of the many other free resources that TI offers." All webinars are about one hour long and are recorded for on-demand viewing later. A "Certificate of Attendance" is available to webinar participants. For more information or to register, click here.

Education Technology, a business of Texas Instruments, provides a wide range of tools connecting the classroom experience with real-world applications, helping students and teachers to explore math and science interactively. TI's products and services are tested vigorously against recognized third-party research, which shows that the use of graphing calculators helps improve the mathematical skills of students and their attitudes toward mathematics. For more information, visit www.education.ti.com.

 

 

Honeywell And NASA Launch 2011 Fall Tour of FMA Live! (TCEB) (10/6/11)

NASA, and Honeywell have announced the fall 2011 tour of their award-winning science education program FMA Live! FMA Live! 2011 fall tour will include stops in: Washington, D.C.; Capitol Heights, MD; Parkville, MD; Morris Township, NJ; Pittsburgh, PA; Urbana, OH; Fairborn, OH; Dayton, OH; Lakeville, IN; South Bend, IN; Cary, IL; Bolingbrook, IL; Wayzata, MN; St. Paul, MN; Chamberlain, SD; Urbandale, IA; Mountain View, MO; Liberty, MO; Kansas City, MO; and Denver, CO. FMA Live! is a collaboration between NASA and Honeywell and is the only nationally touring, multi-media, science-education production of its kind. Designed to make science relevant to kids' everyday lives, the program brings an authentic, live, hip-hop concert experience of unprecedented size and proportion to middle schools across the country. FMA Live! is completely underwritten by Honeywell and since 2004 has traveled 89,000 miles, reaching more than 281,300 students at 807 middle schools in all 48 contiguous U.S. states and Canada.

"Learning Math and Science can be exciting, fully interactive, and fun," said Tom Buckmaster, president of Honeywell Hometown Solutions. "The FMA Live! road-show teaches Newton's Laws of Motion in a fun and relevant way for today's students. Honeywell is reaching into communities around the U.S. to inspire young people to explore stimulating careers in science, technology, engineering, and math." The innovative, traveling hip-hop science concert will reach over 16,000 students during its 10-week, 20-city tour of the United States. Named for Sir Isaac Newton's second law of motion (force = mass x acceleration) FMA Live! uses professional actors, original songs, music videos, and interactive science demonstrations to teach middle school students Newton's three laws of motion and universal law of gravity. More details are at www.fmalive.com.

 

 

IEEE Striving To Increase The Global Ranks of Women Engineers (TCEB) (10/6/11)

As the 1st World Engineering Education Flash Week kicks off next week in Lisbon, members of IEEE, the world's largest professional technical association, and the IEEE Women in Engineering (WIE) group say the world can no longer afford the significant gender gap in engineering that currently exists. "In developed countries like Japan, the U.S., and Australia, traditional thinking about women's roles is still quite predominant and it deters women from studying engineering," said Dr. Takako Hashimoto, IEEE WIE coordinator in the Asia Pacific region and associate professor of computer science at Chiba University of Commerce in Japan. "We must overcome conservative opinions to encourage female students to attend engineering universities." Even as professions like law and medicine show great strides in achieving gender balance, the number of women in science, technology, engineering, and mathematics (STEM) careers consistently lags behind their male peers. In China, women make up approximately 40 percent of the STEM workforce according to the Chinese Academy of Science, while in the United States women account for only 24 percent of the STEM workforce according to recent statistics from the U.S. Department of Commerce. Work-life balance, lack of support and encouragement for female students, and cultural perceptions about roles of women are among a few reasons why the engineering field is male-dominated in most parts of the world.

For its part, Triangle Coalition member, IEEE, and its members around the world have established programs to help support women in engineering and encourage female students to pursue an engineering career. Since 1994, the IEEE WIE group has provided support and recognition of women in electrical and electronics engineering through networking opportunities at technical conferences, IEEE Awards nominations, and advocacy for women in leadership roles in IEEE governance as well as career advancement for women in the engineering profession. IEEE members advocating for women in engineering will be part of a month-long drive on the IEEE WIE Facebook page to engage people worldwide in discussions about how to interest more girls in engineering and ensure women are able to build successful engineering careers. Find out more at www.facebook.com/ieeewomeninengineering.

 

 

Registration Open for 2012 Team America Rocketry Challenge (TCEB) (10/6/11)

Registration is open for the Team America Rocketry Challenge 2012, a national model rocket competition for U.S. students in grades 7-12. Thousands of students compete each year, making TARC the world's largest model rocket contest. Teams of three to 10 students are challenged to design, build, and fly a model rocket that will climb to 800 feet with a payload of two raw eggs and stay aloft for 43 to 47 seconds. The payload must then return to earth unbroken. Cash prizes are awarded to the top finishers. NASA invites top teams to participate in their Student Launch Initiative, an advanced rocketry program. Participation is limited to the first 1,000 teams who register by Nov. 30, 2011. For more information, visit www.rocketcontest.org.

The international rocketry challenge is the culmination of three separate competitions: the Team America Rocketry Challenge (TARC), UKAYRoC, and the French Rocketry Challenge. Each contest brings together teams of middle and high school students to design, build, and launch model rockets. Last year, the challenge was to launch a rocket that launched to exactly 750 feet during a 40- to 45-second flight. The payload, a raw egg, had to return to the ground by parachute undamaged. As part of their score, teams also had to give an eight minute presentation on their rocket design to a panel of international judges. A four-member team from Rockwall-Heath High School in Heath, TX, posted the best score to win the international fly-off. The winning score represented a flight height of 745 feet and duration of 43 seconds.

 

 

Virginia 10th Grader Wins Math Competition at MIT (TCEB) (10/6/11)

Victoria Xia of Vienna, Virginia recently won the $25,000 prize for first place in the third annual Advantage Testing Foundation Math Prize for Girls at MIT. The competition offers the world's largest cash prize awarded in a math contest for young women. 276 high school girls from across the nation and Canada participated in the competition. Ms. Xia, a 10th grader enrolled in Thomas Jefferson High School for Science and Technology in Alexandria, VA, received the top score on the 150-minute exam. Danielle Wang of Westmont High School in Campbell, CA and Julia Huang of Lynbrook High School in San Jose, CA placed second and third respectively and each earned $7,500. Ms. Xia valued the opportunity to compete in a math contest exclusively for young women. "If you look at our math team in school, the vast majority are guys," she said. "It's nice to have events like this to promote more women in the field." She also noted that many of the contestants form friendships and communities that extend beyond the annual competition. "Not only do you meet new people, you get to catch up with your old friends," Ms. Xia continued. "I knew a lot of the girls here and it was really great to see all of them."

Advantage Testing Foundation President Arun Alagappan and MIT President Susan Hockfield welcomed participants and their families to the awards ceremony. Both noted the need for young women in math and science to develop networks that would support their aspirations. "Study after study has confirmed that the nations that consistently perform the best on international tests in math and science are those in which there is less pronounced disparity among men and women in those disciplines," Mr. Alagappan said. "Simply put: a nation is strongest when it draws leaders from every talent pool." A complete list of winners and more details are at www.atfoundation.org.

 

 

Obama Administration Sets High Bar For Flexibility From NCLB (TCEB) (9/30/11)

In an effort to support local and state education reform across America, the White House recently outlined how states can get relief from provisions of the Elementary and Secondary Education Act -- or No Child Left Behind (NCLB) -- in exchange for serious state-led efforts to close achievement gaps, promote rigorous accountability, and ensure that all students are on track to graduate college- and career-ready. States can request flexibility from specific NCLB mandates that are stifling reform, but only if they are transitioning students, teachers, and schools to a system aligned with college- and career-ready standards for all students, developing differentiated accountability systems, and undertaking reforms to support effective classroom instruction and school leadership. "To help states, districts and schools that are ready to move forward with education reform, our administration will provide flexibility from the law in exchange for a real commitment to undertake change. The purpose is not to give states and districts a reprieve from accountability, but rather to unleash energy to improve our schools at the local level," President Obama said.

Release of this package comes nearly a decade after NCLB became law, and four years after it was due to be rewritten by Congress. NCLB shined light on achievement gaps and increased accountability for high-need students, but it also encouraged states to lower standards and narrow curriculum, focused on absolute test scores instead of student growth and gains, and created one-size-fits-all federal mandates. In recent months, states have led a "quiet revolution" to move beyond NCLB's vision. States have taken the lead in pursuing reform and innovations, including widespread adoption of college- and career-ready standards, development of new assessments, and other reforms in areas including teacher and principal evaluation and support, and turning around low-performing schools. The ESEA flexibility package just announced was developed with input from chief state school officers from 45 states. The flexibility will begin to have an impact during the 2011-2012 school year and will have increasing impact in subsequent years. For a fact sheet on the details of the flexibility announcement click here.

 

 

U.S. Department Of Education Launches Version 2.0 of Education Data Web Site (TCEB) (9/30/11)

The U.S. Department of Education has launched version 2.0 of ED Data Express, an interactive Web site aimed at making accurate and timely K-12 education data available to the public. The upgraded site adds new data visualization tools, enhanced documentation, and social networking options for users. "By providing parents and educators with more robust and interactive ways to explore education data, we are supporting their ability to understand, evaluate, and improve how we educate our children," U.S. Secretary of Education Arne Duncan said. ED Data Express was first launched in August, 2010 as a key element of the Department's open government plan. The site consolidates relevant data collected by the Department from several different sources and provides a variety of tools that allow users to explore the data and create individualized reports. Version 2.0 of ED Data Express offers a new visual layout and provides the public with more dynamic tools interact with the data such as:

  • A mapping feature that allows users to view the data displayed on a map of the United States;
  • A trend line tool, which displays a data element graphed across multiple school years;
  • A conditional analysis tool, which allows users to view one data element based on conditions set by another data element.

Version 3.0 of ED Data Express will include a redesigned State Snapshots section that is under development and is scheduled to launch this winter. To view or explore the upgraded ED Data Express Web site, visit www.eddataexpress.ed.gov.

 

 

43 Percent of 2011 College-Bound Seniors Met SAT College and Career Readiness Benchmark (TCEB) (9/30/11)

The College Board has announced that 43 percent of 2011 college-bound seniors met the SAT College and Career Readiness Benchmark. The SAT College and Career Readiness Benchmark represents the level of academic preparedness associated with a high likelihood of college success and completion. The SAT Benchmark is a very reliable tool for measuring the college and career readiness of groups of students. It was developed to help secondary school administrators, educators, and policymakers evaluate the effectiveness of academic programs in order to better prepare students for success in college and beyond. The College Board also announced that more college-bound students in the class of 2011 took the SAT than in any other high school graduating class in history. Nearly 1.65 million students from the 2011 graduating class participated in the college-going process by taking the SAT. The class of 2011 SAT takers represented the most diverse class in history, underscoring the College Board's continued commitment to access, equity, and minority participation.

The SAT College and Career Readiness Benchmark was developed based on rigorous research analyzing the SAT scores and college performance of a nationally representative student sample at more than 100 colleges and universities. The SAT Benchmark score of 1550 (Critical Reading, Mathematics and Writing score combined) indicates a 65 percent likelihood of achieving a B- average or higher during the first year of college, which in turn is indicative of a high likelihood of college success and completion. College Board research also shows that students who meet or exceed the SAT Benchmark have a substantially higher college retention rate than those students who do not attain the SAT Benchmark. Furthermore, students who attain the SAT Benchmark are highly likely to achieve strong scores on AP® Exams, which measure performance of college-level course work taken in high school. "In today's knowledge-based, global economy, it's more critical than ever that American students are adequately prepared to pursue advanced degrees and compete for the jobs of the future," said U.S. Secretary of Education Arne Duncan. "Growing participation in the SAT is an encouraging sign that more students are taking the necessary steps toward enrolling in higher education. But the overall preparedness rate from these SAT results reinforces the need to invest in reforms that prepare more students for success in college." More details are at www.collegeboard.com.

 

 

305 Schools Named 2011 National Blue Ribbon Schools (TCEB) (9/30/11)

The U.S. Department of Education recently named 305 schools as 2011 National Blue Ribbon Schools based on their overall academic excellence or for their success in closing achievement gaps. The Department will honor the entire 256 public and 49 private schools with their National Blue Ribbon School awards at a conference and awards ceremony Nov. 14-15 in Washington, D.C. "America's long-term economic prosperity and civic engagement depends on our children receiving a world-class education," said U.S. Secretary of Education Arne Duncan. "National Blue Ribbon Schools are committed to accelerating student achievement and preparing students for success in college and careers. Their success is an example for others to follow."

The National Blue Ribbon School award honors public and private elementary, middle, and high schools where students achieve at high levels or where the achievement gap is narrowing. Since 1982, more than 6,500 of America's schools have received this coveted award. The National Blue Ribbon Schools Program, honors public and private schools based on one of two criteria: 1) Schools whose students are high performing. These are schools ranked among each state's highest performing schools as measured by their performance on state assessments or, in the case of private schools, that score at the highest performance level on nationally-normed tests; or 2) Schools with at least 40 percent of their students from disadvantaged backgrounds that improve student performance to high levels as measured by the school's performance on state assessments or nationally-normed tests. A list of the 2011 National Blue Ribbon Schools is available at www.ed.gov/nationalblueribbonschools.

 

 

NCES Releases The Condition of Education 2011 E-Book (TCEB) (9/30/11)

The National Center for Education Statistics, (NCES) has released its first e-book: The Condition of Education 2011. The publication summarizes important developments and trends in education using the latest available data. The 2011 report presents 50 indicators on the status and condition of education. The 2011 edition includes indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education.

The e-book version will be available for free download for all e-readers. To access the e-Book, click here.

 

 

Most Recent Average Performance of U.S. Students in International Assessments (9/20/11)

FYI:

Snapshots From the International Data Explorer: Most Recent Average Performance of U.S. Students in International Assessments.

