Western Upper Peninsula Center for Science, Mathematics and Environmental Education

2000-2001 Annual Report

 

 

 


The Western Upper Peninsula Center for Science, Mathematics and Environmental Education, has offices in the Copper Country Intermediate School District and on Michigan Technological University’s campus. The center provides services to 21 school districts and their communities in  Baraga, Keweenaw, Houghton, Ontonagon and Gogebic counties. The center strives to develop scientifically literate and environmentally committed citizens, scientists and community leaders for the 21st century by providing innovative and quality programming for students, teachers and the community.

 

Overview of the Year’s Accomplishments

 

Ø      13,547 students participated in the center’s programming.

Ø      428 teachers participated in 6423 hours of professional development offered by the center.

Ø      Conducted a 3 day Lake Superior Youth Symposium for 400 teachers and students in Wisconsin, Minnesota, Michigan and Ontario.

Ø      Implemented a School Forest Teacher Training Initiative, which provided knowledge and resources to integrate the school forest into the curriculum.

Ø      200 students in grades 4-9 participated in the Western UP Science Fair.

Ø      2380 students and parents participated in Family Science and Math Night Programs

Ø      Implemented the Educator’s Science and Mathematics Institute Series to help teacher s develop standards based classroom teaching units.

Ø      115 classroom presentations, assemblies and field trips involved 5350 students.

Ø      Placement and training of 13 graduate students in 11 school districts to assist teachers in curriculum alignment and development.

 

 

Organization of the Report

 

This report is organized around the Western Upper Peninsula Center for Science, Mathematics and Environmental Education Three-Year Strategic Plan for 2000-2003.  The Strategic Plan identifies six service areas:  Leadership, Professional Development, Student Services, Curriculum Support, Community Involvement, and Resource Clearinghouse.  In each service area—the goals and quality indicators are described.  Descriptions of strategies used to accomplish these goals and indicators of the effectiveness of the work are also presented.

 

Educational Leadership

 

Focus of Leadership Services for 2000-2001

 

1.  The center will influence policy for mathematics and science education in the region, state and nation, by actively participating in the Michigan Mathematics and Science Centers Network. 

2.  The center will exert leadership in coordinating educational activities in the CCISD and GOISD and provide services that meet the needs of teachers and students in the service area.

3.  The center will provide leadership for schools in the CCISD and GOISD by participating in State Wide Initiatives to improve mathematics and science education.

 

 

Strategies:

Ø      Center staff gathered input and assess needs of school districts using many strategies both formal and informal.

Ø      Center staff worked collaboratively with community organizations, various departments at Michigan Technological University and school districts to coordinate programming and leverage resources.

Evidence:

·            Information from the formal needs assessment was used to develop the three year strategic plan for center programming

 

·            The center was able to obtain funding and resources to enhance programming.

 

Professional development programs addressed a need for strategies to engage students in inquiry-based activities using higher order thinking skills that provide connections to the real world.

 

Student programming engaged students in inquiry based activities, and explored careers in math and science related fields.

 

Family Science and Math Night Programs addressed a need for encouraging family participation in the education of their children.

 

Established a resource clearinghouse to address the need for access to standards based science and mathematics curriculum.

 

The center obtained National Science Foundation funding and recruited MTU students to conduct Family Science and Math Night Programs and after school science classes.

 

The center worked collaboratively with MTU Education Department to fund and implement the Educator’s Science and Mathematics Institute Series.

 

 

 

 

 


In addition to the leadership activities above, the Western Upper Peninsula Center provides leadership by maintaining expertise in state and national initiatives in mathematics and science education, by helping districts implement mathematics and science curricula, and by sharing important information with local schools.  To promote the improvement of mathematics and science education both regionally and state wide, Center staff have also participated in the following committees and task forces or presented at the following meetings.

