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1 GUIDELINES FOR AMSTI SITE OPERATIONS For FY 2016 October 1, 2015 For additional information, contact: Mr. Steve Ricks Director Alabama Math, Science, and Technology Initiative Section State Department of Education 50 North Ripley Street Montgomery, AL 36104 Telephone: (334) 353-9151 FAX: (334) 353-7139 2 GUIDELINES for AMSTI Site Operations Overview ......................................................................................................................................... 4 Essential Services............................................................................................................................ 4 AMSTI Program ............................................................................................................................. 4 Ownership ....................................................................................................................................... 5 AMSTI Site Facility Requirements ................................................................................................ 5 Purpose of AMSTI Site ................................................................................................................... 6 AMSTI Site Location/AMSTI School Assignment ........................................................................ 7 Assignment Policy of AMSTI Schools When Previously Served by Adjacent Region ................. 7 Responsibilities of the AMSTI Site ................................................................................................ 8 AMSTI Site Staffing ....................................................................................................................... 9 AMSTI Administrative Liaison; Director and Assistant Director Internships ............................... 9 AMSTI Site Schedule ................................................................................................................... 10 Principal Investigator (PI) ............................................................................................................. 10 Responsibilities of the AMSTI Director ....................................................................................... 11 Responsibilities of the AMSTI Assistant Director ....................................................................... 13 Responsibilities of AMSTI Site Specialists .................................................................................. 13 Responsibilities of the Business Manager* .................................................................................. 14 Responsibilities of the AMSTI Materials Manager** .................................................................. 15 Responsibilities of the AMSTI Assistant Materials Manager*** ................................................ 16 AMSTI SCHOOLS Selection ....................................................................................................... 16 Summer Institute Participation ..................................................................................................... 17 AMSTI School Requirements (Commitment Agreement) ........................................................... 17 AMSTI School Classification Removal........................................................................................ 23 AMSTI Summer Institutes ............................................................................................................ 23 Module Equipment and Materials-Compressed Training ............................................................. 23 Preservice Support ........................................................................................................................ 24 Governance and Oversight of AMSTI Sites ................................................................................. 24 AMSTI Site Contract Renewal and Evaluation ............................................................................ 25 Budget Requests............................................................................................................................ 25 Acceptable Expenditures .............................................................................................................. 26 Budget Policies ............................................................................................................................. 27 Salary Policies ............................................................................................................................... 28 AMSTI Salary Matrix for FY 2016 (October 1, 2015 - September 30, 2016) ............................. 32 Logo and Print Materials and Ownership ..................................................................................... 35 Exceptions to the Guidelines for AMSTI Site Operations ............................................................ 35 AMSTI POLICIES and MEMORANDA ..................................................................................... 38 Model for AMSTI Summer Institute training, August 2012 –August 2015 ................................. 38 M E M O R A N D U M ............................................................................................................... 40 RE: Compressed Training Policy Revisions ............................................................................ 40 RE: Reconditioning of Math Kits ............................................................................................ 45 RE: New School Training Possibilities .................................................................................... 46 RE: AMSTI Affiliate Logo Usage .......................................................................................... 48 RE: Professional Development Leave .................................................................................... 49 RE: Private and Parochial School Participation ................................................................... 52 3 RE: Procedure for Coordinating AMSTI with ASIM ................................................................... 53 RE: Monthly Site Update Report .................................................................................................. 55 RE: Non-AMSTI-School Teachers Attending Summer Institute ............................................ 58 Modules for Special Education Teachers. .................................................................................... 60 Science Modules/Kits In Use Until Summer 2016 ....................................................................... 63 AMSTI Pullout Units for Math ..................................................................................................... 67 4 GUIDELINES for AMSTI Site Operations Overview The Alabama Math, Science, and Technology Initiative (AMSTI) is the Alabama State Department of Education’s (ALSDE) initiative to improve math and science education in Alabama such that all students develop the skills necessary for success in postsecondary studies and in the workforce. AMSTI was designed by a Blue Ribbon committee composed of Grade K-12 educators, higher education representatives, and business leaders. AMSTI was approved by unanimous vote of the Alabama State Board of Education in 2000. Ultimate authority and control of AMSTI, including AMSTI Sites, rests with the ALSDE. This includes the awarding of local AMSTI Sites; determination of Summer Institute agendas, modules, and instruction; certification of AMSTI trainers; development of AMSTI curricula and modules; and selection of resources to support AMSTI. AMSTI calls for the establishment of 11 local AMSTI Sites, one within each Alabama Regional Inservice Center area. The role of AMSTI Sites is to implement AMSTI, under the supervision of the ALSDE, in the schools within the service region defined by the Alabama Regional Inservice Centers in which the AMSTI Sites reside. Essential Services AMSTI Sites provide the following three essential services to local schools that participate in the initiative, thereby enabling teachers to teach in a manner that will improve student achievement in math and science: a) Professional development, including Summer Institutes, which