A summary of the average performance of U.S. students on the most recent international assessments in reading, mathematics, and science at all grade levels and ages assessed is now available on the NCES website at http://nces.ed.gov/surveys/international/reports/2011-mrs.asp.

This webpage is part of a new NCES website feature called Snapshots from the International Data Explorer, which presents brief analyses produced by the NCES International Data Explorer. The International Data Explorer is a web-based data tool that allows users to quickly and easily produce tables, charts, and maps comparing the performance and educational contexts of students in the United States and countries around the world. The Data Explorer is available at http://nces.ed.gov/surveys/international/ide/.

 

 

Grant Opportunities (9/20/11)

NCTM: Professional Development Grants for Grades PreK-5 Teachers
The National Council of Teachers of Mathematics Professional Development Grants for Grades PreK-5 Teachers support professional development to improve the competence in the teaching of mathematics of one or more classroom teachers.

Maximum award: $3,000. Eligibility: current (as of October 14, 2011) Full Individual or E-Members of NCTM or teachers at a school with a current (as of October 14, 2011) NCTM PreK-8 school membership currently teaching at the grades PreK-5 level and with three or more years teaching experience.

 

 

Calling Students Who Want To Change the World (9/16/11)

Responsibility for tomorrow's most daunting environmental problems will fall to the youth of today -- the very people creating some of the most inspired solutions. Helping generate these solutions is the premier national sustainability challenge for K-12 students, the Siemens We Can Change the World Challenge, which recently kicked off its 2012 edition. Students team up with classmates under teacher/mentors to solve environmental problems in their school (grades K-5), community (grades 6-8), and world (grades 9-12). Now entering its fourth year, the challenge is a collaborative effort of the Siemens Foundation, Discovery Education, the National Science Teachers Association (NSTA), and the College Board. Students at all levels use scientific investigation and Web-based curriculum tools powered by Discovery Education to create a replicable green solution.

Nearly 18,000 elementary, middle, and high school students competed in last year's challenge, offering innovations in areas such as food-waste-to-energy, community-scale battery recycling, phantom-power load reduction, systematic behavior change, erosion control, wildlife habitat restoration, and sustainable agriculture for arid zones. To join this educational initiative toward improving the planet's outlook, teachers and mentors can register for the Siemens We Can Change the World Challenge, add their student teams and begin formulating their projects at www.wecanchange.com. Student and teacher/mentor prizes, which vary according to grade level and value more than $250,000 total, include scholarships, savings bonds, school grants, adventure trips and a chance to present their idea at the United Nations. A panel of environmental experts and science educators will judge teams based on their research, analysis, and the ability of the solution to be replicated on a larger scale. High school students are specifically challenged to address: energy, biodiversity, land management, water conservation and cleanup, or air and climate.

 

 

Vernier/NSTA Grant Rewards Innovative Educators Using Data-Collection Technology in the Classroom  (TCEB) (9/16/11)

Vernier Software & Technology and the National Science Teachers' Association (NSTA), are accepting applications for the annual Vernier/NSTA Technology Awards. The awards, valued at $3,000 each, will recognize up to seven educators who demonstrate the best inquiry-based, hands-on learning activities using data-collection technology interfaced with computers, TI graphing calculators, and other handheld devices such as the Vernier LabQuest. Each award consists of $1,000 in cash, $1,000 in Vernier equipment and up to $1,000 towards travel and expenses for attending NSTA's 2012 National Convention. Award recipients, including one elementary teacher, two middle school teachers, three high school teachers, and one college-level educator, will be chosen based on their application which is judged by a panel of NSTA-appointed experts. All applications, either self-nominated or nominated by a colleague, are due by November 30, 2011.

"Having students participate in hands-on, data-collection activities truly engages them in the science investigation and discovery process," said David Vernier, co-founder of Vernier and a former physics teacher. "This awards program provides a great opportunity for educators who are actively and creatively teaching STEM education through these types of activities to be recognized and awarded for their efforts." Last year's winning entries encompassed a wide-range of data-collection activities, including the testing of gravitational force on model cars, the benefits of aerobic activity, the effectiveness of filter design to purify water, the technology and biomechanical analysis to improve athletic performance, and more. For more information and to prepare your 2012 entry, visit www.vernier.com/grants/nsta.html.

 

 

U.S. Department Of Education Releases Proposed Requirements For Race To The Top Round Three (9/16/11)

The U.S. Department of Education has released the proposed requirements for Race to the Top round three (RTT3), a $200 million grant fund to continue State-led K-12 reform. RTT3 will invite finalists from round two -- Arizona, California, Colorado, Illinois, Kentucky, Louisiana, New Jersey, Pennsylvania, and South Carolina -- to apply for a grant that supports a portion of their previously established Race to the Top plan and includes a meaningful focus on science, technology, engineering, and mathematics (STEM) education. The suggested process for States to apply will require them to submit applications in two parts. The first will include assurances demonstrating the State's commitment to education reform and maintaining its investment in education. Part two will include a detailed budget and narrative explaining which portion of their plan the State will pursue, describing how it will have the greatest overall impact on the their education system, and providing further details on activities their plan will support in an effort to improve STEM education in their State. Beyond their RTT3 application, States will be expected to express a continued commitment toward the four key reform areas that frame the Race to the Top competition:

  • Adopting standards and assessments that prepare students to succeed in college and the workplace;
    Building data systems that measure student growth and success, and inform teachers and principals how to improve instruction;
  • Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most; and
  • Turning around persistently lowest-performing schools.

Suggested awards sizes correspond with state population and final award amounts will be consistent with a State's plan. As proposed, Colorado, Louisiana, South Carolina, and Kentucky are eligible to apply for up to $12.25 million; Arizona can apply for up to $17.5 million; Illinois, Pennsylvania, and New Jersey are eligible for up to $28 million; and, California can apply for up to $49 million. RTT3's nine eligible applicants are among a total of 46 states and the District of Columbia that put together comprehensive education reform plans to apply for Race to the Top in rounds one and two. The $200 million available for round three was provided through the fiscal year 2011 appropriations bill passed by Congress in April. The Obama Administration has proposed to continue Race to the Top in the U.S. Department of Education's fiscal year 2012 budget and is seeking authority to develop a district-level competition. Proposed requirements for RTT3 will be available in the federal register for public comment until October 11, a final application will follow. To read the proposed requirements or submit a comment, click here.

 

 

New Microsoft Survey Provides Implications For Nurturing Stem Careers  (9/16/11)

Microsoft Corp. has announced the findings of two national surveys, conducted online by Harris Interactive, of college students currently pursuing science, technology, engineering, and math (STEM) degrees and of parents of K-12 students. The goal of the surveys was to gain insight about what can better prepare and inspire students to pursue post-secondary education in STEM subjects. The U.S. will have more than 1.2 million job openings in STEM-related fields by 2018, according to the U.S. Department of Labor, and, unfortunately, there will be a significant shortage of qualified college graduates to fill them. Among the findings:

  • Although most parents of K-12 students (93 percent) believe that STEM education should be a priority in the U.S., only half (49 percent) agreed that it actually is a top priority for this country.
  • Even though many parents (50 percent) would like to see their children pursue a STEM career, only 24 percent are extremely willing to spend extra money helping their children be successful in their math and science classes.
  • Nearly four in five STEM college students said they decided to study STEM in high school or earlier (78 percent). One in five (21 percent) decided in middle school or earlier.
  • More than half (57 percent) of STEM college students said that before going to college, a teacher or class got them interested in STEM (20 percent).
  • Only one in five STEM college students felt that their K-12 education prepared them extremely well for their college courses in STEM.
  • Students who felt less prepared for STEM college courses said that offering more STEM courses and having better or more challenging courses would have helped to better prepare them -- and for students who felt extremely or very well-prepared, it was the challenging, college prep courses that helped to prepare them.
    Male students were more likely to pursue STEM because they have always enjoyed playing with games and toys, reading books, and participating in clubs focused on their chosen subject areas (51 percent versus 35 percent of females).
  • Female students were more likely to say they chose STEM to make a difference (49 percent versus 34 percent of males).

The surveys were conducted online within the United States in May 2011 by Harris Interactive on behalf of Waggener Edstrom Worldwide and Microsoft among 1,074 parents of children ages 17 years or younger, 854 of whom are parents of K-12 students, and 500 U.S. undergraduate college students, ages 18-24, who are currently pursuing a STEM degree. The full report can be found online.

 

 

Leading Math Education Organizations Form Common Core Coalition  (9/16/11)

Seven organizations have recently announced the formation of the Mathematics Common Core Coalition to provide expertise and advice on issues related to effective implementation and assessment of the Common Core State Standards for Mathematics (CCSSM). The members of the coalition are the National Council of Teachers of Mathematics (NCTM), the National Council of Supervisors of Mathematics (NCSM), the Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics (ASSM), the Council of Chief State School Officers (CCSSO), the SMARTER Balanced Assessment Consortium (SBAC), and the Partnership for the Assessment of Readiness for College and Careers (PARCC). The coalition will focus on the following:

  1. Provide a means to review, research, develop, and communicate common messages throughout the implementation and assessment of CCSSM.
  2. Provide content and assessment expertise and advice from the communities of mathematics education for the development of the content frameworks of the assessment consortia for CCSSM.
  3. Collect, analyze, and disseminate information about CCSSM implementation and assessment processes to inform future revisions of the CCSSM.

The CCSSM website, www.mathccc.org, will include materials and links to information and resources that the organizations of the coalition are providing to the public and the education community about CCSSM. "The Common Core State Standards present an unusual opportunity to guide and shape the future of mathematics education in the United States," according to Mike Shaughnessy, president of Triangle Coalition member, the National Council of Teachers of Mathematics and chair of the CCSSM. "This new Common Core environment also presents real challenges to teachers, districts, and leaders in the education system. The goal of our coalition is to realize the full potential of the Common Core State Standards by combining our strengths and coordinating our efforts to offer the best possible support for teachers and others responsible for delivering high-quality mathematics education to our students." The standards define the knowledge and skills that students should gain as they progress from kindergarten to grade 12 to ensure that they will graduate from high school ready to succeed in introductory-level, credit-bearing academic college courses and in careers. To date, 44 states and the District of Columbia have adopted the standards in English language arts (ELA) and mathematics.

 

 

Conference To Focus On Advancing Stem Education Through Innovation  (9/16/11)

On October 3-4, 2011, Triangle Coalition will present its annual STEM education conference, entitled “Advancing STEM Education Through Innovation,” in Alexandria, Virginia. STEM education leaders from around the nation will gather to explore innovative and best practices, share ideas, collaborate, and to advocate for STEM education. The conference will feature dynamic speakers and panels on issues including business and education partnerships, engaging underserved populations, and fostering America’s economic success. Sessions will also discuss innovative models in STEM education and provide a first look at the new science education framework. In addition, attendees will have opportunities to participate in interactive discussions, network, and visit a collection of STEM education exhibits. On the second day of the conference, Members of Congress and their staff will speak to the attendees about current STEM education issues from a legislative perspective. Participants will then attend appointments on Capitol Hill to advocate directly with their representatives on behalf of STEM education as a national priority.

Triangle Coalition members are eligible to receive a 20% discount on registration for the conference. A limited number of exhibit spaces are still available for organizations and sponsors that wish to feature quality STEM education resources and programs. To learn more about the conference or to register, visit www.trianglecoalition.org/conference. Follow along with the conference conversation on Twitter with @TriCoalition and #STEM11.

 

 

TI-Nspire Low Cost Super Saturday Mini PD Opportunity  (9/7/11)

TI-Nspire™ Math and Science Professional Development featuring the TI-Nspire CX Color Handheld and latest TI-Nspire Software

  • Saturday, October 1, 2011, 8:30 AM – 1:00 PM
  • Massachusetts Academy of Math and Science
  • 85 Prescott St.
  • Worcester, Massachusetts

Overview:

You are invited to attend the TI-Nspire™ Professional Development Worcester, Massachusetts Mini-PD Event featuring the new TI-Nspire CX Color handheld and the latest version of TI-Nspire Teacher Software. The purpose of this Workshop is to offer a high quality, low-cost ($25.00) Professional Development opportunity for middle/high school math and science educators and their administrators using the latest TI-Nspire™ CX technology. There are two 4-hour and six 2-hour sessions to choose from. Four sessions are intended for beginners and four sessions assume some prior knowledge of TI-Nspire technology.  Each session will be taught by a T3 Instructor.

Questions? E-mail Jim Donatelli – jdonatelli@ti.com or Terri Viana tviana@ti.com Terri’s direct phone line is 972-917-0722

 

 

Three Maine Teachers Finalists for Science, Math Awards  (9/7/11)

Two science teachers and one math teacher from Maine have been announced as finalists for the 2011 Presidential Award for Excellence in Mathematics and Science Teaching. The National Science Foundation, which is known for its rigorous selection process, will select up to one mathematics and one science winner per state to be recognized next spring in Washington, D.C.

The three Maine teachers are: Diana Jacobe, a math teacher at Bonny Eagle High School in Standish; Bonnie Burne, a 7th grade teacher at Pemetic Elementary School in Southwest Harbor; and Ken Vencile, a biology teacher at Camden Hills Regional High School.

Read more.

 

 

Release of Mathematics Content Specifications from SMARTER Balanced Assessment Consortium (9/7/11)

SMARTER Balanced has made the Consortium’s draft content specifications for math are available for review. Like the ELA/literacy content specifications released earlier this month, organizations and interested stakeholders will have two opportunities to comment on the math document. Feedback on the first draft of the math content specifications will be accepted through September 19 (11:59 p.m. Pacific time). A revised draft will be released in October.

The math content specifications materials are available at: http://www.k12.wa.us/SMARTER/Resources.aspx. Instructions on how to provide feedback through online surveys for both individual reviewers and groups, and a link to the math content specifications webinar, will be posted at the same location soon.
SMARTER Balanced is committed to keeping our partners and stakeholders informed about the Consortium’s work, and to providing opportunities for input. Again, thank you for your support and feedback as we continue to collaborate on the development of our assessment system.