 

Committees

Michigan Rural Systemic Initiative Advisory Board

Michigan Mathematics and Science Centers Executive Board

Michigan State University’s Extension Advisory Board

Keweenaw Community Foundation Advisory Board

Copper Country Americorps Advisory Board

Regional Principals’ and Superintendents’ Meetings

MTU Education Department Chair Search Committee

Regional School Improvement Committees

 

Presentations

National Science Teacher Association’s National Conference

Michigan Science Teacher Association’s Conference

Michigan Association of School Boards’ Annual Conference

 

 

 

Professional Development

 

Focus of Professional Development Programming for 2000-2001

 

1.  The center will support teacher participation in selected professional development programs by leveraging Eisenhower Consortium Funds and assist teachers to become facilitators for such programs.

 

2.  The center will provide high quality professional development opportunities that help teachers implement the state and national standards and model effective teaching.

 

 

 

Strategies:

Ø       Development and implementation of programs to address the need for strategies to engage students in inquiry-based activities using higher order thinking skills, and provide connections to the real world.

Ø       Development and implementation of programs that give teachers tools to integrate science and mathematics into other content areas.

Ø       Development and implementation of programs that focus on the development of standards based classroom-teaching units and encourage teachers to share innovative ideas with other teachers.

 

Professional development was delivered in many ways, depending on the identified needs in the center’s service area.  Two primary formats included: (1) single events, lasting from a portion of one day to several consecutive days, focused on a particular topic, skill, or issue, and (2) multiple session events, either a series of sessions with a single focus or a sequence of sessions, one building on the previous one, conducted periodically over a several week/month period.

 

Table 1: Participants Receiving Professional Development

 

 

Reported Gender**

Position

Participants

# of Indiv.

Total Hours

Males

Females

Admin

Math Tchrs.

Science Tchrs.

Tech

Tchrs.

Combined Subject

Other or Unknown*

Pre-K

 

4

21.5

1

3

1

 

 

 

1

2

Elementary

 

164

1682.4

30

134

4

1

2

1

150

6

Middle/Jr. High

 

44

545

17

27

1

6

11

3

5

18

High School

 

101

2180.1

49

52

4

14

30

5

1

47

Others*

 

115

1994

49

66

7

7

41

3

14

43

Total

 

428

6423

146

282

17

28

84

12

171

116

*      Other includes persons who work across levels, are not teachers or administrators, or did not indicate position.

**    All individuals did not indicate Gender.

 

 

Table 2: Professional Development Activities

 

 

Math

Science

Technology

Integrated

M/S/T

Other

Total

 

Events

 

 

 

 

 

 

Pre-K

Hours

 

 

 

 

 

 

 

# Participants

 

 

 

 

 

 

 

Events

 

6

 

2

2

10

Elementary

Hours

 

23

 

13

6

42

 

# Participants

 

116

 

44

16

176

Elementary

Events

 

0

 

3

 

3

&

Hours

 

0

 

15.6

 

15.6

Mid/Jr. High

# Participants

 

0

 

47

 

47

 

Events

 

 

 

 

 

 

Mid/Jr. High

Hours

 

 

 

 

 

 

 

# Participants

 

 

 

 

 

 

Mid/Jr. High & High School

Events

1

5

 

5

 

11

Hours

3

15

 

35

 

53

# Participants

7

61

 

82

 

150

 

Events

3

 

2

 

 

5

High School

Hours

11.5

 

6

 

 

17.5

 

# Participants

16

 

18

 

 

34

 

Other Mixed Levels

Events

 

 

11

7

1

19

Hours

 

 

55

280

3

338

# Participants

 

 

132

156

15

303

Total

Events

4

11

13

17

3

48

 

Hours

14.5

38

61

343.6

9

466.1

 

# Participants

23

177

150

329

31

710

 

Teaching, assessment, and curriculum development

§         Educators’ Science and Mathematics Institute Series

§         School Forest Teacher Training Initiative

§         Scientific Method Workshops

§         Writing in Science and Mathematics Institute

§         Observing Science and Mathematics Lessons Workshop

§         Environmental Stewardship Workshops

§         Teaching with Outdoors Conference

§         Lake Superior Teacher Conference

 

Technology

 

§         Integrating Technology into the Classroom Conference

§         TestWiz Workshop

§         Geometry Sketchpad Workshop

§         Webquest Workshop

 

 

 

 

 

Evidence:

·         Professional development programs resulted in increased participation in student programs

·         Teachers shared ideas and teaching strategies with other teachers.