has significant and meaningful math and science content and models instructional strategies. b) Resources that include materials, supplies, and equipment needed for teachers to implement the instructional modules and strategies promoted by AMSTI with their students. c) On-going support and mentoring throughout the year, including on-site support that enables teachers to improve their instructional skills. AMSTI Program The ALSDE oversees the AMSTI program, including accepting schools to participate in the program, determining content, agenda, and dates of Summer Institutes and defining the support to be provided throughout the year by the AMSTI Sites. AMSTI Sites select presenters for the Summer Institutes from a list of certified trainers provided by the Department. In certain 5 situations, other presenters may be used for training during the Summer Institute, when approved in advance by the ALSDE. The ALSDE also identifies the specific resources that AMSTI Sites furnish to teachers/schools participating in the Initiative. AMSTI Sites are responsible for purchasing, distributing, and refurbishing these resources for AMSTI Schools. AMSTI Sites deliver quality professional development to Initiative teachers, including training that incorporates the effective use of the provided resources. Many of the resources are provided in easy-to-use "kit" form. Where possible, kits are shared among teachers/schools for maximum efficiency of resource use. Alabama Science in Motion (ASIM) works with each AMSTI Site and provides services for the high school science portion of the Initiative. Similarly, Alabama Technology in Motion (ATIM) provides additional support for technology. Ownership All work products including Intellectual property created, made, or originated by an employee paid by AMSTI as part of his/her employment responsibilities and assignments shall be the sole and exclusive property of AMSTI and are owned by ALSDEAMSTI. Such materials include, but are not limited to, papers, documents, PowerPoints, videos, brochures, articles, presentations, books, charts, manuals, pictures, tests, answer material for tests, diagrams, drawings, software programs, logos, bibliographies, appendixes, and indexes and programs, regardless of whether in print or electronic format. The ALSDE/AMSTI retains the rights to such materials, including how such materials may be used. AMSTI Site Facility Requirements The contracted awardee is responsible for providing AMSTI site facilities adequate for operation of the program including office space, training space, loading dock, loading area, and a materials refurbishment center. Approval by the ALSDE of the physical facility used for the site is required. The facility should be of adequate size, arrangement, and construction to provide the services required of the project, including expected expansion. Funding of the physical site may be included in the budget. Sites are encouraged to collaborate with Alabama Science In Motion (ASIM) and house the local ASIM program at the site when this is beneficial to both programs. AMSTI sites should include the following physical areas, whenever possible: Office space for all staff: This may include up to 10 or more specialists, director, material manager, clerical, and other personnel needed for the operation of the site. Depending on the size of the offices, specialists may share offices, but should have their own desk and work area within the office space. The director must have a separate office. Offices should include computers, internet access, phones and fax. Staff should have adequate storage space for work materials and personal items. Meeting areas: A conference area should exist that will support weekly staff meetings. In addition, sites are encouraged to have an area where 60 or more individuals may be seated for events like administrator meetings, site advisory committee meetings, luncheons and similar activities associated with AMSTI. 6 Training areas: Sites are strongly encouraged to provide from two to five training rooms (classrooms) that can be used for instruction (such as for compressed training). Because of training that occurs at the site, a small kitchen area is also highly useful. Materials center: The materials center should include warehouse space for the storage, refurbishment and distribution of AMSTI kits. Sites typically need 8,000 square feet for just the materials center, i.e. warehouse (excluding offices, training areas, etc.) during the first several years of operation, but will likely grow to require a minimum of 22,000 square feet by the fifth year. The space should include high ceilings so at least three shelving levels, each stacking up to 4 bins, can be utilized for storage. The materials center also requires areas for refurbishment and a staging area. The staging area (located near the loading dock) is used to store kits once they are ready for distribution. It also is used to store kits upon their return from schools until they can be moved to their appropriate location. It is recommended that the area being used for refurbishment (not storage) be air-conditioned and heated. A small area that is heated and air-conditioned is also needed for storage of delicate materials and living organisms. Running water (sinks) is required in the materials center. Heating and air conditioned are highly recommended for the refurbishment area (main area where workers restock kits). Work Areas: The site should include work areas for staff including dedicated spaces for photocopiers, laminators, fax, and other such equipment. Restrooms: Restrooms for males and females should be available at the site. Loading dock: At least one loading dock capable of handling large trucks must be available. The dock should be located so that there is easy access to moving materials in and out of the warehouse. Also, easy access to the dock by trucks from school systems is extremely important. An adjustable dock is highly recommended. ASIM with AMSTI: Special needs exist for the ASIM program if it is housed with AMSTI. Please see the ASIM state specialists for details on these requirements. Obviously, specific square footage needs will vary site to site and are influenced by such factors as storage height, number of teachers served, grade and subject level of teachers etc. The figures provided here within should serve as a general guide. Those involved with facility planning are encouraged to visits other sites and consider the number of teachers being served by the sites in relation to the space used. Estimate of total suggested square footage needed for an AMSTI site: Year Two: 15,000 sq. ft.; Year Five: 30,000+ sq. ft. Note: Design, ceiling height, and other such factors will influence the actual facility size needed. The rule for determining adequate facilities, including size, is that the facility allows the program to be implemented effectively and to capacity in a safe setting. Purpose of AMSTI Site The purpose of the AMSTI Site is to implement AMSTI in schools within the geographical region defined by the Alabama Regional Inservice Center. Implementation of AMSTI includes providing schools with 1) resources, 2) professional development, and 3) on-site support. 