 

 

Opportunity for Training for Online Data Driven Homework with ASSISTments (9/7/11)

The University of Maine and Worcester Polytechnic Institute are recruiting 9th grade math teachers to participate in a study of the implementation of ASSISTments an online Data and Formative Assessment system.  ASSISTments, built at Worcester Polytechnic Institute, is a great way for teachers to efficiently collect data on everything from classwork to homeowrk while instantly giving feedback to students.  Most importantly the system is free, you have already paid for it with your federal tax dollars.  We want to study the effectiveness of the system so we are looking for people who want to be trained and use the system this year but may also have to wait until next year for training.

Join these schools with teachers already participating:

Falmouth High School, Bonny Eagle High School, Auburn High School, MSAD15, RSU35, RSU24, MSU102, SAD55. RSU4, SAD22, and RSU25.

This grant is different from many of our other grants in that it provides funds for teachers to be supported as they train to use ASSISTments.  Teachers will get a little over $1,000 dollars to participate over the course of the year. The grant is from the Next Generation Learning Challenge supported by the Bill and Melinda Gates and Hewlett foundations.  This opportunity is only for 9th grade math teachers in Maine so pass this info along.

Here is what the opportunity provides for 9th grade math teachers:

  • A 2 day training October 11 and 12, we can not pay you during the school day but we can pay for your substitute teachers.
  • An online class the first Wednesday of the month to support ASSISTments use in which teachers get paid for their time.

The focus is on text book homework and our team will take the teachers homework from their book and enter it in ASSISTments for them. Students may do their homework on school laptops or computers at home. 
The opportunity to be a part of a team of 9th grade math teachers across the state trying to do the same thing: improve the learning experience for their students.

To apply to join the new team of teachers Click here read more and apply!

You may want to read and hear some recent press on ASSISTments. Click here for Press  

 

 

Recorded Webinars Posted! (6/2/11)

The four webinars on aligning the Mathematical Practices with the Common Core State Standards have now been posted to my web page! Please use the link below and scroll down to the bottom of the page to find the grade spans you are interested in!

http://www.maine.gov/education/lres/math/ccss_pd.html - Michele

 

 

NCTM Honors Klotz and Krulik with Lifetime Achievement Awards in Mathematics Education (6/2/11)

The National Council of Teachers of Mathematics (NCTM), has presented Mathematics Education Trust (MET) Lifetime Achievement Awards for Distinguished Service to Mathematics Education to Eugene A. Klotz and Stephen Krulik. This award honors those who over a lifetime have contributed significantly to mathematics education through their leadership, teaching, and service at the national level. Since the award's inception in 1994, MET has honored 41 individuals. Eugene Klotz of Swarthmore, PA, was among the first to realize the potential of technology to support mathematics learning, and for years his projects have incorporated the newest technology while looking ahead at emerging technology and its possibilities. Stephen Krulik of Boynton Beach, FL, was a driving force at Temple University, where he taught for more than 40 years, and he has shared his passion and knowledge about mathematics through hundreds of presentations and in numerous publications spanning five decades.

The National Council of Teachers of Mathematics is a public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research. With more than 100,000 members and 230 Affiliates, NCTM is the world's largest organization dedicated to improving mathematics education in pre-kindergarten through grade 12. More details are at www.nctm.org.

 

 

Department of Ed Issues Guidance on Rights of Students with Disabilities When Educational Institutions Use Technology (6/2/11)

On May 26, the U.S. Department of Education's Office for Civil Rights (OCR) issued guidance through Dear Colleague Letters to elementary and secondary schools and institutions of higher education along with a Frequently Asked Questions document on the legal obligation to provide students with disabilities an equal opportunity to enjoy the benefits of technology. This guidance is a critical step in the Department's ongoing efforts to ensure that students with disabilities receive equal access to the educational benefits and services provided by their schools, colleges, and universities. All students, including those with disabilities, must have the tools needed to obtain a world-class education that prepares them for success in college and careers.

The guidance provides information to schools about their responsibilities under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act. The guidance supplements a June 2010 letter issued jointly by OCR and the Civil Rights Division of the U.S. Department of Justice. The June letter explains that technological devices must be accessible to students with disabilities, including students who are blind or have low vision, unless the benefits of the technology are provided equally through other means. The new guidance highlights what educational institutions need to know and take into consideration in order to ensure that students with disabilities enjoy equal access when information and resources are provided through technology. More details are online at http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201105-ese.html.

 

 

The Lunder Maine Student Membership Program (5/25/11)

The Lunder Foundation of Portland Maine has recently endowed The Lunder Maine Student Membership Program at the Museum of Fine Arts, Boston. This magnificent gift from the Lunder Foundation provides MFA access free-of-charge for all Maine students. It represents the Lunder Foundation’s commitment to education and to the people of Maine, and it is a meaningful endorsement of the MFA as one of the world’s great encyclopedic art museums. The Program allows Maine students of all ages in public and private school, as well as those who are home-schooled, to visit the MFA free of charge. All elementary, middle, and high school principals and teachers should be aware of this opportunity. As of July 1, 2011, any school group leader can visit the MFA’s website to request a visit: http://www.mfa.org/visit/groups/youth. The school’s Maine address will automatically qualify it for a waived admission fee. The Lunder Maine Student Membership Program applies to all of the Museum’s Self-Guided Visits and Guided Tours (see full description of offerings: http://www.mfa.org/visit/groups/all-tours.

If you'd like to read more: http://www.boston.com/news/local/maine/articles/2011/05/24/foundation_gives_maine_students_pass_to_boston_mfa/?s_campaign=8315

 

 

Teens Invent One-Of-A-Kind Products, Address Tech Challenges (5/24/11)

Demonstrating they had the most unique approaches to solving real-world challenges in aerospace, clean energy, and cyber security, winners of the Conrad Foundation's 2011 Innovation Summit were announced Sunday at NASA-Ames Research Center. The annual innovation program encourages high-school students from across America to solve the challenges of the 21st century by creating breakthrough technologies using science, technology, engineering, and math knowledge and skills. The grand prize winners earning the coveted title of 2011 Pete Conrad Scholars sponsored by Lockheed Martin Corporation were:

  • Ouroboros, Upper Clair High School, Pittsburg, PA for their Perpetual Harvest Space Nutrition System that takes organic waste created during long-duration space flight and creates compost used to grow fresh foods also serving as an air filter for human habitation.
  • West Philly EVX Team, West Philadelphia High School Auto Academy, West Philadelphia, PA for their Electric Very Light Car.
  • Unisecurity, North Carolina School of Science & Mathematics, Durham, NC (cyber security) for their Med PAL smartphone application that works with a Bluetooth enabled heart rate monitor worn by the user. MedPAL will automatically contact a call center and/or personal emergency contacts based on GPS coordinates should irregularities occur.

Winning teams receive a $5,000 Next Step Grant to continue their product development. In addition to the funding and product support, every team member receives a one-year student membership in American Institute of Aeronautics and Astronautics and a one-year affiliate membership to Sigma Xi, the Scientific Research Society. The team coach receives a $500 stipend via the AIAA Coaches Award. Teams also have the opportunity to raise additional funds for the commercial development of their projects. Information about donating directly to the development of a team's project, or donating to a team's sponsoring school, can be found at www.conradawards.org.

 

 

Texas Instruments Foundation Announces Grant to New Perot Museum of Nature & Science (5/24/11)

The Texas Instruments (TI) Foundation has announced a multi-million-dollar gift to the Museum of Nature & Science (Dallas, TX), resulting in the naming of a new Texas Instruments Engineering and Innovation Hall, which will be part of the new Perot Museum of Nature & Science. The Hall naming recognizes a $4.4-million early leadership gift as well as the decades-long volunteer and financial support provided by the TI Foundation, Texas Instruments, and its employees. "We're especially excited about the fun and educational experiences that the Texas Instruments Engineering and Innovation Hall will bring to students," said Sam Self, chairman of the Texas Instruments Foundation. "We envision that this museum will become a tremendous resource for those who teach science, technology, engineering, and math in North Texas schools." The 5500-square-foot gallery will feature experiences and interactive exhibits exploring the art and science of problem solving using engineering and technology. The Hall will also highlight the many exciting careers in engineering and showcase local companies and universities that innovate and inspire.
The Texas Instruments Engineering and Innovation Hall will have six focus areas:

  1. The structures area will introduce mathematical and physical concepts of strength, stability, and economy while challenging visitors to design structures that serve specific purposes.
  2. The mechanisms area will introduce strategies for making things move, while challenging visitors to use math and physics principles to design moving systems.
  3. The controls area will demonstrate how mechanical devices, electricity, and computers can control movement, light, and sound while challenging visitors to use mathematics and physical principles to do the same.
  4. The robotics engineers area combine structures, mechanisms, and controls to build self-actuating, programmed machines.
  5. In the engineering activity station, trained museum volunteers will help visitors conduct hands-on experiments with advanced engineering technologies such as laser-based optical communication and super-conducting magnetic levitation.
  6. The local technology showcase areas will use graphics, objects, and videos to present evocative examples of local innovators in structural, mechanical, electronic, and software product design.

Texas Instruments works with educators throughout the world in designing and developing classroom technology. More details are at http://education.ti.com.

 

 

Engineering Education (E2) for Innovation Act for 2011 (5/24/11)

The Engineering Education (E2) for Innovation Act for 2011 was introduced in the Senate (S. 969, which can be viewed online at http://thomas.loc.gov/cgi-bin/bdquery/z?d112:s.969) on Thursday, May 12. The bill would authorize the Secretary of Education to competitively award planning and implementation grants in order to integrate engineering education into K-12 curriculum and instruction. Its goals include increasing: student achievement in STEM subjects; knowledge and competency in engineering design skills; the number of teachers prepared to teach technology and engineering; and the number and diversity of students planning to pursue a career in engineering. In the Senate, the bill was introduced by Senator Gillibrand (D-NY) and co-sponsored by Senator Snowe (R-ME), with additional co-sponsors including Senator Begich (D-AK), Sen. Brown (D-OH), and Sen. Stabenow (D-MI). Rep. Tonko (D-NY) and Rep. Fudge (D-OH) are co-sponsoring the bill in the House. Additional co-sponsors are still being sought in both the House and Senate. Currently, over 100 organizations, including many Triangle Coalition members, have signed on to endorse the legislation. To find out more about the legislation, and how to support the initiative, visit the Triangle Coalition Legislative News website: http://www.trianglecoalition.org/category/legislative-news.

 

 

Science Educators Boost Hands-On Teaching Skills by Attending Vernier's Summer Workshops (5/24/11)

Vernier Software & Technology provides science educators nationwide with practical training to help them expand their teaching repertoire and integrate data-collection technology into their curriculum during the company's summer workshop series. Starting in June, educators can participate in 6-hour workshops where they will perform hands-on data-collection activities using Vernier's LabQuest handhelds. "Throughout the years, our workshops have provided educators with valuable training on how to use data-collection technologies to teach and engage their students," said David Vernier, co-founder of Vernier and a former physics teacher. "With our workshops, educators get a unique opportunity to learn new teaching techniques, taught by trained instructors, that they can then bring back to their classrooms." The workshops provide concepts and lessons covering a variety of science disciplines, including chemistry, biology, physics, middle school science, physical science, and Earth science. Led by current or former classroom science and math teachers, the workshops offer professional development for science educators and attendees have the option of earning two (quarter) Graduate Science credit hours through the Portland State University Center for Science Education. In addition to the summer workshops, Vernier will also offer two-day, subject-specific institutes that provide in-depth, expert training on how to use probeware in the classroom. Each institute will focus on a specific science discipline such as high school biology/AP Biology, AP Chemistry and physics/AP Physics, as well as college biology, chemistry, and physics. Graduate credit hours are available for these institutes. For complete details and to register for a Vernier workshop or institute near you, visit www.vernier.com/workshop.

Vernier Software & Technology (online at http://www.vernier.com/) has been a leading innovator of scientific data-collection technology for 30 years. Focused on science, technology, engineering, and mathematics (STEM), Vernier is dedicated to developing creative ways to teach and learn using hands-on science. Vernier creates easy-to-use and affordable science interfaces, sensors, and graphing/analysis software. With world-wide distribution to over 130 countries, Vernier products are used by educators and students from elementary school to college.

 

 

Professional Development Opportunity for Math Teachers Grades 7-12 in the Math-in-CTE Program (5/18/11)

Your participation is requested in the second year of the Maine Math-in-CTE program!

Secondary Career and Technical Education (CTE) teachers at the Maine schools listed below are looking for mathematics teacher partners in this valuable, highly effective 10-day professional development opportunity intended to improve student mathematics skills.

CTE-Math teacher pairs develop practical, mathematics-enhanced lessons to deliver to CTE students.  Teachers collaborate together during the year and gain valuable experience in curricular mapping and lesson plan development, come away with a better awareness of each other’s programs, earn 65-70 credit hours, and have the opportunity to gain course credits from Colorado State University.  Mathematics teachers obtain practical, real world applications for the mathematics they teach.  All teachers receive a $500 incentive bonus at the end of the year. 

For 2011-2012, the 10 days of professional development include:  July 11-15, 2011 (Monday-Friday), November 4-5, 2011 (Friday-Saturday), March 2-3, 2012 (Friday-Saturday), and May 11, 2012 (Friday).  CTE program areas represented will be Culinary Arts and Automotive Technology.  All mileage, meals, and hotel costs are provided, and schools are expected to cover substitute teacher costs for the three Fridays.