·         Institute participants created standards based teaching unit plans.

·      The participation of students in school science fairs and the Western UP Fair increased due to teacher participation in the scientific method workshops.

·      Teachers are conducting more field trips to their school forest due to participation in the School Forest Teacher Training Initiative. 

·      Teaching units from institute participants have been published in NSTA, MCTM and ENC journal.

·      A compilation of the teaching units from ESMIS participants is available on center’s website, http://wupcenter.mtu.edu/

 

 

 

Student Services

 

Focus of Student Services Programming for 2000-2001

 

The center will work with Michigan Technological University, area schools and community organizations to support, develop and implement science and mathematics programs that focus the standards of authentic achievement such as higher order thinking, substantive conversation and connections to the real world.

 

 

Student services based on identified needs improve and enhance mathematics and science education. Based on national trends, MEAP scores, and other standardized methods of assessment; there is a need to provide all students in the service area access to quality mathematics, science, and technology programs. Students who participate in the Western UP Center’s enrichment activities have the opportunity to explore new concepts, develop process skills, cooperate on group tasks, and discuss their findings.  A summary of student services activities is displayed in Table 3.

 


Table 3: Student Services Activities

 

 

Math

Science

Integrated

M/S/T

Other

Total

 

Events

3

128

2

15

148

Elementary

Hours

7.5

168.5

5

27

208

 

# Participants

215

4625

217

4400

9457

Elementary

Events

 

 

1

3

4

&

Hours

 

 

7

6.25

13.25

Mid/Jr. High

# Participants

 

 

190

1320

1510

 

Events

 

4

3

2

9

Mid/Jr. High

Hours

 

11

9

7.25

27.25

 

# Participants

 

168

200

443

811

Mid/Jr. High & High School

Events

1

 

4

 

5

Hours

8

 

462

 

470

# Participants

45

 

1155

 

1200

 

Events

 

1

2

 

3

High School

Hours

 

10

56

 

66

 

# Participants

 

50

85

 

135

Other mixed levels

Events

 

1

0

 

1

Hours

 

8

0

 

8

# Participants

 

434

0

 

434

Total

Events

4

134

12

20

170

 

Hours

15.5

197.5

539

40.5

792.5

 

# Participants

260

5277

1847

6163

13547

 

*Students may have participated in more than one event.  This number represents the total number enrolled in the 170 events.

 

Strategies:

Ø      Implementation or support of programming that engages students in activities that encourage higher order thinking skills and provide connections to the real world.

Ø      Implementation of programming that focuses on careers in science, mathematics or technology related field.

Ø      Implementation of programming that promotes environmental stewardship and sustainability.

 

Mathematics and science enrichment programs:

§         After School Science Classes for elementary students.

§         Deep Space Telescope Project

§         Physics Day Program

§         Forest Field Trip Programs

§         Support of Science Olympiad teams

§         Support of MATHCOUNTS teams

§         Girls+Math+Science = Choices Conference

§         Western UP Science Fair

 

 

Environmental Education Programs

·         3 day Youth Symposium on the Lake Superior Watershed

·         “We Can Make A Difference” Earth Week Programs

·         Classroom Presentation Programs for elementary and middle school students.

·        Lake Superior Assembly Programs

 


Evidence:

·         Evidence of increased student interest in outreach programs.

·         Development of new classroom presentations, field trips and after school classes due to demand.

·      115 classroom presentations, assemblies and field trips were conducted.

·      400 students and teachers participated in the Lake Superior Youth Symposium.

·      Increased participation of students in school science fairs and the Western UP Science Fair.

 

 

 

Curriculum Support

 

 

Focus of Curriculum Support for 2000-2001

1. The center will cooperate with schools in the CCISD and GOISD in implementing their school improvement plans.

2. The center will participate in the efforts of the Department of Education to enhance the science and mathematics curricula in our local schools.