7 AMSTI Site Location/AMSTI School Assignment Each AMSTI Site is to be physically located within the region that it serves. AMSTI Site regional service areas are delineated by the physical service areas of Alabama Regional Inservice Centers. An AMSTI Site may choose to service regions directly adjacent to its defined region, provided adequate resources are available, until an AMSTI Site is implemented within the adjacent region. Schools within the region in which the site is located receive priority for services. AMSTI Site directors should work with one another to help reduce the burden on schools wishing to participate in AMSTI. Occasionally, a school may be located closer to a Summer Institute training facility of an adjacent AMSTI region than the Summer Institute facility of the school’s local AMSTI region. Should the school request to attend the Summer Institute in the nearer, adjacent region, the local AMSTI site director will work with the adjacent AMSTI site director to determine the feasibility of this request. The adjacent AMSTI site has the authority to decline such a request, should it create a hardship on the site. Should the request be accepted, expenses remain the responsibility of the home site. Assignment Policy of AMSTI Schools When Previously Served by Adjacent Region When a new site is established in a region that is being served by a site in an adjacent region, the following procedure will be used to provide continuity to schools already being served and to ensure the new site is not overburdened by existing AMSTI schools. These options are only for schools currently being serviced by an adjacent site when a new site is added to the school’s region. Schools that were actively served by the adjacent site may elect to continue to receive full support (materials, professional development, and on-site support) from the adjacent site. Should the schools choose this arrangement; the adjacent site will continue to bare financial responsibility for materials, trainings, and support. Should the new, local site agree, some support services may be provided by the new, local site. If the school requests full services from the new local site, the new, local site will make the decision to accept or reject servicing the school based on their own financial ability to undertake these services. Should the new, local site not be able to support the school, services will continue to be provided by the adjacent site, regardless of the preference of the school. Schools that receive HASP and AMSTI services will remain the responsibility of UAH until such time that the school no longer receives HASP services. Should a school no longer receive HASP services, the school then will make a decision to remain fully serviced by the UAH site or request to be serviced by their own new, local site. Acceptance of a HASP school at the new regional site is governed by the rules stated above. Once a school decides to continue to either be serviced by the adjacent site, or request and is accepted to be fully serviced by the new, local site, this arrangement shall remain in effect thereafter. Should a school being served out of region wish to change their servicing site in the future, a formal request with justification shall be made to the ALSDE. Once a school’s service has moved to the local region, the school must remain with the local region. 8 There may be situations where a school being served by an adjacent region is located closer to the summer institute of a new, local region. The school, though continuing to be assigned to the adjacent region, may request of the adjacent site to attend the new, local site to receive Summer Institute training. The adjacent site director shall work with the new, local site director to see if this is possible. The new, local site may allow such participation only if they are capable of handling the additional teachers and that attendance does not increase costs of the new, local site. Otherwise, such training will occur at the adjacent site training location. If the new, local site accepts such participation, the new, local site also agrees to clearly communicate with the adjacent site to ensure that the training proceeds smoothly and that all data is exchanged between sites. Costs of materials and on-site support remain the responsibility of the adjacent site. Data/numerical counts for such participation are credited to the adjacent site, not the new site. Responsibilities of the AMSTI Site The ALSDE will determine both the program for the Summer Institute and the specific math, science, and technology resources that will be provided by the AMSTI Sites to AMSTI Schools. AMSTI Sites will provide support to AMSTI Schools by furnishing, distributing, and refurbishing the math, science, and technology resources. AMSTI Sites will coordinate with Alabama Science In Motion, and Alabama Technology In Motion, to provide services, including professional development and equipment, to AMSTI Schools. Resource materials supplied by the AMSTI Site must include, but are not limited to, those identified by the ALSDE. The AMSTI Site will provide the following services to AMSTI Schools in its region: Summer Institute training in math, science, and technology as determined by AMSTI. AMSTI Schools will participate in the Summer Institutes (to be defined by the ALSDE) for two consecutive summers Purchasing, refurbishing, and distributing resources identified by AMSTI and resources identified by the local AMSTI Site (and approved by the ALSDE) Follow-up professional development related to the Summer Institute and other professional development as identified by school needs AMSTI sites should work to establish Professional Learning Teams/Communities (PLT’s, PLCs) within AMSTI Schools. PLT’s and PLC’s may also extend to nonAMSTI Schools. Assistance with Planning/Implementation Teams Ongoing and frequent support by AMSTI specialists, including coaching Research of current math and science practices Support of mentors, including assisting with mentor training, in cooperation with local schools/systems Documentation required by AMSTI and the hosting institution Preservice assistance in math, science, and technology through partnerships and collaborative activities with institutions of higher education Support of teacher recruitment, as requested by the ALSDE Induction assistance through partnerships and collaborative activities with institutions of higher education, local school systems, and other entities (AMSTI preservice certification plans must be approved by ALSDE-AMSTI). 9 Trainer certification and AMSTI module development assistance, as requested by the ALSDE AMSTI Site Staffing A full-time director, assistant director, certified math specialists (number to be determined by ALSDE), certified science specialists (number to be determined by ALSDE), materials manager OR business manager will be hired by each AMSTI Site to support the work in its region. Sites are allowed either a business manager or materials manager, but not both positions. Additional positions, including assistant materials manager, clerical staff and additional specialists and materials workers, may be allowed, as needed, upon prior approval by the ALSDE. Hiring of the director, assistant director, specialists, assistant materials manager, and materials manager or business manager shall involve a selection committee, and shall be in keeping with the policies of the institution associated with the AMSTI Site. The ALSDE shall be included in interviews of candidates and provided veto power for recommendations made by the hiring committee for all professional positions including the director, assistant director, specialists, assistant materials manager, and materials manager or business manager. The ALSDE must also approve any specialist being recommended for promotion to assistant director or assistant director recommended for promotion to director. Full time math and science specialists shall be employed for up to 222-227 work days, i.e., 11 month contracts. The one month of leave shall be provided in a manner that ensures AMSTI services are not interrupted. For example, leave may need to be in staggered increments throughout the year. Such 11 month specialists are entitled to benefits of full time employees except for tuition expenses. AMSTI does not directly reimburse tuition expenses. Institutes of higher education that wish to provide this benefit to AMSTI employees are free to do so; however, the expense cannot be directly billed to the grant. Indirect costs may be used to offset any such expenses. AMSTI directors, assistant directors and specialists shall hold a valid Alabama teaching certificate. Any exception must be approved by the ALSDE and a background check required of the individual similar to that of certified teachers. AMSTI Administrative Liaison; Director and Assistant Director Internships The following procedure may be utilized by the ALSDE to “grow the pipeline” for directors and assistant directors, and to provide support to existing directors and assistant directors. The ALSDE may occasionally request a director to serve as an AMSTI administrative liaison, for a period of one year, to provide extensive support to other site directors and their