These are the schools still looking for a mathematics teacher partner for the coming year:

  • Bath Regional Career and Technical Center (Automotive Technology)
  • Hancock County Technical Center, Ellsworth (Automotive Technology)
  • Sanford Regional Technical Center (for Noble High School Culinary Arts program)
  • Tri-County Technical Center, Dexter (Culinary Arts)
  • Waldo County Technical Center, Region 7 (Culinary Arts)

Registrations for mathematics partners are being extended to ensure all teams are complete.  Further information and registration forms may be found at “Math-in-CTE” at www.schoolswork.org  or by contacting: Doug Robertson, Math-in-CTE Coordinator: ph (207) 624-6744; e-mail doug.robertson@maine.gov

 

 

NREL to "Teach the Teachers" About Alternative Renewable Energy (5/12/11)

The National Renewable Energy Laboratory (NREL) is introducing a new curriculum in partnership with Jefferson County's (Jeffco) Solar on Schools program, which plans to install 100kw PV solar power systems on 30 district schools. Once the curriculum is developed and tested, Jeffco hopes that other schools will also adopt alternative renewable energy curriculum. "Teach the Teachers" will be a classroom education piece that teaches students and teachers about solar power and other energy-saving measures. Through the classroom studies, students will learn how to live a more sustainable lifestyle and develop an understanding of the science and technology behind their green choices.

As the country's primary laboratory for renewable energy and energy efficiency research, NREL stands apart as a leader in science, technology, engineering, and math education, committed to excellence in teaching and learning. NREL's Office of Education Programs serves the education and research missions of NREL and DOE in several major areas: student competitions and programs that emphasize mathematics and renewable energy science and technology; laboratory research internships and fellowships that provide valuable research and engineering opportunities at NREL; and education programs that offer teachers direct access to current renewable energy research and technologies in a laboratory setting. More details are at www.nrel.gov/education.

 

 

NASA Selects Summer of Innovation Projects (5/12/11)

NASA has announced partnerships with nine organizations that will help the agency implement its 2011 Summer of Innovation (SoI) education program. SoI uses NASA's out-of-this-world missions and technology programs to boost summer learning in science, technology, engineering, and mathematics, or STEM, particularly for underrepresented and underperforming students. The SoI 2011 partners are: Chester County Intermediate School District-Unit 24, Downingtown, PA; Albany State University, GA; Nebraska Department of Education; Dorothy Jemison Foundation for Excellence, Houston, TX; University of Idaho, Moscow; Puerto Rico Institute of Robotics; Rio Grande Valley Science Association, Edinburgh, TX; Indiana Association of United Ways; and the South Dakota Discovery Center and Aquarium.

"I am delighted that we have such a broad and diverse group of partner organizations ready to implement this year's Summer of Innovation program," said Leland Melvin, NASA associate administrator for education. "We look forward to building on the momentum that began last year, so we can engage and inspire even more middle school students to reach higher and pursue STEM career opportunities." NASA intends to award nine cooperative agreements for these SoI partnerships that total approximately $6.75 million. Awards have a period of performance of 48 months. The selected partners will engage students during the summer with follow up during the academic year through after school programs. Awardees will develop strong collaborations between school districts and informal education providers to excite and engage thousands of students in high quality learning experiences. NASA also will support these partner institutions as they engage local teachers in professional development to support high quality instruction in STEM disciplines. NASA's goal is to increase the number of future scientists, mathematicians, and engineers, with an emphasis on broadening participation by low-income and minority students. For more information about the Summer of Innovation program, visit www.nasa.gov/soi .

 

 

2011 US Presidential Scholars Announced (5/12/11)

U.S. Secretary of Education Arne Duncan has announced the selection of 141 outstanding high school seniors as the 2011 U.S. Presidential Scholars. The students have demonstrated outstanding academic achievement, artistic excellence, leadership, citizenship, service, and contribution to school and community. U.S. Presidential Scholars will be honored for their accomplishments in Washington, DC, from June 18-21. "The U.S. Presidential Scholars exemplify what dedication to achievement and setting high standards can symbolize for all youth," Duncan said. "The Department of Education congratulates these students on their artistic and academic accomplishments." The 141 U.S. Presidential Scholars include one young man and one young woman from each state, the District of Columbia, and Puerto Rico, and from U.S. families living abroad, as well as 15 chosen at-large and 20 Presidential Scholars in the Arts. The White House Commission on Presidential Scholars appointed by the President selected the scholars based on their academic success, artistic excellence, essays, school evaluations, and transcripts, as well as evidence of community service, leadership, and demonstrated commitment to high ideals.

For the past 47 years, this prestigious program has honored more than 6,000 of the nation's top-performing students. Of the three million students expected to graduate from high school this year, more than 3,000 candidates qualified on the basis of outstanding performance on the College Board SAT and ACT exams, or by nomination through the nationwide YoungArts competition conducted by the National Foundation for Advancement in the Arts. The U.S. Presidential Scholars Program was created in 1964 to honor academic achievement. It was expanded in 1979 to recognize students who demonstrate exceptional talent in the visual, literary, and performing arts. Since 1983, each Presidential Scholar has invited his or her most inspiring and challenging teacher to travel to Washington, DC, to receive a Teacher Recognition Award from the U.S. Department of Education and to participate in the recognition events. A complete list of 2011 Presidential Scholars is available online: http://www.ed.gov/programs/psp/awards.html.

 

 

TI Summer Workshops Help Educators Sharpen Teaching Skills (5/12/11)

Texas Instruments has announced its schedule of nationwide summer workshops for math and science teachers. The workshops, taught by experienced Teachers Teaching with Technology (T3) instructors, focus on developing pedagogy, building content knowledge, and increasing technology skills for math and science instruction. All sessions include training in the appropriate use of TI-Nspire technology in the classroom. This year's summer professional development program features two tracks, one for those who are new to using TI-Nspire technology and one for those with intermediate TI-Nspire skills. Topics for these hands-on, three-day workshops include middle grades mathematics, algebra, high school mathematics, high school science, and connecting science and mathematics. The program, which begins June 6 and ends in late August, lists more than 100 sessions in 39 states and provinces. The cost per person is $350 and covers all course materials, including a new TI-Nspire CX or TI-Nspire CX CAS handheld and TI-Nspire or TI-Nspire CX CAS Teacher Software Version 3.0. The handheld and software represent a retail value of $315. Teachers will receive a certificate of completion at the end of the session. Teachers interested in signing up for these workshops can register online: http://tinspire2011.com/. For workshop schedules and locations and for promotional offers, go online to http://education.ti.com/educationportal/sites/US/nonProductMulti/pd_nspire_summer_workshops.html.

Education Technology, a business of Texas Instruments, provides a wide range of tools connecting the classroom experience with real-world applications, helping students and teachers to explore math and science interactively. TI's products and services are tested vigorously against recognized third-party research, which shows that the use of graphing calculators helps improve the mathematical skills of students and their attitudes toward mathematics. For more information, visit www.education.ti.com.

 

 

JETS/Power Engineering Next Generation Scholarship Awards $14,000 in College Scholarships (5/12/11)

After receiving over 50 applications for the 2011 JETS/Power Engineering Next Generation Scholarship, two students were selected as the winners, each receiving a $7,000 scholarship toward their college education. The scholarship was established in 2006 by Triangle Coalition member, JETS, and Power Engineering magazine to promote the power generation industry to young people and help them pursue an engineering major and industry-related career. The 2011 winning students were: Ayesha Bose of Francis Parker School in San Diego, CA and Patrick Shower of Mason County High School in Maysville, KY. The scholarship was open to all currently enrolled high school seniors during the 2010-2011 school year. The application process was competitive and award criteria were based on student academics and a 750-word essay. In the essay, applicants addressed the following issue: What attracts you to a possible career in the electric power industry? Cite three ways a power engineering education could make a difference in your community. The winning essays may be read online at www.jets.org/programs/scholarship.

"Our mission at JETS is to expose as many of today's students as possible to the various engineering careers available to them, to show them how engineering impacts everyday life and to demonstrate in very concrete ways that engineers solve social problems as well as technological ones," said Linda Snow-Solum, Sr. Director, Rockwell Collins. JETS is a national non-profit education organization dedicated to promoting engineering and helping students discover their potential for the profession. A solid framework of high school educators, corporations, professional organizations, and universities incorporate JETS pre-college engineering programs in local communities throughout the United States. JETS programs touch more than 40,000 students and 10,000 educators from 6,000 high schools across the country. JETS participants are a diverse group -- more than 50 percent are from groups that are traditionally underrepresented in engineering and technology fields, including one-third who are female. For more information, visit www.jets.org.

 

 

Louisiana Student Named National Middle School Mathematics Champion (5/12/11)

Scott Wu of Baton Rouge, LA, was named the winner of the 2011 Raytheon MATHCOUNTS National Competition last week. This year's winning Mathlete answered the following math problem to be crowned the national champion of this year's competition: Question: It takes 180 digits to write down all of the two-digit positive integers. How many of these digits are odd? Answer: 95 (digits). The eighth-grader from Glasgow Middle School competed against 223 other middle school students in the competition, which engages the best and brightest in middle school mathematics in exciting competition. Scott Wu was victorious in the intense, one-on-one Countdown Round in which the top 12 Mathletes competed for the title of this year's Raytheon MATHCOUNTS National Champion. As National Champion, Scott Wu won the $8,000 Donald G. Weinert Scholarship and a trip to U.S. Space Camp in Huntsville, AL. Student representatives from all 50 states, the District of Columbia, Puerto Rico, Guam, U.S. Virgin Islands, and the Department of Defense and State Department schools worldwide participated in the 2011 Raytheon MATHCOUNTS National Competition. To advance to the national competition, students had to not only place in the top four of their peers during their state competition in March, but they also had to advance through local and chapter-level competitions. Over the past 28 years, millions of students have participated in MATHCOUNTS programs and been exposed to MATHCOUNTS problems in the classroom, resulting in the development of essential critical-thinking and problem-solving skills.

Also recently announced was the launch of new program from MATHCOUNTS: Reel Math Challenge. Reel Math Challenge involves teams of students using technology to create videos about math problems and associated concepts. MATHCOUNTS hopes to use the new program to continue to excite students about math while allowing them to hone their creativity and communication skills. For more information about this year's winners and the new Reel Math Challenge, visit www.mathcounts.org.

 

 

President Honors Outstanding Math and Science Teachers (5/12/11)

President Obama today named 85 mathematics and science teachers as recipients of the prestigious Presidential Award for Excellence in Mathematics and Science Teaching.  The educators will receive their awards in Washington, D.C. later this year.

The Presidential Award for Excellence in Mathematics and Science Teaching is awarded annually to outstanding K-12 science and mathematics teachers from across the country. The winners are selected by a panel of distinguished scientists, mathematicians, and educators following an initial selection process done at the state level.  Each year the award alternates between teachers teaching kindergarten through 6th grade and those teaching 7th through 12th grades.  The 2010 awardees named today teach kindergarten through 6th grade.

Winners of this Presidential honor receive a $10,000 award from the National Science Foundation to be used at their discretion. They also receive an expense-paid trip to Washington, D.C., for an awards ceremony and several days of educational and celebratory events, including visits with members of Congress and the Administration.

President Obama has committed to strengthen science, technology, engineering and mathematics (STEM) education and prepare 100,000 effective science and mathematics teachers over the next decade.  These commitments build on the President’s “Educate to Innovate” campaign, which has attracted more than $700 million in donations and in-kind support from corporations, philanthropies, service organizations, and others to help bolster science and technology education in the classroom.

“The teachers we honor today have demonstrated uncommon skill and devotion in the classroom, nurturing the young minds of tomorrow’s science and math leaders,” said President Obama.  “America’s competitiveness rests on the excellence of our citizens in technical fields, and we owe these teachers a debt of gratitude for strengthening America’s prosperity.”

 

 

NASA Offers Students and Teachers Flight Experiences (5/5/11)

Students and educators nationwide will have the opportunity to interact with NASA engineers and scientists through two newly developed NASA flight initiatives. The programs, developed at NASA's Wallops Flight Facility in Virginia, are designed to give students and educators hands-on flight experiences using NASA sounding rockets and scientific balloons. The Wallops Rocket Academy for Teachers and Students (WRATS) will provide high school participants with a technical flight experience to reinforce science, technology, engineering, and mathematics concepts. Teachers and students will participate in person or virtually in authentic, hands-on experiences based on NASA's sounding rocket engineering and science data collection. WRATS will include interactive Web based data to give students and educators lessons in physics and engineering. Teachers also receive resources to integrate the data into classroom lessons. Selected participants in other NASA education projects will have the opportunity to attend a rocketry flight week June 19 - 24, at Wallops. Participants will learn about the dynamics of launch and safe flight operations, and also view a NASA Terrier-Orion sounding rocket liftoff on Thursday, June 23.

The Wallops Balloon Experience for Educators (WBEE) provides opportunities for high school teachers to fly experiments on scientific flights. WBEE will build upon an existing partnership between NASA and the Louisiana Space Consortium, which has developed student outreach programs, including the High Altitude Space Platform (HASP) and Louisiana Aerospace Catalyst Experiences for Students (LaACES). Since 2002, the programs have flown multiple missions involving hundreds of students in undergraduate though post-graduate programs. WBEE will expand the LaACES platform into secondary education with a focus on core principles and future partnership with educators and their institutions. WBEE will involve teams of selected educators who have participated in other NASA education projects. They will visit the Columbia Scientific Balloon Facility in Palestine, TX, for a week-long workshop in July. Participants will be involved in classroom and hands-on balloon science activities. The teams will have the opportunity to build and test their own science payload for a flight to the edge of space under the direction of NASA and Louisiana Space Consortium personnel. For information about WRATS and WBEE, visit http://education.wff.nasa.gov. For information about Triangle Coalition member, NASA, and its broad range of education programs, visit www.nasa.gov/education.