3. The center will work with local schools and districts to align their mathematics and science curriculum and instructional materials to the Michigan Content Standards and Benchmarks. 

 

Curriculum support is a service to help school districts develop curricula incorporating both national research in teaching and learning and in alignment with Michigan’s Curriculum Frameworks.

 

Strategies:

Ø      The placement and training of graduate students from MTU to assist teachers in the development of mathematics and science curricula that address science, mathematics and technology standards and promotes inquiry based learning.

Ø      Involve teachers and administrators in statewide initiatives focusing on curriculum alignment and improved instruction.

Ø      Development and implementation of teacher institutes that facilitate the creation of innovative teaching units that address the state and national standards and engage students in authentic learning and assessment.

Ø      Implementation of programs that give teachers the training and resources to integrate standards based activities into their school’s curriculum effectively.

 

Professional Development :

 

  • Educators’ Science and Mathematics Institute Series

·         School Forest Teacher Training Initiative

·         Assisted 7 districts in their school improvement plans by providing in- house MEAP Data Analysis and Scientific Method Workshops.

 

 

 

Consultation or Committee Work:

·         Placement and training of 13 graduate students in 11 school districts to assist teachers in curriculum alignment and development.  5 of the 11 districts were identified by MDE as low achieving districts in science.

·         Provided assistance to school improvement committees in the Lake Linden, Hancock and Ontonagon Districts.

  • Coordinated the pilot testing of the MI CliMB Mathematics CD with area teachers.

 

 

Evidence:

·         Development and implementation of standards based teaching units.

·         Increase use of inquiry based activities in the classroom.

·      An extensive collection of innovative standards based teaching units from ESMIS Institute and MTU Graduate Fellows can be found on the center’s website, http://wupcenter.mtu.edu/

·      Institute participants are required to implement their teaching units in their classroom and present student work at a peer review sessions.

·      School science fairs involving the scientific method have become part of the science curriculum in 4 districts.

 

Community Involvement

 

Focus of Community Involvement for 2000-20001

1. The center will develop and implement programs in science and mathematics education for the local community.

 

2. The center will seek community support and involvement in center programming to enhance science and mathematics education.

 

3. The center will communicate to stakeholders and the community, the value of center programming in promoting literacy in science and mathematics.

 

Community involvement increases the awareness of the Western UP Center, and provides resources for innovative educational programming.  The Center staff continues to encourage relationships with local businesses, universities and community colleges, museums, and community groups. Partnerships have been forged with Michigan Technological University, Copper Country Americorps, Michigan Sea Grant, Keweenaw Community Foundation, Keweenaw Land Trust, MSU Extension, Michigan Department of Natural Resources and National Park Services- Isle Royale and Pictured Rocks.

 

Strategies:

Ø      Provide programming that encourages parent involvement in education of their children.

Ø      Leverage community resources in the development and implementation of professional development and student programming.

Ø      Develop and implement community programs that promote environmental stewardship and literacy in science and mathematics.

 

Partnerships with Universities, and Colleges

 

·         Family Science and Math Night Program sessions conducted by MTU students.

·         ESMIS Institute sessions conducted by MTU faculty.

·         MTU faculty and honor society members act as judges and volunteers for the Western UP Science Fair.

Relationships with Business, Industry, & Community Organizations

§         Community volunteers serve as presenters for Family Science and Math Night Programs.

§         Community and resource professionals helped develop and implement the Lake Superior Youth Symposium and School Forest Teacher Training Initiative

 

Community and Family Programs

·             Family Science and Math Night Programs

·             Girls + Math + Science = Choices Conference

·             Watershed and Stream Monitoring Presentations

·             Science and Literature Presentations

 

 

 

 

Evidence:

·         Regular participation of community volunteers, MTU faculty and MTU students in center programming.

·         Increased parent participation in family programs.

 

·      2380 students and parents  participated in Family Science and Math Night Programs

·      60 MTU students and community volunteers conducted family night sessions.