assistants, especially during times of programmatic change and/or implementation of new models. The administrative liaison will work under the guidance of the ALSDE AMSTI director to address the needed support, training, and mentoring of site directors and their assistants. When a director is asked to serve in the formal role of an administrative liaison, the site may offer a director and assistant director internship. Only the current assistant director may request to fill the director internship. The assistant director internship will be filled by a site specialist already employed with the site. Any resulting vacant specialist position (either from the assistant director’s move to a full time director internship or from the specialist’s move to full time assistant director internship) may be filled with one temporary AMSTI specialist for the duration of the internship. The site 10 shall devise a fair and equitable way of selecting an assistant director intern; however, the SDE has veto power regarding the site’s recommendation for the internship. While the administrative liaison will officially remain as the site director and provide mentoring to the director intern for the site, many of the duties delegated to the director may be moved to the director and assistant director interns for this one year. The assistant director intern will be supervised and mentored by the director intern (or assistant director should the assistant director not accept the director internship). As a result of the increased responsibilities, the director serving as administrative liaison may receive an additional $2,000 yearly supplement for these extra duties in addition to his/her regular director salary while serving in this new position for the year. Yearly contact work days will remain the same as before the internship. The site may also offer a $1,000 yearly supplement to the director intern, whose base salary shall remain that of assistant director. The site may also offer a $1,000 yearly supplement to the specialist awarded the assistant director internship, whose base salary shall remain that of specialist. Yearly contract days will remain the same as before the internship position (i.e., a specialist on an 11 month contract who receives the assistant director internship will remain an 11 month employee.) When needed, the administrative liaison may be asked to fulfill the duties for a second year by the ALSDE and the site allowed to continue the internships. AMSTI Site Schedule AMSTI employees shall spend 100% of their time on AMSTI related work when the time is paid for by AMSTI. Staff will not be assigned to activities, duties, or committees that do not relate directly to AMSTI. Professional staff work days shall conform to a regular schedule (for example 7:30 a.m. – 4:30 p.m.) that allows services to be provided during school hours. The work week is to be five full days, except for holidays. AMSTI sites need to be operational when the school systems they serve are in session; hence, the site work schedule (official work days) may not always match the Institute of Higher Education work schedule. Also, professional staff responsibilities may occasionally require work beyond the regular scheduled work day as work performed in addition to the regular work hours is customary with professional responsibilities. Professional staff may also be required to be available at specific times and to change their schedules to accommodate variations in work demands. Site schedules must also assure that services the site provides during the summer, such as Summer Institutes, are adequately staffed. Principal Investigator (PI) The responsibilities of the PI as follows: Secure facilities so the site may operate effectively Assist the Site Director in hiring staff to support the operation of the site (per Guidelines) Foster collaboration with other departments/divisions within the Institute of Higher Education (IHE) Assist the director in navigating the internal structure of the IHE, as needed Ensure compliance with the financial and administrative policies and regulations associated with the award The AMSTI Principal Investigator (PI) is ultimately responsible to the Institute of Higher Education (IHE) and the ALSDE to assure the appropriate financial and operational conduct of the AMSTI program and ensure that the Site Director is operating the program within the Guidelines 11 of the AMSTI agreement. The day-to-day operation of AMSTI is vested in the Site Director who is responsible for the oversight of all AMSTI staff and the resources provided to the site. The PI acts, when needed, as a mediator for the site regarding interactions with the IHE, and provides support to the program when requested by the ALSDE. The PI is responsible for ensuring that the IHE provides the site with adequate space and resources, for working with the site director to assure the site is adequately staffed both in quality and quantity, and for assisting the Site Director to ensure that the program remains financially sound. The PI fosters AMSTI collaborations with other departments, faculty, and sections within the IHE. In addition, the PI assists the site, as needed, with its external relations with school districts and with potential outside financial supporters. The time commitment of the PI is relatively minimal and is reflected in the fact that no salary is provided for the PI. In contrast, the Site Director is a full-time, paid employee of the IHE (100% funded by AMSTI), who is compensated by the ALSDE to be in operational charge of the site. The ALSDE expects the IHE and the PI to vest appropriate oversight authority to the Site Director to assure that the Site Director is empowered to carry out these duties. In general, the PI is not involved in the day-to-day operations of the AMSTI site and primarily interacts with the site through the Site Director. Personnel issues are the responsibility of the Site Director. However, when an issue or concern has not been resolved after bringing it to the attention of the Site Director, there may be occasions in which an AMSTI employee may need access to the PI to discuss the concern or issue. The PI is obliged in such cases to mediate between the Site Director and the staff member or to insure mediation through another source, e.g., the IHE HR Department. The Site Director works closely, often daily, with the ALSDE regarding program policies, issues and programmatic changes in AMSTI. As needed, the Site Director may request the PI to mediate between the site and the ALSDE or the IHE. Further, the ALSDE may request that the PI increase oversight of the site, due to concerns about the performance of the site, but otherwise, interactions between the ALSDE and the PI are expected to be relatively minimal. The IHE may decide it is in the best interest of the IHE and grant to assign the Site Director the role of PI since the director is a paid, full-time position. Where this occurs, the Site Director should be capable of fulfilling the responsibilities of the PI, including working within the IHE to address space, personnel, and budgetary needs. Responsibilities of the AMSTI Director AMSTI director responsibilities include the following: Work closely with AMSTI ALSDE representatives to ensure AMSTI is being correctly implemented at the site. The ALSDE is the final authority regarding policies and operations of AMSTI Sites. Implement all AMSTI programs and projects as set by the ALSDE. Oversee and effectively coordinate the operation of the AMSTI Site, including supervision of its staff, in accordance with AMSTI policies. Supervision may also include Alabama Science In Motion (ASIM) staff when such responsibilities are so delegated Oversee and coordinate a Summer Institute (to be defined by the ALSDE) that includes instructional and resource components as identified by AMSTI for AMSTI Schools Oversee the operation of a materials distribution and refurbishment center 12 Ensure that steps are taken to customize kits and materials so that they are teacher/classroom friendly Coordinate with Science in Motion, Technology in Motion, Regional Inservice Centers, Institutions of Higher Education, science centers/museums, and other related entities in implementing