 

 

U.S. Chamber's Report Highlights Essential Role Businesses Play in Improving STEM Education (5/5/11)

The U.S. Chamber of Commerce's Institute for a Competitive Workforce (ICW) has released a report outlining the essential role business plays in the success of science, technology, engineering, and math (STEM) education, which is crucial to U.S. students' preparation for the future workforce and ensuring American economic health for future generations. "It is clear that if we are to re-ignite the fires of innovation that we, the business community, must be innovative," said Margaret Spellings, former Secretary of Education and current president of the U.S. Chamber's Forum for Policy Innovation. During the release of the report, "The Case for Being Bold: A New Agenda for Business in Improving STEM Education," Spellings said, "Instead of continually reinventing the wheel, we must re-imagine our schools, revise how we recruit and train our teachers, and rethink the stale strategies that have stagnated academic achievement. If we do not dare to be bolder in STEM education, we risk losing even more ground globally."

According to the report, the way forward for business leaders looking for a STEM revolution can be summarized in two principles. The first is the need to unencumber, unleash, and unbundle schools. Transformative reform begins by helping educators and reformers throw off the shackles of the past. The second principle is the need to rethink, redesign, and reinvest. Business leaders should leave the more cautious work of augmenting and supporting the status quo to conventional education advocates and focus their energies on helping educators, policymakers, and reformers reimagine American schooling to match the opportunities and challenges of 21st century STEM education. The report suggests that there are three main ways for businesses to get involved: through advocacy, by lending expertise, and by partnering with institutions or pursuing market opportunities that will also promote the cause of school improvement. The report comes at a time when results of American student assessments show continuing struggles to be proficient and competitive in STEM subjects when compared to international peers. Recently, the 2009 Programme for International Student Assessment (PISA) exam ranked U.S. students 25th in math and 17th in science literacy. The full report is available online at http://icw.uschamber.com/sites/default/files/The%20Case%20for%20Being%20Bold_2011_v2_0.pdf.

 

 

Microsoft's U.S. Innovative Education Forum Awards Teachers Who Creatively Use Technology (5/5/11)

Twenty-nine teachers from 14 states have been selected as first-round finalists to showcase the unique ways they are using technology in and beyond their classrooms at the 2011 U.S. Innovative Education Forum (IEF), presented by Microsoft Partners in Learning. The U.S. IEF is a showcase of talented educators from around the country, and Microsoft Corp. will honor these teachers for creatively and effectively using technology in their curriculum to increase student engagement and success. At the forum, educators will have the opportunity to learn from and network with other teachers, allowing them to share and discover new ways to better prepare students for the future. Examples of the finalists' innovative teaching methods include attracting and retaining students in science, technology, engineering, and math (STEM) programs through the use of problem-solving concepts, technical skills, and entrepreneurship; the development of anti-bullying campaigns using technology in the classroom; new approaches to teach and personalize learning of math, history, and earth science; as well as new strategies for electronic portfolios, paperless writing environments, and gaming combined with service-learning.

Educators have until May 15 to apply to participate in this year's event. Microsoft will select up to 100 innovative teachers to participate in the U.S. IEF July 28-29 at the Microsoft campus in Redmond, WA. At that event, Microsoft will select finalists who will go on to represent the U.S. at the Worldwide Innovative Education Forum in Washington, DC, Nov. 6-11. The finalists must qualify for the event through a competitive application process and are selected based on project collaboration, knowledge building, extended learning beyond the classroom, and the use of Microsoft technology or technologies that support the project. More information can be found online at http://www.microsoft.com/education/uspil/default.aspx. Microsoft Partners in Learning is a 10-year, nearly $500 million commitment by Microsoft to help education systems around the world. Since its inception in 2003, the Partners in Learning program has reached more than 196 million teachers and students in 114 countries. Partners in Learning helps teachers and school leaders connect, collaborate, create, and share so students can realize their greatest potential. The online Partners in Learning Network is one of the world's largest global professional networks for educators, connecting millions of teachers and school leaders around the world in a community of professional development.

 

 

CEOs to Governors: Set Higher Bar for Students in Math and Science (5/5/11)

A group of prominent chief executives have sent letters to the nation's governors, calling for higher proficiency standards in science and mathematics so that American students will be better prepared to compete globally. The letters were accompanied by new state-specific "Vital Signs" reports assessing the condition of science, technology, engineering, and mathematics (STEM) learning in each state. The CEOs, members of the national non-profit organization Change the Equation (CTEq), alerted governors to the reports' finding that most states have not set the bar high enough when measuring student proficiency in STEM subjects. For instance, while many states report that most students are meeting state standards, results from the National Assessment of Educational Progress (NAEP) show only 38 percent of 4th graders and a third of 8th graders are proficient or advanced in math. The CEOs added that states must strengthen instructional supports to ensure students clear a higher bar. "Students in every state deserve the opportunity of a STEM education on par with the best in the world. America's standing as the most innovative and prosperous nation on earth depends on our ability to boost student performance. As business leaders, we are pledging to stand with governors who commit to high achievement standards in math and science," said Craig Barrett, retired CEO/Board Chairman of Intel and Change the Equation Board Chair. The national and state "Vital Signs" reports, show states still have a long way to go. Among the report findings:

  • Most states set a low bar. Across all 50 states and the District of Columbia, the average difference between state test results and NAEP was 37 percentage points. A handful of states break the pattern by setting higher proficiency standards.
  • Achievement gaps between different groups of students remain large and widespread. In math, gaps separating white students from black and Hispanic peers narrowed substantially between 1973 and 1990 but have barely budged since then.
  • Only 10 percent of the class of 2010 took an Advanced Placement test in math, and just 10 percent took an AP test in science. Students who take and pass an AP test are significantly more likely to graduate from college than academically similar students who do not take an AP test.
  • Elementary and middle school teachers need stronger grounding in math content. Most states set passing scores on content licensure tests for elementary teachers well below the average for all test takers. Only 57 percent of the nation's 8th graders have teachers with an undergraduate major or minor in math.
  • Fifty-four percent of the nation's 4th graders and 47 percent of its 8th graders report that they "never or hardly ever" write reports about science projects. Thirty-nine percent of 8th graders report that they "never or hardly ever" design a science experiment.

The 51 reports were generated by compiling the most recent public data on the condition of STEM learning in each state. Research has already begun for a more in-depth set of Vital Signs reports which will be the most complete examination of STEM learning in each state ever assembled. Supported by the Bill & Melinda Gates Foundation, the new reports will give key information on where each state is making gains, where it has work to do and what it can do to prepare many more of its students for life and work in the coming decades. The national and state-by-state reports are at www.changetheequation.org/vitalsigns.

 

 

McGraw-Hill Partners with TERC to Deliver Empower Math Materials (4/28/11)

McGraw-Hill Education has announced an exclusive agreement with Triangle Coalition member, TERC, to distribute the EMPower Math line of products to a rapidly growing adult and workforce education markets. That market growth is driven in large part by the increased need to provide new or advanced skills and re-training for workers adversely affected by current economic conditions. TERC, a nonprofit education research and development organization, designed EMPower Math to help first-time and nontraditional adult learners study the core math skills they need to succeed in their personal and professional lives. The materials are ideal for learners in many different educational settings, such as adult education, alternative high schools or community colleges, where students prepare for GED tests or simply want to enhance their math skills. Developed through a National Science Foundation grant, EMPower Math is unlike traditional math books that require memorization, formulas and drills, and instead focuses on developing conceptual understanding of math and applicable skills through engaging exercises that are relevant to real-life situations.

For more than forty years, TERC has been introducing millions of students throughout the United States to the exciting and rewarding worlds of math and science learning. Led by a group of experienced, forward-thinking math and science professionals, TERC is an independent, research-based organization dedicated to engaging and inspiring all students through stimulating curricula and programs designed to develop the knowledge and skills they need to ask questions, solve problems, and expand their opportunities.  More details are at www.terc.edu.

 

 

NGA Center Releases Strategies to Fix Failing Schools and Districts (4/28/11)

At least 5,000 public schools, serving more than 3 million children, are considered failing in the United States because they have failed to meet their academic achievement targets for at least five consecutive years. An issue brief released by the National Governors Association Center for Best Practices (NGA Center) offers states ideas to fix failing schools and districts. "State Strategies for Fixing Failing Schools and Districts" (online at http://www.nga.org/Files/pdf/1103FIXINGFAILINGSCHOOLS.PDF)  looks at ways to cope with the underlying causes of failing schools including weak leadership, inadequate skill levels among teachers, and an insufficient amount of high-quality teaching materials. "The underlying causes of school failure are similar, regardless of whether the schools are located in urban, rural or suburban communities," said John Thomasian, director of the NGA Center. "In a time when states and localities must maximize their investments, this brief describes what states can do to move these schools quickly and permanently out of the failing category."

In 2009, the NGA Center awarded competitive grants to four states to participate in the State Strategies to Improve Chronically Low-Performing Schools project. The project provided Colorado, Maryland, Massachusetts, and Mississippi with grant funds and consulting services to develop policies and plans that create the conditions to turn around chronically low-performing schools and districts. It yielded valuable lessons and suggested strategies that states and territories can use to fix failing schools and districts. According to the brief, states can use the lessons learned from the NGA Center's project, along with new federal funding, to step up their efforts to fix failing schools and districts in these ways:

  • Build state capacity to support the turnaround of failing schools and districts;
  • Engage external partners to manage school and district turnarounds;
  • Set ambitious but realistic goals for school improvement that incorporate multiple measures;
  • Develop a human capital strategy to improve the quality of leadership and teaching; and
  • Increase state authority to intervene in failing schools and districts, if other approaches prove insufficient.

 

Winner of SAE International's JetToy Olympics Announced (4/28/11)

More than 500 elementary students recently competed for gold at the JetToy Olympics, held April 13 during the SAE 2011 World Congress in Detroit, MI. Supported by the SAE Foundation through sponsorships by Johnson Controls, Inc. and TRW, the JetToy Olympics brought together students who have participated in SAE International's hands-on, classroom-based, A World In Motion (AWIM – online at http://www.awim.org/) program. During the competition, teams of four students worked together and used their knowledge from classroom experience to construct balloon-powered JetToys, competing for various distance and accuracy awards. The grand champion of the JetToy Olympics was team 23 from St. John the Evangelist School of Fenton, MI.

AWIM is a teacher-administered, industry volunteer-assisted program that brings science, technology, engineering, and math (STEM) education to life in the classroom for students in Kindergarten through Grade 12. Benchmarked to the national standards, AWIM incorporates the laws of physics, motion, flight, and electronics into age-appropriate hands on activities that reinforce classroom STEM curriculum. SAE International is a global association of more than 128,000 engineers and related technical experts in the aerospace, automotive, and commercial-vehicle industries. More details are at www.sae.org.

 

 

IEEE Sponsors Pre-University Lesson Plan Competition (4/28/11)

Students and recent graduates who want to help foster awareness of computing, can win $1000 by entering a contest to create a lesson plan that will captivate pre-university student interest in the field of computing. The lesson-planning competition is open to IEEE Student Members and IEEE member graduates of the last decade. Submitted lesson plans should help students aged 8-18 understand the essential facts, concepts, principles, and theories relating to computer science and software applications. Among potential topics are networks, information organization, modeling and abstraction, and algorithmic thinking and programming. Successful entrants will receive an award of US $1,000, a congratulatory letter, and their plan included on the TryComputing.org website. To enter the contest, submit a one-page outline of the lesson plan by May 15. Finalists will be selected from the submissions, and invited to submit a full lesson plan by the end of August. Selected lesson plans will be posted on TryComputing.org when the site launches in 2012. Full details are available online http://www.ieee.org/education_careers/education/preuniversity/trycomputing_lp_competition.html.

The lesson-plan contest is part of IEEE TryComputing.org, a new online resource the IEEE Computer Society and IEEE Educational Activities Board are developing to offer global computing education resources for pre-university teachers, school counselors, parents, and students. The IEEE TryComputing.org site is intended to build upon the successes of its counterpart, TryEngineering.org, to raise awareness of and interest in computing and associated careers. TryEngineering.org is designed to educate teachers, school counselors, parents and students about the different engineering disciplines and the impact engineers have on society. Triangle Coalition member, IEEE, and the IEEE Educational Activities Board (EAB) are committed to providing quality educational resources for educators, parents, students, IEEE volunteers, and the public. Find out more about other educational resources online http://www.ieee.org/education_careers/education/preuniversity/index.html. 

 

 

National Grid Grant to Museum of Science, Boston, Supports STEM (4/28/11)

National Grid has formed a new partnership with the Museum of Science, Boston to improve education in STEM (Science, Technology, Engineering, and Math) through support for the development of middle school engineering curricula by the National Center for Technological Literacy. The grant will also support bringing the Museum's innovative Traveling Programs to more people. Specifically, National Grid's two-year grant will help underwrite development of "Engineering Now" curricular units and bring Traveling Programs to selected underserved communities in Massachusetts, Rhode Island, and New York. Traveling Programs exemplify the Museum's effort to connect with the broadest, most diverse audiences, bridging geographic and socioeconomic barriers to bring science presentations to over 90,000 people in schools, community centers, and public libraries throughout New England.

One of the exciting ways the Museum is introducing engineering into schools nationwide involves collaborating with WGBH to develop "Engineering Now," a series of classroom units that link learning about engineering to science and math, in conjunction with the popular television series "Design Squad Nation." The program aims to increase students' understanding of the technological world in which we live, deepen their understanding of the engineering design process, improve their ability to design innovative solutions to real problems, and increase their interest in pursuing STEM studies at the high school level. The National Center for Technological Literacy (online at http://www.mos.org/nctl)has been helping to educate children and adults in a variety of educational settings since 2004. NCTL's goal is to integrate engineering as a new discipline in schools nationwide and to inspire the next generation of engineers and innovators. NCTL fosters learning about how technologies are created and used. It offers educational products and programs for pre-K-12 students and teachers, creates curricula, supports an online resource center, and engages in partnership and outreach with other institutions. NCTL works with state departments of education and teacher organizations to facilitate the re-engineering of curricula and learning standards.