·      60 resource professionals, MTU faculty and community volunteers presented sessions at the Lake Superior Youth Symposium

·      30 Copper Country AmeriCorps volunteers acted as counselors and group leaders at the Lake Superior Youth Symposium.

·      30 MTU faculty and 18 honor society members volunteered their time to help with the Western UP Science Fair.

 

 

 

Resource Clearinghouse

 

Focus of Resource Clearinghouse Services for 2000-2001
                
1. Provide teacher resources that support standards based curriculum, inquiry- oriented instruction and authentic assessment.

2. The center will maintain and utilize email listserves of teachers and administrators to provide information about professional development opportunities, student enhancement opportunities and curriculum issues.

 

 

The Mathematics and Science Center serves as a resource clearinghouses that, in collaboration with universities and community colleges, museums, and other groups, collects and disseminates information, acquires and distribute materials, and finds and schedules human resources

 

Strategies:

Ø      Establish a resource clearinghouse of standards based curriculum, scientific equipment and graphing calculators that can be checked out and distributed through the REMC system.

Ø      Maintain a website that contain information about of all the center’s programs and resource clearinghouse.

Ø      Maintain listserves of teachers and administrators to distribute information about center programming.

 

 

Evidence: The Western UP Center acquired center status in February of 2001.   Plans to establish a resource clearinghouse were created at that time. The center’s resource clearinghouse and distribution should be fully operational by January 2002.  The center’s website can be found by clicking  <a href=”http://wupcenter.mtu.edu/”>here</a>

 

 

Personnel, Facilities, Funding

 

Title

M/F

Ethnicity

FTE

Degree

Expertise

Yrs Teaching

Yrs at Center

Director

F

Caucasian

1.0

MS

Science and Math

13

3.0

Program Coordinator

F

Caucasian

1.0

MS

Science

12

1.0

Education Specialist

F

Caucasian

0.5

PhD

Science

6

1.0

Secretary

F

Caucasian

0.5

BS

Graphic Design

0

1.0

 

Facilities

The Western UP Center has offices at the Copper Country Intermediate School District (CCISD) and on Michigan Technological University’s (MTU) campus.  The Copper Country ISD, the fiscal agent, provides in-kind: office space, computer support, overhead, business and administrative support for the director and secretary.  REMC 1 located at the CCISD provides in-kind space and the distribution network for the resources clearinghouse.  MTU provides in kind: office space, computer support and overhead for the Program Coordinator and Education Specialist. 

 

Home base facilities used regularly:   

The distance learning room, computer lab and board room at the CCISD and the Memorial Union and various classrooms at MTU are used on a regular basis for professional development program and student programming.  Both the CCISD and MTU provide these facilities free of charge.

 

Community sites used by the Center:  

The Ford Forestry Center was the site of ESMIS Institutes.  Hancock High School was the site of the Integrating Technology into the Classroom Conference.  The forest field trips were conducted at various school forests in the area and the Family Science and Math Night Programs were conducted at local elementary schools.

                                                               

Major Equipment

Each office has computers, printers, copier, office furniture and fiber access to the internet.  These are provided in kind by the CCISD and MTU. The resource clearinghouse has 2 spectrophotometers, 2 centrifuges, 20 graphing calculators, 10 CBL units, 1 groundwater model and 3 LEGO Mindstorm kits.

 

Summary

The MTU GEM Center for Science and Environmental Outreach and the CCISD Math and Science Satellite Center formed one organization know as Western Upper Peninsula Center for Science, Mathematics and Environmental Education in February of 2001. This partnership allowed the Western UP Center to leverage resources and seek additional funding to provide quality programming to districts in the Copper Country Intermediate School District and Gogebic-Ontonagon Intermediate School District.   With the acquisition of center status, the service area was increased to include Gogebic and Ontonagon counties.  The service area of the center spans 4, 469 square miles and two different time zones, the largest geographical area of the 33 Michigan Math and Science Centers. The center provides services to 21 school districts in this service area.  Providing quality programming equally to all district in this service area will be our biggest challenge in the next year.