AMSTI, including providing services at the Summer Institutes Recruit schools to become AMSTI Schools, as requested by the ALSDE Assist the ALSDE with developing a cadre of trainers to support current and future training programs Establish and oversee the management of a website page related to the activities of the AMSTI Site Oversee lead teacher training in AMSTI Schools Maintain records of the following: o Schools and teachers participating in various project components; i.e., Summer Institutes, inservice training, etc. o Daily itineraries of staff o Evaluations of Summer Institutes and other staff development activities needed to evaluate the effectiveness of the Initiative o Activities with businesses and higher education o Financial operations and documentation as required by the ALSDE and the associated institution o Other documentation required by the ALSDE, local institution, and/or the funding source Provide guidance and support to local schools in establishing and maintaining effective AMSTI School Planning/Implementation Teams, lead teachers, and learning teams. Support at Year 3 and beyond schools will also include assistance with AMSTI Affiliate programs and other professional development, as needed Work closely with school administrators to provide mentoring, guidance, and structure for effective AMSTI implementation in the schools Work closely with the local schools wishing to become AMSTI Schools, including assisting with developing lead teachers, so as to help ensure the success of the initiative in these schools Oversee assistance to local schools/systems in establishing and implementing mentoring programs for new teachers Identify local needs in math and science, and make available the resources and professional development to address these needs Complete and submit all required paperwork in a timely manner Coordinate with other AMSTI Sites and provide assistance, as needed Pursue grants and other forms of funding to support the mission of AMSTI (must be approved in advance by the ALSDE) Oversee the selection of schools that are recommended to the ALSDE to become AMSTI Schools Schedule AMSTI Site Advisory Council meetings at least one time a year and submit reports of such meetings to the ALSDE Perform other duties assigned by AMSTI and/or the AMSTI Site Advisory Council 13 Participate in professional development activities and staff meetings as required by the ALSDE Effectively and efficiently manage the AMSTI site budget (when designated by the PI) Foster positive public relations with local school systems, businesses, community, and higher education The director is required to attend professional development activities and staff meetings conducted by the SDE unless prior approval for absence is granted by the SDE. Responsibilities of the AMSTI Assistant Director The ALSDE must approve this position and the individual recommended to be hired in this position. As a site expands to serve many teachers and schools, the responsibilities and demands placed upon the site director become more than can be effectively addressed by any one individual. Hence, the assistant director serves in a subordinate role to the director and is assigned some of the responsibilities of the director. The ALSDE purposely does not define the specific job responsibilities of the assistant director so that these can be developed locally to best draw upon individual strengths of both director and assistant director. The AMSTI director will determine the specific duties and responsibilities of the assistant director, with clear understanding that ultimate responsibility of all such duties rests with the AMSTI director. The assistant director is required to attend professional development activities and staff meetings conducted by the SDE, unless prior approval for absence is granted by the SDE Responsibilities of AMSTI Site Specialists AMSTI specialist responsibilities include the following: Assist in providing a two-week Summer Institute that includes instructional and resource components as identified by AMSTI for AMSTI Schools Provide frequent, on-going, on-site assistance and coaching to AMSTI Schools (Note: The majority of specialists' work time is expected to be relegated to on-site support and coaching, including travel to and from the site. Specialists may assist with preparation for Summer Institutes beginning with the spring state testing window.) Provide assistance to local schools in establishing AMSTI School Planning/ Implementation Teams and in identifying teacher leaders. PLCs/PLTs are encouraged as a structure for instructional improvement. Provide training and guidance to AMSTI School lead teachers and instructional coaches Assist AMSTI schools in effectively using Professional Learning Communities/Teams (PLCs/PLTs) and common planning time to improve math and science instruction Assist in developing a cadre of certified trainers to support current and future training programs Offer periodic professional development to established AMSTI Schools Make available the resources and professional development identified by AMSTI- ALSDE that address the needs of AMSTI Schools Provide AMSTI-ALSDE approved professional development to other schools non- AMSTI schools in the region, as time permits Assist local colleges and universities with preservice and continuing education activities 14 Assist with on-line course development and facilitation and web related activities, as requested Attend professional development activities and staff meetings conducted by the ALSDE, unless prior approval for absence is granted by the ALSDE Assist in recruiting new AMSTI Schools Assist in the effective operation of a materials distribution and refurbishment center including customizing kits and materials so that they are teacher/classroom friendly Conduct research on the effects of current math, science, and technology practices in AMSTI Schools, as requested by the ALSDE Assist local schools/systems in establishing and implementing mentoring programs for new teachers Assist AMSTI Schools in establishing teacher recruitment and retention programs Maintain records and complete paperwork in a timely manner Perform other duties assigned by the AMSTI Site director or AMSTI state director Responsibilities of the Business Manager* AMSTI business manager responsibilities include the following: Oversee the operation of an AMSTI materials distribution and refurbishment center Supervise workers assigned to the materials center and other assigned office staff (including performing annual evaluations) Oversee the providing of materials, supplies, and equipment to AMSTI trained teachers as specified by the ALSDE Coordinate the purchasing, inventorying, scheduling, and distribution of science and math modules and materials Collaborate with other AMSTI Materials Center Managers and Business Managers Customize kits and materials so that they are teacher/classroom friendly Maintain (a) database(s) of teachers who are participants in AMSTI and materials that are used in AMSTI. The ALSDE may provide requirements regarding the databases. Schedule for the distribution and rotation of AMSTI modules to schools and teachers. Coordinate the delivery and return of AMSTI kits and materials with school systems Communicate effectively with teachers about their materials usage and professional development, based on information provided by AMSTI staff Organize the materials center to ensure efficient use of space and storage of materials Provide reports to the site director and/or ALSDE regarding the teacher and materials databases, material costs, distribution schedules, employee assignments and labor hours, as requested Assist AMSTI staff with preparation for programs, presentations, and operation of the materials center Establish and enforce policies to ensure the materials center operates safely and effectively, including complying with all national, state, local, and university safety regulations Plan with the director, assistant director, ALSDE materials liaison, and others so that teachers are effectively supplied and the warehouse operates effectively and efficiently 15 Oversee and maintain AMSTI site facilities. (This includes grounds, building structures, environmental