 

 

Teachers Selected for Prestigious Kenan Fellowships (4/28/11)

The Kenan Fellows Program for Curriculum and Leadership Development has selected 47 teachers to join the Class of 2012. Kenan Fellows is an innovative model to promote teacher leadership; address teacher retention; and advance K-12 science, technology, and mathematics education. Kenan Fellows are public school teachers in North Carolina who are selected through a competitive process to participate in a prestigious fellowship -- all while remaining active in the classroom. The Class of 2012 is the largest class of Fellows brought into the program in a single year. Public school teachers in every North Carolina school district were eligible to apply, and teachers from all eight education regions were accepted into the program. These new Fellows represent schools from Buncombe County in the west to Craven County in the east and are from 27 school districts. To date, the Kenan Fellows Program has served 175 outstanding K-12 public school teachers from across content areas.

Kenan Fellows spend five weeks in the summer with mentors from universities, innovative industries and professional educators and two weeks in a Summer Institute. Fellows work in labs, develop new research skills, engage in leadership workshops, and build professional relationships with colleagues. As their research progresses, they use the summer experience to create lessons that are adapted to the subjects they teach. Kenan Fellows bring this new, relevant information into classrooms at a level that is appropriate for their students. They continue developing their projects in the fall and present their lessons at professional conferences throughout the next year to help improve teacher instruction and student learning in classrooms across the state. The new class of Fellows will guide a wide range of projects that are representative of scientific research currently going on in North Carolina. Project titles include "Aviation Safety," "Biotechnology in North Carolina," "Green Our Schools," "Math and the Amazing Race," "Solar Energy for Space Travel," and "Teachers Training Teachers." The Kenan Fellows Program is an initiative of the Kenan Institute for Engineering, Technology & Science at North Carolina State University. For more information, visit www.kenanfellows.org.

 

 

CCSS Resource Link (4/26/11)

Here is a link from University of Arizona. Bill McCallum is spearheading this work with the  Common Core. Please check in on the site from time to time as more resources will be developed and posted!

University of Arizona site for  Common Core resources: http://commoncoretools.wordpress.com. - Michele

 

 

ASSISTments Workshop April 29th and July 18-20 (4/16/11)

Regional School Unit #19 is proud to host Neil and Cristina Heffernan, faculty from Worcester Polytechnic Institute, to present this workshop on ASSISTments. Professor Neil Heffernan began building and piloting this web-based tool in 2003 with funding from the US Department of Education. Teachers in Newport have been using this system for a year and want to know more! This event is their opportunity to learn from the experts and you are invited to join in. The system is free to use, it is used by hundreds of teachers and is linked to the  Common Core Standards. For more information go online to http://teacherwiki.assistment.org/wiki/Summer_Institute,_Bangor_ME or contact Newport’s mathematics curriculum specialist Jane Stork at jstork@rsu19.org.

 

 

$5,000 Grants Available for 2012 University Student Launch Initiative (3/31/11)

The NASA Minority Innovation Challenges Institute, or MICI, will be offering Minority Serving Institutions the opportunity to apply for a $5,000 grant to assist the school in entering the 2012 NASA University Student Launch Initiative. USLI is a competition that challenges university-level students to design, build, and launch a reusable rocket with a scientific or engineering payload to one mile above ground level. The project engages students in scientific research and real-world engineering processes with NASA engineers. It culminates in an actual launch competition near NASA's Marshall Space Flight Center in Huntsville, AL. Those interested in this grant opportunity should go online to http://nasamici.com/?p=450 to register for a free, live videoconference on April 6, 2011, at 3 p.m. EDT in which MICI organizers will explain how to apply. Triangle Coalition member, NASA provides many educational programs and resources to support STEM education in the United States. More details are at http://education.nasa.gov.

 

 

 

200 Teachers Selected to Attend the National Mickelson ExxonMobil Teachers Academy (3/31/11)

The Mickelson ExxonMobil Teachers Academy has announced the selection of 200 elementary school teachers from across the country to enhance their math and science teaching skills through an innovative development program at the national Mickelson ExxonMobil Teachers Academy.

This year's national academy will be held at Liberty Science Center in Jersey City, NJ. An additional 400 teachers will be selected later this spring to attend programs in Houston, TX and New Orleans, LA. The selection of the teachers marks the third year that teachers from all 50 states have been chosen to participate in the professional development program that began six years ago.

"Through our support of math and science educational programs, ExxonMobil is investing in the development of a highly skilled workforce to help our nation remain globally competitive," said Suzanne McCarron, general manager, public and government affairs, Exxon Mobil Corporation. "Programs like the Mickelson ExxonMobil Teachers Academy enable us to give today's teachers the tools they need to engage students in math and science and open their eyes to the possibility of a career in these fields."

The Academy is an intensive one-week, all-expense-paid professional development program designed to help teachers develop innovative math and science teaching skills. The participants were selected by a panel of educators from the National Council of Teachers of Mathematics and the National Science Teachers Association, and were based on their qualifications, dedication to inspiring students at an early age, and overall commitment to enhancing the teaching profession.

In 2005, ExxonMobil partnered with Phil Mickelson and his wife, Amy, the National Science Teachers Association and Math Solutions to launch the program, which has trained more than 2,600 teachers to date. The Mickelson ExxonMobil Teachers Academy is part of a long-term commitment to education by ExxonMobil. The company supports initiatives that encourage students to take an active interest in careers in the math and science fields, support the professional development of highly qualified teachers and promote involvement of women and minorities students.

For a complete list of teachers selected to attend the 2011 Mickelson ExxonMobil Teachers Academy, visit www.sendmyteacher.com. More details about the Phil and Amy Mickelson Foundation are at www.PhilMickelson.com.

 

 

 

SSP Selects Top U.S. Math and Science Teachers for 2011 Fellowship (3/31/11)

The Society for Science & the Public (SSP) has announced the selection of the 2011 class of the SSP Fellowship. Ten teachers will join twenty active Fellows from the classes of 2010 and 2009. Through a grant from Intel, the SSP Fellowship provides funds and training to selected U.S. science and math teachers who serve under-resourced students, to enable interested and motivated students to perform high-quality, independent scientific research. The program began with its first class in 2009. SSP Fellows design independent research programs to be implemented in their schools and help their students to develop a strong network of scientific mentors.

The 2011 Fellows are from across the United States and were named for their unique plans to reach students in underserved communities and to inspire excellence in independent scientific research. Competitively selected from a large entrant pool of high school science and math teachers from 42 states and American Samoa, each Fellow will receive: (1) $8,500 in 2011 directly for their classroom and community; (2) full support to attend the Fellows Institute to be held July 25-29, 2011 in Washington, D.C.; and (3) ongoing training and resources from SSP. Successful participants can retain their Fellowship for up to four years to ensure that promising students can pursue independent research through their high school years.

The 2011 class of Fellows includes teachers selected from rural and urban areas, large and small communities, and schools that serve under-resourced communities. The Fellows Institute provides intensive training to teachers and enables each Fellow to earn graduate level credit for their work. Additional information about the SSP Fellowship is at www.societyforscience.org/outreach.

The application for the 2012 Fellowship will open November, 2011. Society for Science & the Public is a nonprofit organization dedicated to the achievement of young researchers in independent research and to the public engagement in science. Established in 1921, its vision is to promote the understanding and appreciation of science and the vital role it plays in human advancement. Through its education competitions, including the Intel Science Talent Search, the Intel International Science and Engineering Fair, and the Broadcom MASTERS, and its award-winning publications, Science News, which reaches more than 120,000 subscribers, and Science News for Kids, SSP is committed to inform, educate, inspire.

For more information about SSP and its work, visit www.societyforscience.org.

 

 

Honeywell and NASA Launch 2011 Spring Tour of FMA Live! (3/31/11)

Honeywell and the U.S. National Aeronautics and Space Administration (NASA) have announced the spring 2011 tour of their award-winning science education program FMA Live! FMA Live! is a collaboration between NASA and Honeywell and is the only nationally touring, multi-media, science-education production of its kind. Designed to make science relevant to kids' everyday lives, the program brings an authentic, live, hip-hop concert experience of unprecedented size and proportion to middle schools across the country.

FMA Live! is completely underwritten by Honeywell and has traveled 82,500 miles, reaching more than 265,800 students at 760 middle schools in all 48 contiguous U.S. states and Canada. The innovative, traveling hip-hop science concert is named for Sir Isaac Newton's second law of motion (force = mass x acceleration). The program uses professional actors, original songs, music videos and interactive science demonstrations to teach middle school students Newton's three laws of motion and universal law of gravity.

FMA Live! helps support the current administration's nationwide effort, Change the Equation (CTE), to better prepare students to lead in the 21st century in science and math. CTE is a CEO led effort of partnerships with leading universities, foundations, non-profits, and organizations representing millions of scientists, engineers, and teachers that motivate and inspire young people across the country to excel in science, technology, engineering, and mathematics (STEM).

"FMA Live! performances are a great way to engage students and get them energized to study science, technology, engineering, and math -- or STEM -- subjects," said Leland Melvin, NASA's Associate Administrator for Education. "It's been a successful partnership between NASA and Honeywell that uses a highly interactive and entertaining approach to show young people how pursuing STEM studies can lead to rewarding and exciting careers."

FMA Live! has received an impressive seventeen awards for excellence since touring began in 2004.

More details and a "teachers lounge" are at www.fmalive.com.

 

 

Study Buddy Delivers Free Online Peer Math Tutoring To Students Nationwide (3/31/11)

The National Science & Technology Education Partnership (NSTEP), a non-profit organization, is using the power of cutting edge technology to help and inspire students to achieve academic success in math. Their signature program, "Study Buddy - Online Math Homework Help," links minority and low-income students who are struggling in math with volunteer high school honor students in a completely online, collaborative program. Students work in personalized online notebooks that contain worksheets, quizzes, state standardized exams, and instructional videos, as well as teacher-uploaded content. Then, with just a click of the mouse, a waiting tutor will visit their notebook to help them work through homework problems. Tutors never "do" the homework for the student, but provide direction, prompts, and similar examples so the student understands the work and can complete problems themselves. The tutor and student can simultaneously write, draw, and chat on the same computer screen, as if they are sitting side-by-side.

Study Buddy is the only online program that uses peer tutors, successfully tapping into a largely unused, but extraordinarily talented population. Students and tutors participate wherever they can connect to the internet. This original approach enables the "tutees" to feel relaxed because they know that the person on the other side of the computer is a student too. Tutors build their own skills by analyzing mathematical problems, crafting solutions, and communicating their knowledge to peers. These honor students also gain a valuable life skill by helping others through meaningful community service. Not simply an online tutoring program, NSTEP creates partnerships with like-minded organizations such as other non-profits, school districts, and after-school programs to seek students who need help. Current Study Buddy users include Chicago Public Schools, Tempe Union High School District in Arizona, San Diego Unified School District, Lowell Public Schools in Massachusetts, and the New York City Department of Education.

To learn more about Study Buddy, visit www.studybuddyhelp.org.

 

 

Ohio Northern University to Launch Undergraduate Degree in Engineering Education (3/29/11)

The T.J. Smull College of Engineering at Ohio Northern University has announced that it will offer a Bachelor of Science degree in Engineering Education beginning in the fall of 2011. The degree program will be the first of its kind in Ohio and one of the first in the nation. The program directly addresses the need to develop a new generation of high school students who can contribute to solving our nation's challenges through engineering and innovation. The four-year engineering degree will prepare graduates to become licensed secondary math teachers but with a more specialized perspective than teachers who have a traditional education diploma.

"Our nation is pushing for an increased focus on STEM (science, technology, engineering, and math) education in K-12 environments," said Eric Baumgartner, dean of the T.J. Smull College of Engineering. "This degree will enable us to introduce teachers into school systems who have an inherent appreciation of engineering and the ability to integrate math and science along with engineering analysis and design into the classroom."

Teachers with this degree will be the front-line advocates for engineering careers, which, according to research, have not been adequately communicated to high school students. Ohio Northern's program will help maintain America's place as a global leader in science and technology by graduating educators who will inspire young people to pursue higher education and careers in engineering.

"We feel that this program builds on the strengths of Ohio Northern as a comprehensive university with excellent programs in engineering and education," said Ken Reid, Director of Freshman Engineering.

The program combines a general engineering degree with the required education and math courses to earn a teaching certification, but it also offers opportunities beyond the high school classroom. Graduates can pursue job opportunities in corporate sales, training, or even careers in science and technology museums. Graduates will also be able to seek out traditional engineering careers or go on to graduate school.

The reception by high schools has been very positive. Baumgartner has had informal discussions with superintendents across Ohio and all have been incredibly excited about the long-term effect the degree could have on their STEM programs.

More details are online at http://www.onu.edu/node/33193.

 

 

Nominations Encouraged for Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) (3/29/11)

The National Science Foundation is currently accepting nominations and applications for the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) program. Enacted by Congress in 1983, this program authorizes the President to bestow up to 108 awards each year. The National Science Foundation administers PAEMST on behalf of the White House Office of Science and Technology Policy. Awards are given to mathematics and science teachers from each of the 50 states and four U.S. jurisdictions. The jurisdictions are Washington, DC; Puerto Rico; Department of Defense Schools; and the U.S. territories as a group (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands). The teachers are recognized for their contributions to teaching and learning and their ability to help students make progress in mathematics and science.

In addition to honoring individual achievement, the goal of the award program is to exemplify the highest standards of mathematics and science teaching. Awardees serve as models for their colleagues, inspiration to their communities, and leaders in the improvement of mathematics and science education.

The 2011 Awards will honor math and science teachers working in grades 7-12, and the nomination deadline is April 1. This date gives the nominated teacher enough time to thoroughly prepare an application prior to the application deadline of May 2. Elementary school teachers (Grades K-6) are eligible to apply in 2012. Anyone may nominate a teacher by completing the nomination form available at www.paemst.org. Teachers may also initiate the application process at www.paemst.org/apply.

