|
|
|
 |
AEP Online |
Blaschke on Federal FundingMath Now Compared with the Reading First ModelThe two Math Now components of the bipartisan COMPETES Bill are certainly less prescriptive, but also different in several other important aspects from the Reading First legislation, which the White House pointed to as a model in its Math Now proposals three years ago. While the $95 million authorized for each Math Now component is relatively small, combined with other Federal agency funding (e.g., NSF, Department of Commerce, Department of Energy), along with increased matching and other funding in certain states, the legislative framework for Math Now components could influence the way a large amount of funds will be expended, including the types of instructional materials and services to be purchased. The Math Now component for elementary and middle school students (Section 6201) is intended to help low-income students who are struggling with mathematics--particularly fourth through eighth grade algebra students--to increase achievement through the use of "comprehensive mathematics initiatives that are research-based and reflect a demonstrated record of effectiveness." Notable, neither the term "scientifically-based research" nor its NCLB definition is mentioned. Under the "Permissive Use of Funds," an LEA grantee could use such funds to * purchase mathematics instructional materials and assessments, including formative assessments * provide remedial course work and interventions for students,
including after-school programs * provide small groups with individualized instruction in mathematics; and * conduct activities designed to improve teacher content knowledge and expertise such as enrichment activities and interdisciplinary methods of mathematics instruction. In its application for Math Now grants, a district must describe "the core math instructional program, supplemental instructional materials, and intervention programs or strategies that will be used for the project, including an assurance that programs or strategies are research-based and reflect a demonstrated record of effectiveness and are aligned with State academic achievement standards." It explicitly prohibits the Secretary from endorsing or sanctioning any mathematics curriculum or engaging in any activity that requires the adoption of a specific math program or instructional materials. The SEA has a set-aside of 10 percent (compared to a 20 percent set-aside under Reading First), which can be used to provide technical assistance to LEAs in "evaluating and selecting diagnostic and classroom based instructional mathematics assessments; and identifying eligible professional development providers to conduct the professional development activities." The "gatekeeper" role of the SEA appears to be different from its role in Reading First, for which most states had to propose specific core reading interventions in their initial applications for Reading First funds, along with one or more diagnostic assessment instruments. This was at the heart of the six Reading First audit investigations and findings of the Office of Inspector General. More than 40 states used DIBELS, which many state officials claimed USED required for approval. While SEAs under Reading First contracted with individuals and groups to provide professional development, under Section 6201 the SEA only identifies eligible professional development providers, which is a new and different role. Unlike Reading First, SEAs must provide a 50 percent match in order to receive Math Now grants under Section 6201. Math Skills for Secondary School Students (Section 6203) targets low-income students in grades 9-12 who are struggling with mathematics as evidenced by achievement levels significantly below grade level, including students with disabilities and students with limited English proficiency. Support is to be provided through the use of comprehensive math initiatives "that are based upon the best available evidence of effectiveness" and that are "effective research-based mathematics programs." In addition, one of the stated purposes is to "provide in-service training for mathematics coaches who can assist secondary school teachers to utilize research-based mathematics instruction" to improve student performance. The definition of mathematics coach means a certified or licensed teacher "with a demonstrated effectiveness in teaching mathematics to students with specialized needs in mathematics" and who "has the ability to work with classroom teachers to improve teachers' instructional techniques to support mathematics improvement, who works on site at a school." This definition seems to imply that mathematics coaches will not only work with teachers, as was the intent of reading coaches in Reading First, but also work directly with individual students, which would be a role similar to so-called "graduation coaches" for which most states have provided increased funding over the last two years. Under this component, 20 percent of Math Now funds can be used by the SEA to carry out state-level activities that include technical assistance to help LEAs identify high-quality screening, diagnostic, and classroom-based assessments; and identify high-quality, research-based mathematics materials, including those to be used by students with disabilities and students with limited English proficiency. LEA uses of the funds include: * Hiring mathematics coaches and providing professional development for them; * Procuring and implementing programs and instructional materials based on mathematics research, including software and other education technology related to mathematics instruction with demonstrated effectiveness in improving mathematics instruction and students’ academic achievement; *Measuring improvement in student academic achievement, including through progress monitoring and other assessments. Section 6203 makes it clear that funds can be used only to support new services and activities and that such funds must supplement, not supplant, programs that were in place at the district level before the enactment date of the Act. At the heart of this secondary Math Now program is the extensive use of mathematics coaches and the professional development provided to them and through them to all teachers. As with the elementary/middle school component, $95 million is authorized, plus a 50 percent required match by the SEA (although exceptions exist). As was the case with Reading First, the "devil will be in the details" of the guidance provided to states to assist them in preparing their applications for Math Now grants. Questions, ideas, or in need of more information? Please contact Dave Gladney at 856-241-7772 or dgladney@AEPweb.org.
|
|
|
©
2008 The Association of Educational
Publishers
|
||