control, telephone, alarm company, etc.) Manage the material and business side of the AMSTI site budget. Oversee and coordinate the operations of the materials leadership team, in planning the layout and direction of the warehouse annual project timeline Serve as the financial/budget/grant manager for the AMSTI site Perform other duties as assigned by the AMSTI Director or ALSDE The business manager is required to attend professional development activities and staff meetings conducted by the SDE, unless prior approval for absence is granted by the SDE *College degree is required for the Business Manager position. Responsibilities of the AMSTI Materials Manager** AMSTI materials manager responsibilities include the following: Oversee the operation of an AMSTI materials distribution and refurbishment center, hereafter referred to as the materials center Supervise workers assigned to the materials center Provide the materials, supplies, and equipment to AMSTI trained teachers as specified by the ALSDE Coordinate the purchasing, inventorying, scheduling, and distribution of science and math modules and materials Collaborate with other AMSTI Materials Center Managers Customize kits and materials so that they are teacher/classroom friendly Maintain (a) database(s) of teachers who are participants in AMSTI and materials that are used in AMSTI. The ALSDE may provide requirements regarding the databases Schedule for the distribution and rotation of AMSTI modules to schools and teachers Coordinate the delivery and return of AMSTI kits and materials with school systems Communicate effectively with teachers about their materials usage and professional development, based on information provided by AMSTI staff Organize the materials center to ensure efficient use of space and storage of materials Provide reports to the site director and/or ALSDE regarding the teacher and materials databases, material costs, distribution schedules, employee assignments and labor hours, as requested Assist AMSTI staff with preparation for programs, presentations, and operation of the materials center Establish and enforce policies to ensure the materials center operates safely and effectively, including complying with all national, state, local, and university safety regulations Plan with the director, assistant director, ALSDE materials liaison, and others so that teachers are effectively supplied and the warehouse operates effectively and efficiently Perform other duties as assigned by the AMSTI Director or ALSDE The materials manager is required to attend professional development activities and staff meetings conducted by the SDE, unless prior approval for absence is granted by the SDE 16 **Qualifications related to the Materials Manager position: Proficiency in Microsoft Office, experience in inventory control, stocking and shelving; purchasing; and the ability to lift heavy objects (at or above 40 pounds). College degree is preferred. Responsibilities of the AMSTI Assistant Materials Manager*** AMSTI assistant materials manager responsibilities include the following: Assist with oversight of the operation of an AMSTI materials distribution and refurbishment center, hereafter referred to as the materials center May supervise workers assigned to the materials center Assist in providing the materials, supplies, and equipment to AMSTI trained teachers as specified by the ALSDE Train workers on correct refurbishment procedures Construct and refurbish math and science teaching kits Help to coordinate the purchasing, inventorying, scheduling, and distribution of science and mathematics modules and materials Customize kits and materials so that they are teacher/classroom friendly Assist in the maintenance of a database of teachers who are participants in AMSTI, and materials that are used in AMSTI Help coordinate the delivery and return of AMSTI kits and materials Communicate effectively with teachers about their materials usage and professional development, based on information provided by AMSTI staff Assist organizing the materials center to ensure efficient use of space and storage of materials Help to provide reports to the site director or ALSDE regarding the teacher and materials database, material costs, distribution schedules, employee assignments and labor hours, as requested Assist AMSTI staff with preparation for programs, presentations, and operation of the materials center Maintain a safe working environment Perform other duties as assigned by the Materials Manager, AMSTI Director, or ALSDE The assistant materials manager is required to attend professional development activities and staff meetings conducted by the SDE, unless prior approval for absence is granted by the SDE ***Qualifications related to the Assistant Materials Manager position: Proficiency in Microsoft Office; experience in inventory control, stocking and shelving; purchasing; and the ability to lift heavy objects (at or above 40 pounds). AMSTI SCHOOLS Selection Schools/systems will be accepted into the Initiative by an application process. The process should ensure equity to systems within the region. Schools selected to participate in the Initiative will be 17 designated as Alabama Math, Science, and Technology Initiative Schools (AMSTI Schools) and agree to meet specific requirements (outlined in the next section). AMSTI Sites will solicit applications from all school systems within the service region, in accordance with ALSDE policies. Schools are strongly encouraged to apply as school clusters. School clusters are schools that share a common body of students (i.e., schools that form a feeder pattern with students), including unit schools. The local superintendent will evaluate local schools and make recommendations to the AMSTI Site. More than one school cluster and/or unified school may be included in the application. The AMSTI Site director will oversee the evaluation of applications from local school systems and will make recommendations in the form of first choices and alternates to the ALSDE. Final selection of AMSTI Schools will be made by ALSDE. Preferential consideration will be provided to schools/systems that provide financial support for participating teachers who attend the Summer Institute and/or provide time during the school year for collaboration, planning, and training. In addition, preferential consideration will be given to schools/systems that provide release time to designated lead teachers to assist other teachers in the implementation of the Initiative and/or that have taken preparatory steps for entering AMSTI. The AMSTI site should work with any school/school system wishing to join AMSTI and willing to fund the costs needed for acceptance. Such support by the AMSTI site is especially important in years when the site budget allows for adding few or no new schools. Alternate training plans may be accepted by the ALSDE under such conditions. The site director should submit details of the plan to the ALSDE for approval of “buy-in” schools. Exception: In situations where AMSTI is involved in research studies and/or external evaluations that may be affected by school selection, the ALSDE will mandate the procedure to be followed in the selection of schools. Summer Institute Participation AMSTI Sites will provide teachers from AMSTI Schools with professional development during each Summer Institute, resources, and year-long, on-site support. AMSTI Sites will target all math and science teachers per AMSTI School, with a minimum of 80% attendance required. In self- contained elementary grades, teachers will receive both math and science training. Each new group of teachers from AMSTI Schools will attend Summer Institutes for two summers. AMSTI School teachers will receive similar support and services during the second year including participation in a second Summer Institute. AMSTI Sites will also accept a new cadre of schools to attend a first Summer Institute each year. This pattern of a cadre of schools returning to attend a second Summer Institute and another cadre of new schools attending a first Summer Institute will continue each year thereafter. AMSTI Sites continue to provide materials, equipment, and follow-up support to schools for as long as they remain AMSTI Schools. AMSTI School Requirements (Commitment Agreement) 1. AMSTI is a priority: commitment and time (scheduling) AMSTI Schools agree to place AMSTI implementation as a priority, with the goal of implementing the program as it was designed. The first step in accomplishing this is to ensure that there is adequate time in the schedule for teaching math and science. AMSTI has worked with the 18 Alabama Reading Initiative (ARI) to develop recommendations regarding scheduling. Math and science are to be taught in protected blocks of time, with no interruptions. In Grades K-5, AMSTI and ARI encourage a minimum of one hour a day for math and 45 minutes a day for science. When requested, AMSTI and ARI will be glad to assist schools in developing schedules that allow time for implementing both programs as they were designed. Having protected, uninterrupted time for teaching math and science establishes a framework in which AMSTI may be fully and effectively implemented to ensure student success. 