 

 

NASA Celebrates Trailblazers During Women's History Month Event (3/29/11)

NASA's women took the spotlight last week in a Women's History Month event showcasing their achievements in aeronautics and space exploration initiatives. The event gave students a chance to interact with an astronaut and other women working in science and technology careers.

NASA Deputy Administrator Lori Garver hosted the event for an audience of approximately 200 elementary through high school-level students from the Washington, DC area. "Women have made tremendous contributions to NASA over the years," she said. "They've been astronauts, scientists, engineers, and program managers -- and served in many other capacities. We have an obligation to reach out to the next generation and inspire today's girls to pursue science and technology careers. Expanding opportunities in these fields will give perspectives and expertise to win the future."

During the event, NASA announced the creation of a new website that features women who work at NASA telling their stories in their own words. The website has 32 video interviews with women of diverse backgrounds who represent different aspects of the agency's work. Subjects discuss their accomplishments and offer encouragement to women and girls considering technical careers so they can become the trailblazers of tomorrow. The site also provides information about NASA internships and career opportunities.

More details are at http://women.nasa.gov. For information about NASA's other education programs, visit www.nasa.gov/education.

 

 

College Board Honors Four Districts with AP Award (3/29/11)

Four school districts in the nation will be honored by the College Board with 2011 AP District of the Year awards for opening AP classroom doors to a significantly broader pool of students while maintaining or improving the percentage of students earning scores of 3 or higher. Three of these districts -- Chicago Public Schools (IL - large district); Colton Joint Unified School District (Colton, CA - medium district); and West New York School District (West New York, NJ - small district) -- achieved the most significant improvements in the nation in access to college-level AP courses while maintaining or improving student performance on the end-of-course AP Exam. One district, Hillsborough County Public Schools in Tampa, FL, will receive the Beacon Award for its profound achievement in using AP to create a culture focused on college readiness.

The 2011 AP District of the Year awards will be presented at a celebratory plenary session at the AP Annual Conference in San Francisco on July 22. Additionally, the College Board has released an AP Achievement List of 388 school districts that have had similar successes.

"These districts are defying expectations by expanding access while improving scores," said College Board President Gaston Caperton. "We will work closely with each of the AP District of the Year winners to document what they are doing so we can share their best practices with all members of the AP community."

Participation in college-level AP courses can level the playing field for underserved students, give them the confidence needed to succeed in college, and raise standards and performance in key subjects such as science and math. Many U.S. school districts have focused on expanding access to AP courses as part of a strategy for fostering college readiness.

The College Board's Advanced Placement Program (AP) enables students to pursue college-level studies while still in high school. Through more than 30 college-level courses, each culminating in a rigorous exam, AP provides willing and academically prepared students with the opportunity to earn college credit, advanced placement, or both. Taking AP courses also demonstrates to college admission officers that students have sought the most rigorous curriculum available to them. Each AP teacher's syllabus is evaluated and approved by college faculty from some of the nation's leading institutions, and AP Exams are developed and scored by college faculty and experienced AP teachers. AP is accepted by more than 3,800 colleges and universities worldwide, including over 90 percent of four-year institutions in the United States. In 2010, 1.8 million students representing more than 17,000 schools around the world, both public and nonpublic, took 3.2 million AP Exams.

More details are at www.collegeboard.org.

 

 

International Summit on the Teaching Profession (3/29/11)

Last week, the U.S. Department of Education completed its two-day International Summit on the Teaching Profession in New York. The event marked the first time education ministers, teachers, and union leaders from around the world convened in the United States to discuss best practices in building a world-class teaching force.

Foreign delegations from high performing and rapidly improving educational systems, including Belgium, Brazil, Canada, The People's Republic of China, Denmark, Estonia, Finland, Hong Kong SAR, Japan, the Netherlands, Norway, Poland, Singapore, Slovenia, and the United Kingdom, joined the United States in holding discussion sessions focused on Teacher Recruitment and Preparation; Development, Support, and Retention of Teachers; Teacher Evaluation and Compensation; and Teacher Engagement in Education Reform. The U.S. Department of Education, together with the Organization for Economic Cooperation and Development (OECD), Education International (EI), and U.S.-based organizations including the National Education Association (NEA), the American Federation of Teachers (AFT), Council of Chief State School Officers (CCSSO), Asia Society, and WNET, hosted the summit to help spread effective policies and practices to strengthen and elevate the teaching profession in ways that improve educational outcomes for children in all societies.

"It's clear that no two countries are the same but that doesn't mean we don't face common challenges," said U.S. Secretary of Education Arne Duncan. "The International Summit on the Teaching Profession is an extraordinary opportunity to broaden our perspective on how to effectively recruit and support teachers. This is an area where we need to move forward with a sense of urgency because building a strong teaching force is critical to having a successful education system."

A background paper, entitled "Building a High Quality Teaching Force" and composed by the OECD, outlines international analysis, lessons and examples around recruiting, preparing, supporting, developing, evaluating, compensating, and retaining teachers. Throughout the summit, common themes emerged around successful practices. Participants voiced shared interest in elevating the professional status of teachers, partnering with teachers in education reform to produce successful outcomes and building collaboration between unions and education leaders to ensure overall progress. More details and the background paper are online at http://www2.ed.gov/about/inits/ed/internationaled/teaching-summit.html.

 

 

Cracking the Code Wins Intel Science Talent Search for Math Whiz  (3/29/11)

Intel Corporation and Society for Science & the Public (SSP) has announced the winners of the Intel Science Talent Search. Evan O'Dorney, 17, of Danville, CA, won the top award of $100,000 from the Intel Foundation for his mathematical project in which he compared two ways to estimate the square root of an integer. Evan discovered precisely when the faster way would work. As a byproduct of Evan's research he solved other equations useful for encrypting data. This furthered an interest he developed as early as age 2, when he was checking math textbooks out of the library.

Second place honors and $75,000 went to Michelle Hackman, 17, of Great Neck, NY, who studied the effect of separating teenagers from their cell phones. In her personal life, Michelle, who is not sighted, launched a rural secondary school in Cambodia that benefits girls confronted with significant gender violence. Third place and $50,000 went to Matthew Miller, 18, of Elon, NC, who studied how the placement of small bumps on the surface of wind turbine blades can dramatically affect their aerodynamics and increase their efficiency at generating electricity. Matthew is also senior class president, president of the National Honor Society and was invited by President Obama to be part of the first White House Science Fair last October.

In total, the Intel Foundation awarded $1.25 million for the Intel Science Talent Search 2011. When the Intel Foundation assumed the title sponsorship 13 years ago, it increased the annual awards by more than $1 million in the belief that fostering a passion for math and science in today's youth is imperative for America's future success.

The Intel Science Talent Search encourages America's future leaders to satisfy their endless curiosity by exploring how the world works and developing solutions for global challenges. This year's finalists hail from 15 states and represent 39 schools. Of the 1,744 high school seniors who entered the Intel Science Talent Search 2011, 300 were announced as semifinalists in January. Of those, 40 were chosen as finalists and invited to Washington, DC, to compete for the top 10 awards.

Society for Science & the Public, a nonprofit membership organization dedicated to public engagement in scientific research and education, has owned and administered the Science Talent Search since its inception in 1942. Over the past 69 years, Science Talent Search alumni have gone on to win seven Nobel Prizes, two Fields Medals, three National Medals of Science, 11 MacArthur Foundation Fellowships, and even an Academy Award for Best Actress. More details are at www.inspiredbyeducation.com.

 

 

Advanced Placement Summer Institutes at Acadia National Park  (3/28/11)

July and August, 2011

SERC Institute hosts a variety of professional development opportunities for teachers. Our summer institutes take place on the Schoodic Education and Research Center campus, located at Schoodic Point within Acadia National Park. We are endorsed by the College Board as an Advanced Placement Summer Institute site.

The campus setting provides not only comfortable classroom, dining, and living space, but also a unique setting for the institutes. Most courses focus on the needs of experienced teachers who are looking for advanced training with an emphasis on inquiry. The biology and environmental science courses make use of the campus’s ocean environment and rocky intertidal zones.

Scholarships are available for teachers through our Schoodic Scholarships for Experienced Teachers program and for Maine teachers through a donation from Webber Energy Fuels. These scholarships are awarded to qualified individuals on a first-come, first-served basis. See our website www.sercinstitute.org for details.

 

 

CDC Science Ambassador Program Workshop (3/22/11)
Call for Science Educators
Deadline: Thursday, March 31, 2011

SEPDPO’s Science Ambassador Program Workshop for middle and high school science educators will be held at CDC’s Atlanta-Roybal campus from July18-22, 2011. The Science Ambassador Program Workshop links public health science to classroom instruction.

How You Can Help

CDC staff are encouraged to share this information about the Science Ambassador Program Workshop with middle and high school science educators who may be interested.

Background

Middle and high school science educators work with CDC scientists during an intensive five-day workshop to create engaging lesson plans for classroom instruction. Lesson plans developed during the workshop meet National Science Education standards, and also challenge students to think about science in new ways. CDC’s public health topics offer students the chance to apply science to real world health concerns.

Three Professional Learning Units for continuing education credits will be awarded to educators who complete and meet the expectations of the workshop. Educators selected for this program are expected to arrive on time each day, actively participate, complete workshop assignments, and remain in the classroom for the duration of the workshop. Space is limited and a maximum of 16 educators will be selected.

Requirements for Educators

  • Interested educators are invited to provide the following information in support of their selection:
  • A copy of their curriculum vitae or resume
  • Two support letters (one from their principal and one from the head of their science department)
  • A one-to-two page statement describing grade level and coursework taught the types of experiences they expect to get from the program, what they hope to gain from this experience, why they want to participate in the program, and how they plan on using this experience in their teaching
  • A sample of a lesson plan they have developed
  • A copy of their teaching certificate

Deadline for submission is Thursday, March 31, 2011. Selected participants will be notified by April 27, 2011.

For more information on the Science Ambassador Program Workshop, please visit:

http://www.cdc.gov/excite/ScienceAmbassador/ScienceAmbassador.htm; contact Esther Shisoka at EShisoka@cdc.gov; or call 404-498-6359.

 

 

Students Address Drought and Water-Use Issues in Math Modeling Contest (3/21/11)

Lake Powell in the Colorado River Basin is the second-largest man-made reservoir in the United States, functioning as an indispensable resource for water and power in the American Southwest. However, persistent drought has plagued the basin since the late nineties, threatening the reservoir and the regions it serves for over a decade. The water storage situation in the area has never been more dire, and U.S. government estimates indicate that at least 36 states could face water shortages through 2013.

Last week, 2,585 high school students from throughout the eastern U.S. sought to determine the long-term impact of the current drought on Lake Powell. Participants in Moody's Mega Math (M3) Challenge 2011 crunched numbers, made assumptions, and created math models to investigate the consequences of the drying water resource. Using mathematical modeling, students spent up to 14 hours investigating the hydrologic and economic effects of the drought in light of political challenges to water distribution in the basin states. Teams consisting of three to five students were allowed to use free, publicly available resources and their collective critical thinking and applied math skills to put together their solutions in the form of a report prepared hypothetically for the Department of the Interior.

Students were asked to model the drought's implications on Lake Powell for the next five years, including its ramifications on power generation. The model was also required to propose potential reductions to the Colorado River, so as to maintain Lake Powell at minimum capacity. The contest now enters its second phase, as more than 80 PhD level mathematicians begin to evaluate student solutions over the next few weeks, choosing the most outstanding for prizes. In the final round of judging, the top six teams will present their findings to a panel of professionals on April 28.

Winning teams will receive awards totaling $100,000 in scholarship prizes funded by The Moody's Foundation. A partnership of The Moody's Foundation and SIAM (Society for Industrial and Applied Mathematics), the competition spotlights applied mathematics as a powerful problem-solving tool, a vital contributor to advances in an increasingly technical society, and a viable and exciting profession.

More details are at http://m3challenge.siam.org.

 

 

NCTM Releases Focus in High School Mathematics: Fostering Reasoning and Sense Making For All Students (3/21/11)

The National Council of Teachers of Mathematics (NCTM), has released Focus in High School Mathematics: Fostering Reasoning and Sense Making for All Students, a companion book to the best-selling Focus in High School Mathematics: Reasoning and Sense Making. This new publication supports the Equity Principle in NCTM's Principles and Standards for School Mathematics with examples of refocusing the high school mathematics curriculum on reasoning and sense making for all students. The Equity Principle in Principles and Standards for School Mathematics requires that teachers and schools attend to the needs of all students regardless of their personal characteristics, backgrounds, or physical challenges. Equity demands a respect for individual differences in readiness to learn and recognizes the value and needs of each student. Equity ensures that all students have access to a coherent, challenging mathematics curriculum taught by capable, caring, and well-supported teachers.

This new publication supports the Equity Principle by focusing on key components of reasoning and sense making for all students. Students must have access and opportunities to learn, as well as successful mathematics learning communities that foster reasoning and sense making. The book gives examples of successful classrooms that use reasoning and sense making. The publication also emphasizes using reasoning and sense making in the classroom to support English learners, students with disabilities, and advanced students. Focus in High School Mathematics: Fostering Reasoning and Sense Making for All Students is the fifth publication in this series. Since the initial publication of Focus in High School Mathematics: Reasoning and Sense Making in October 2009, three other companion books have offered examples of ways to make reasoning and sense making central in algebra, geometry, and statistics and probability. NCTM is a public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research. With more than 100,000 members and 230 Affiliates, NCTM is the world's largest organization dedicated to improving mathematics education in prekindergarten through grade 12. More details are at www.nctm.org.