2. Structures required for success and sustainability: PLT, PLC, SIT Structures that are key to the successful implementation and sustainability of AMSTI within a school are the formation of Professional Learning Team(s) (PLT’s), a School Implementation Team (SIT)*, and participation in a Professional Learning Community (PLC). Many schools already have School Improvement Committees or Continuous Improvement Committees that develop School or Continuous Improvement Plans. Such groups may function as the SIT, addressing AMSTI as a major initiative integrated within the overall School or Continuous Improvement Plan. The AMSTI director/designee should be part of the SIT. This team, working with the AMSTI director/designee will devise an AMSTI Action Plan (AAP) to guide the work of PLTs in order to ensure that AMSTI is effectively implemented in the school. The AAP should include a means for creating and supporting teacher PLT(s), promoting administrative participation in a PLC, monitoring the schools professional learning of AMSTI ideology and best practices, and ensuring that the AAP is carried out and revisited annually. The director/designee can assist schools in analyzing data, aligning support services based upon the specific needs of the school and in other planning activities in order to create an integrated approach to successful AMSTI implementation. Again, the AAP should be part of, or an outgrowth of the School or Continuous Improvement Plan and not separate and unrelated to the overall plan for the school. The AAP should provide for the continued use of professional learning teams and communities, coaching with pre and post conferences, and other services offered by AMSTI. *SIT membership may vary, but often includes the principal and assistants, teachers (usually the lead teachers for math and science), the system’s instructional supervisor, the school’s business partner, higher education partner, other instructional representatives, and representatives from the community (i.e. PTA, PTO). The school is responsible for selecting members for the SIT. 3. Foundational training A. Summer Institute: AMSTI Schools set the goal of having all math and science teachers, administrators, and the school system Director of Instruction complete summer institutes for two consecutive years, plus on-line training. The on-line module must be completed BEFORE attending the Summer Institute. However, inevitably there may be circumstances where all teachers may not be able to attend a Summer Institute. Examples include illness, conflicting college schedules, maternity leave, etc. However, for a school to be considered for acceptance into AMSTI, a minimum of 80% of the teachers of math and science, and local administrators, must agree to participate in the Summer Institute plus the on-line training for two years (or alternative training plan approved upon acceptance as an AMSTI School). The school system’s Director of Instruction or instructional leader of similar or higher position is also required to attend. This individual will serve as the AMSTI Central Office Liaison. Note: Once the Central Office Liaison has been trained, this 19 individual’s training completes this obligation for the central office. However, if there is a personnel change for this position, a new person must attend the two Summer Institutes. AMSTI School administrators and Central Office personnel should clearly communicate to potential hires or transfers, including administrators, that they are expected to attend AMSTI training if hired at the AMSTI School. Schools agree to send newly hired or transferring math and science personnel, including administrators, to Summer Institutes. Personnel changes should be communicated to the AMSTI site director as soon as they are hired or transferred to determine if there are available training slots. The school system’s AMSTI Central Office Liaison is responsible for making sure that new administrators in AMSTI Schools fully understand their obligation to the program. B. Alternative Customized Training Plan: When Summer Institutes are not available, the SDE may approve “alternative customized training plans” to allow schools to become AMSTI Schools. Such plans must include the minimum 80% of teachers required under the above Summer Institutes section, along with local administrators and the individual that will function as the AMSTI Central Office Liaison (if the latter has not previously received training). 4. Professional development during the Year: 1 PD day + learning teams AMSTI School staff understand the need for lifelong learning and that effective professional development (PD) is ongoing. Therefore, AMSTI continues to provide PD for schools once Summer Institutes are completed. During the first two years with AMSTI, schools agree to provide at least one additional PD day during each school year. The AMSTI site director and specialists will work with the School Implementation Team to determine what PD best serves the needs of the school. Following the first two years as an AMSTI School (completion of Summer Institutes), the school will then have access to a variety of high quality professional development opportunities offered through AMSTI and the AMSTI Affiliates program. The AMSTI staff will share such opportunities with the School Implementation Team and assist staff in selecting the best PD for their needs. AMSTI Schools will structure time for teachers to meet together in Professional Learning Teams (PLTs) and for administrators to participate in PLC’s. This may be accomplished through establishing common planning periods, before or after school meetings, release time from class, or by other means. PLTs develop instructional skills, increase content knowledge, and allow time for reflection and sharing concerns. PLT’s typically target specific areas for improvement, such as using formative and summative assessments, authentic assessments, cooperative learning, use of the Five-E instructional method, etc. Learning teams are free to develop their own operational structures. Some PLTs have adopted book studies to serve as an organizational structure around which to meet. PLT’s are often facilitated by the math or science lead teacher, higher education representative, or AMSTI specialists. Meetings may occur weekly, monthly, or quarterly, depending on the purposes, needs, and structure of the team. These teams are another way that AMSTI teachers continue to receive professional development throughout the school year, improve their instructional skills, and develop sustainability within the school. 