 

 

NASA Accepting Applications from 'Inspired' High School Students (3/21/11)

U.S. high school students are invited to participate in NASA's Interdisciplinary National Science Program Incorporating Research Experience, or INSPIRE, through an online learning community. INSPIRE is designed to encourage students in ninth through 12th grades to pursue careers in science, technology, engineering, and math (STEM). Applications are being accepted through June 30. NASA will make selections for the program in September. The selected students and their parents will participate in an online learning community with opportunities to interact with peers, NASA engineers, and scientists. The online community also provides appropriate grade level educational activities, discussion boards, and chat rooms for participants to gain exposure to careers and opportunities available at NASA. Students selected for the program also will have the option to compete for unique grade-appropriate experiences during the summer of 2012 at NASA facilities and participating universities. The summer experience provides students with a hands-on opportunity to investigate education and careers in the STEM disciplines. INSPIRE is part of NASA's education strategy to attract and retain students in the STEM disciplines critical to NASA's missions. More details are at www.nasa.gov/education/INSPIRE.

For information about NASA, and its education programs, visit www.nasa.gov/education.

 

 

Vernier Software & Technology Awards $300,000 in Technology Grants (3/21/11)

When David and Christine Vernier first launched Vernier Software & Technology 30 years ago, they wanted to have an impact on science education. Decades later, Vernier is the market leader in the development and marketing of hands-on technology, sensors, interfaces, data-collection/graphing software, and lab books. To celebrate its 30th anniversary, the company is offering $10,000 technology grants to 30 schools. Vernier is providing the 30 grants to ten elementary or middle schools, ten high schools, and ten college or university science departments to honor the important work science teachers do every day. Each grantee will receive $10,000 worth of Vernier technology equipment of their choosing. Applications are due by June 1, 2011, with winners being announced in the fall. For complete details and to view the grant application, visit www.vernier.com/30years.

"We have had an amazing 30 years of helping educators integrate technology into their science labs," said David Vernier, co-founder of Vernier and a former physics teacher. "Scientists and engineers are critical to future innovation, and we are thankful for the creativity, passion and dedication teachers have in developing fundamental, critical science skills for students of all ages. It gives us great pleasure to be able to give back to the community that has supported us for so many years."

 

 

Rubik's Cube Classroom Stem Lessons (3/7/11)

On the heels of President Obama's State of the Union Address calling for a greater classroom focus on science, technology, engineering, and math, teachers nationwide now have access to a new resource: STEM lessons built around the Rubik's Cube. The You CAN Do The Rubik's Cube community initiative, currently in its second full school year, has developed STEM lessons in conjunction with the Common Core State Standards, National Standards, and the National Council of Teachers of Mathematics, providing the lessons to teachers for free via download at www.YouCanDoTheCube.com. The STEM lessons provided by You CAN Do the Rubik's Cube program were developed for elementary, middle, and high school classrooms and aim to help teachers foster STEM skills.

One of the lessons focuses on three-dimensional thinking and representation. The goal is to have students know orthographic projection -- design representation based on 3-dimensional projections of a cube -- and how to use them to describe and design something that can be manufactured. Students are introduced to multi-view sketches that will be used by others to produce a final product. "All scientific progress occurs in incremental steps, with one discovery building upon another. Learning to solve the Rubik's Cube is a good way to understand how scientific process occurs," said Rohrig. Since its release in 1980, the Rubik's Cube has since found its way into over 350 million homes worldwide and has continued to fascinate, bewilder, and challenge millions of people.

 

 

Honeywell Sends Students to Leadership Challenge Academy (3/7/11)

Honeywell has awarded scholarships to 238 students from 26 countries and 27 U.S. states and territories to attend the Honeywell Leadership Challenge Academy. This unique leadership program will run through March 11 at the U.S. Space & Rocket Center in Huntsville, AL. Honeywell's Leadership Challenge Academy (HLCA), created in partnership with the U.S. Space & Rocket Center provides students with a unique opportunity to engage in sessions addressing current issues in science, technology, and engineering. The program is designed to build their leadership skills and develop their capacities through hands on challenges. During the course of the program, students meet with scientists, engineers, and former astronauts to reinforce core leadership competencies and provide them with first-hand accounts of professional experiences. These competencies include: purposeful leadership, critical thinking, integrated planning, effective communication, and team trust and cohesion. Additionally, many of the activities will require students to present their findings or opinions to a panel of experts.

Students engage in interactive challenges such as designing, building, and testing their own rockets, bridge structures, and DNA extraction experiments. They will participate in time-critical physical challenges as part of a high and low ropes course, simulating space shuttle missions, and jet fighter pilot training. Experts from Honeywell, NASA, Hudson Alpha, and University of Alabama in Huntsville will lead discussions with the students about current scientific and engineering achievements and what role the students will play as they embark into these fields. Honeywell and the U.S. Space & Rocket Center award the scholarships after a rigorous application and review process based on academic achievement and community involvement.

All junior and senior level high school children of full-time Honeywell employees are eligible to apply. Honeywell International is a diversified technology and manufacturing company; the Honeywell Leadership Challenge Academy is part of Honeywell Hometown Solutions, the company's corporate social responsibility initiative.

For more information, visit www.honeywell.com/hhs

 

 

New Policy Brief Calls for An Improved System To Measure Teacher Quality (3/7/11)

Teacher quality is recognized as one of the most powerful factors in student learning, schooling in the United States, and a new policy brief from the Alliance for Excellent Education calls for practical set of standards and assessments to measure the quality of teacher performance. "Transforming High Schools: Performance Systems for Powerful Teaching" recommends providing teachers with the quality education and ongoing training needed to greatly improve student outcomes. The brief proposes changes to the Elementary and Secondary Education Act, currently known as No Child Left Behind, which would elevate the teaching profession, support robust performance assessments to reliably measure teacher competency, and encourage feedback systems to help teachers continually improve their craft. "Transforming High Schools" provides several recommendations for federal and state policymakers to support educator development in high schools:

  • Embrace high expectations and goals for all students by establishing college and career readiness as the core mission of the K-12 education system.
  • Encourage states working with practitioners to create standards of practice that define quality teaching based on what teachers need to know and be able to do to elicit targeted student performances embodied in common standards and assessments.
  • Support the development of rigorous assessments that incorporate observational and other performance measures of teaching for the purpose of evaluating, developing, and recognizing teacher effectiveness and informing professional preparation and development.

 

 

NASA Seeks K-12 Educators to Defy Gravity, Conduct Research (3/7/11)

For the first time, NASA is offering teachers from across the country an opportunity usually reserved for researchers: the chance to design a science experiment and then test it aboard a microgravity research plane. Proposals should be submitted to NASA's Teaching from Space office by March 14.

"Any teacher from anywhere in the country can submit a proposal to fly an experiment," said Cindy McArthur, Teaching From Space project manager. "It doesn't matter if you teach kindergarten or advanced placement in high school. What better way to make science and math come alive? We can't wait to see the experiments educators and their students propose."

Previous proposals were tied to NASA education programs such NASA Explorer Schools. This year the opportunity is open to any certified teacher, kindergarten through 12th grade, who is in the classroom and is a U.S. citizen. The teachers chosen to participate will design and fabricate an experiment that takes advantage of a reduced gravity environment – just like the environment onboard the International Space Station and the space shuttle.

On March 30, NASA will select 14 teams, composed of four or more teachers. This summer, teachers and their experiments will fly aboard a modified Boeing 727 jetliner provided by the Zero-Gravity Corp. of Las Vegas, NV. To achieve weightlessness, the aircraft makes roller-coaster-like climbs and dips to produce periods of micro- and hyper-gravity, ranging from 0 g's to 2 g's. It takes about 30 climbs to complete an experiment. Teaching from Space is partnering with the Reduced Gravity Education Flight Program at NASA's Johnson Space Center in Houston to provide the flights. The program continues NASA's investment in the nation's education programs by supporting the goal of attracting and retaining students in science, technology, engineering, and mathematics disciplines critical to future space exploration.

For more information about the program, send an e-mail to
jsc-rgeducator@mail.nasa.gov.

 

 

Common Core Authors at Pearson Conference Provided Guidance on Transitioning To State Standards (2/28/11)

Principals, teachers, and school administrators from across the country gathered recently at Pearson America's Choice annual National Conference in Atlanta to learn how best to implement the new Common Core State Standards (CCSS) and share successful strategies for turning around low-performing schools. Pearson America's Choice Senior Fellows Phil Daro, chair of the Common Core mathematics college and career readiness standards work group, and Sally Hampton, chair of the Common Core English language arts college and career readiness standards work group, both presented at the conference, drawing on their extensive knowledge and experience to help educators with the transition to new levels of rigor and readiness for student achievement and teacher effectiveness.

"By bringing together the nation's leading experts on the Common Core and school improvement, our national conference is facilitating the cross pollination of great ideas and proven practices that lead to successful schools across the country. We planned this conference to offer a unique experience for today's educators: front-row access to the Common Core experts in tandem with research-based instructional solutions that provide support for schools as they shift to the new standards," said Pearson Executive Vice President Steve Dowling. Conference attendees also networked with their peers to share successful and sustainable approaches for helping the most at-risk students and improving low-performing schools.

Find out more at www.pearsoned.com/commoncore.

 

 

Math and Science Educators to 'Learn, Energize, and Connect' at Texas Instruments T3 2011 International Conference (2/28/11)

Educators from around the world will converge in San Antonio, Texas, Feb. 25-27, 2011 at the 23rd Annual T3™ International Conference to explore the latest innovations in mathematics and science education and technology used in teaching. The T3 -- Teachers Teaching with Technology -- International Conference is hosted by Triangle Coalition member, Texas Instruments (TI), and includes more than 500 sessions that cover mathematics, science, and teaching methods using technology. For more than 20 years, presenters at the T3 International and Regional Conferences have educated fellow teachers on the innovative ways to sharpen their pedagogy skills and to engage students in the math and science classroom using technology. Teachers who attend this year's international conference will learn from experienced educators, participate in hundreds of hands-on sessions, network with other educators, and receive classroom activities and ideas to implement in their own classrooms. They also have the opportunity to preview the latest classroom technology from Texas instruments. One significant topic the conference will address is how technology can assist at-risk children in today's classrooms. Sessions will discuss new tools and approaches for educators who teach at-risk students.

"According to the National Center for Education Statistics, in 2009 more than 32 million students in the United States were considered 'at-risk,'" said Gayle Mujica, director of professional development and content for TI's Education Technology division. "With so many at-risk students in our classrooms, it's more important than ever to find a way to engage them. We believe technology designed specifically for educational purposes can help, particularly in the areas of mathematics and science." To address this issue, a special conference panel will be offered -- "Engaging At-Risk Students with Classroom Technology." The session discusses the challenges in teaching algebra to at-risk students and how TI technology enhances instructional practices that are addressing those challenges. Education Technology, a business of Texas Instruments, provides a wide range of tools connecting the classroom experience with real-world applications, helping students and teachers to explore mathematics and science interactively.

More details about TI and information about the T3 International Conference is available at http://education.ti.com.

 

 

Students Tackle Global Energy Crisis in Jets Teams Competition (2/28/11)

Last year's oil spill in the Gulf of Mexico spotlighted the need to develop economically and environmentally responsible forms of energy in the face of growing global demand. This year, American high school students will work to solve the "supply and demand" problem as the Junior Engineering Technical Society (JETS) launches its annual TEAMS competition. With the 2011 theme, "Smarter Energy, Cleaner Planet," TEAMS will show students firsthand how engineers in various disciplines, including environmental engineers, civil engineers, and mechanical engineers tackle the energy crisis and the global need for diversification, efficiency, security, and ecological sustainability. About 10,000 TEAMS participants in grades 9-12 will gather for one-day events over a four-week period from February 14 through March 15 at 130 competition sites in 43 states and the District of Columbia, including 64 colleges and universities. The students will then make real-world connections between math and science to engineering by solving actual engineering scenarios. In solving specific energy-related issues, TEAMS students will be challenged to:

  • consider how we become less dependent on a few resources and diversify our energy supply to include not just crude oil and natural gas, but nuclear, wind, solar, biomass, hydroelectric, and geothermal;
  • identify technologies that make our homes, vehicles, buildings, and industries more energy efficient;
  • safeguard a country's energy infrastructure from both an importing and exporting resources standpoint; and
  • brainstorm ideas to keep the environment clean and safe from emissions and pollution.

The two highest ranking level teams in the country will take top honors as the "Best Overall" and will be announced in April 2011. They will receive a $2,500 cash prize, team trophy, student medals, and certificates. Like the other signature JETS programs, the purpose of TEAMS is to encourage more American students to pursue engineering by showing them just how engineering impacts everyday life and how engineers help solve social and community problems – from building roads and bridges, to developing water purification systems for developing countries, to inventing alternative sources of energy to fuel our cars and keep our homes warm and cool.

Find out more at www.jets.org.

 

 

Over Two Million Students Expected to Participate in World Math Day 2011 (2/28/11)

Students across the U.S. are preparing to join millions from across the world to participate in the largest online math competition during World Math Day 2011 on February 28. World Math attracts 2.5 million students from 55,000 schools in 235 countries who are expected to compete in real time against other international students via the World Math Day website. The event encourages students of all ages, backgrounds, and abilities to have a go at math in a fun and interactive way. The event runs for 48 hours; as long as it is March 1 somewhere in the world. Participation is free -- all participants need is internet access.

Peter Walters, CEO of 3P Learning, creator and host of the annual event, said, "World Math Day has been created to change the way kids perceive math, putting it into an arena previously reserved for sport."

This year, World Math Day and UNICEF joined forces to harness the potential of the day and help give children around the world access to quality learning. Family and friends will sponsor their children in helping their school correctly answer more than 5,000 questions on the day. Fifty percent of funds raised will go to each school to spend on educational resources and technology; the other half will be contributed to UNICEF's Quality Educational Programs.

"In 2010, close to 2.5 million students from 236 countries correctly answered more than 479 million questions. We're encouraging students and schools to register, start practicing, and help us beat last year's record," said Scott Flansburg, Global Ambassador for World Math Day 2011. Flansburg continued, "Whether you're organizing a school event, taking part at home, or on your iPhone or iPod Touch, World Math Day is an exciting way to get involved in math."

Visit www.worldmathday.com for registration and participation details.

 

 

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