20 5. Lead teachers in math and science AMSTI Schools agree to designate lead teachers in math and science to support teachers in the school and to work with the AMSTI Site staff throughout the year. The specific model for lead teachers will be based upon what best serves the needs of the school. Some schools may find one lead teacher in math and one lead teacher in science works best to address needs. Other schools, especially schools with large numbers of math and science teachers per grade, may decide that it is more effective to designate lead teachers for each grade. Schools are strongly encouraged, where possible, to provide lead teachers with dedicated release time and reduced responsibilities so they can better assist other teachers and the principal in implementation of AMSTI. The school also agrees to allow lead teachers to attend additional training when offered during the school year to help them fulfill their lead teacher responsibilities. Lead teachers provide help and assistance to teachers in the school when an AMSTI specialist is not available. In addition, lead teachers serve as the primary contact person at the school for AMSTI specialists and material managers. Lead teachers should be willing to assume the additional responsibilities associated with this title. The list of characteristics should be used in selecting lead teachers: • Current certification in Alabama • HQ status or Nationally Board Certified • Minimum of 5 years classroom experience • Knowledgeable in content area(s) (math and/or science) • Demonstrates outstanding performance in classroom instruction as measured by student achievement • Good human relations skills • Flexible and open to new ideas • Possesses computer competency • Recognized leader within the faculty • Good organizational skills • Member of School Implementation Team 6. AMSTI activities used for primary instruction Since AMSTI is a priority, the goal is to fully implement AMSTI, as designed. AMSTI activities and lessons serve as the primary, fundamental instruction in math and science provided to students. Textbooks, computer programs and other adopted materials may be used to supplement AMSTI, when needed. Again, AMSTI Schools agree that AMSTI serves as the foundational, primary source of instruction in math and science with other resources used to support this instruction. 7. Modify local curricular implementation/pacing guides, assessments, when needed. AMSTI is designed as a complete program. Research shows that when AMSTI is implemented as it is designed, student test scores increase dramatically. In addition, both student and teacher attitudes toward math and science become much more positive. School system or local school curricular/pacing guides and assessments that were developed to support textbook-driven instruction may not be compatible with AMSTI and may need to be revised or suspended. Schools agree to fully implement AMSTI and to use the materials as the primary resources in the classroom. 8. Scheduling of resources is determined by the AMSTI site, including pick-up and delivery. AMSTI provides local schools with intact instructional units along with the materials and equipment needed to implement the hands-on activities included in the units. Such units with 21 associated equipment and materials are commonly referred to as “kits.” The cost of a single kit can range from $500 to over $4,000. Many of them are rotated among teachers and schools to achieve the maximum benefit from the resources. Such rotation also allows kits to be restocked with supplies so teachers never have to worry about replenishing materials that have been depleted by a previous class. AMSTI Schools agree that teachers will use the AMSTI materials and resources when they are made available. This may require modifications in curricular/pacing guides and local benchmarking assessments. The regional AMSTI site will supply each school with the rotation schedule for AMSTI materials. AMSTI Schools agree to adhere to this schedule. Classroom teachers should never be required to pick up or return kits as this is the responsibility of the AMSTI School administrators. The AMSTI site director will be glad to share with you a variety of models of how this is being successfully accomplished across the state. 9. Accept support and assistance from the AMSTI site AMSTI Schools agree to accept support and assistance from the AMSTI site, as prescribed by the AMSTI Action Plan (AAP) devised by the School Implementation Team (SIT). In-classroom support, including coaching and mentoring is available from AMSTI specialists once teachers have completed a Summer Institute or as part of and/or following an Alternative Customized Training Plan. AMSTI specialists will schedule time to work with teachers to be sure they are comfortable with and successful in implementing the “AMSTI way of teaching.” Specialists may work with teachers during instructional time and planning periods. Lead Teachers in the school serve as the primary contact for AMSTI specialists. In addition, AMSTI specialists frequently communicate with teachers by email. Specialists do not work in an evaluative role as their job is to assist teachers in implementing AMSTI. 10. Mentoring program If the school does not already have a mentoring program then the school agrees to develop and implement such a program for new teachers of math and science. AMSTI site personnel will assist with the mentoring program, when needed. When possible, it is recommended that the lead math or lead science teacher be considered as mentors to new teachers. The mentoring program should be integrated with the SDE Alabama Teacher Mentoring program. 11. Students with disabilities Schools will ensure that students with disabilities have access to AMSTI instruction. AMSTI provides specific training for special education teachers of math and science and math and science teachers with inclusion students on strategies for working with students with disabilities. Administrators also receive training on how AMSTI supports students with disabilities. 12. Partnerships with higher education and business AMSTI Schools are encouraged to have both a business and a higher education partner. The AMSTI site will help schools that do not already have such partnerships develop them. Such partners should be involved with the SIT and may provide assistance to the schools, as needed. Several examples of how higher education partners may serve schools include being guest speakers, serving as math and science content experts, team teaching, and involving preservice 22 teachers in school activities, including student teaching and classroom assistance. Similarly, business partners may provide a variety of services ranging from serving as guest speakers to assisting schools in addressing needs. As AMSTI’s goal is to prepare students for the workforce, business partners should be aware of how AMSTI is benefiting students. 13. Demonstration site and agreement for evaluation and assessment All AMSTI Schools serve as demonstration sites for other parties interested in learning about AMSTI. As demonstration sites, schools agree to allow observation of math and science classes on an "as needed" basis. Advanced notification to the school and teacher is always provided. Examples of demonstration site visits include guests from a non-AMSTI school wishing to observe the program “in action,” teachers from another AMSTI School wanting to learn about a specific implementation that is occurring at the demonstration site, political or media guests wanting to learn more about the program, and teams from other states or countries wishing to view the program. Requests to visit a demonstration site (AMSTI School) are made to either the AMSTI site or State Department of Education. These entities will then work with the local school administrator in arranging the visit. AMSTI incorporates continual improvement in its design. Data analysis is critical to ensure the program provides the best services possible. Therefore, AMSTI Schools agree to participate in any evaluations or assessments being conducted by AMSTI. Data is collected by AMSTI and by approved external evaluators of the program. Every effort is taken to minimize disruption to teachers and students. Examples of evaluations and assessments that have occurred in the past include surveys, questionnaires, and short pre-and-post tests at Summer Institutes. Data reports never allow data to be tracked back to individual teachers or students. All evaluations or assessments are approved by the Alabama Department of Education. 14. Support certification of AMSTI trainers AMSTI Schools allow and encourage their best teachers to attend AMSTI trainer certification, when asked by AMSTI. Trainer certification is usually a 2-3 day process. AMSTI sites select individuals to teach at future Summer Institutes from the pool of certified trainers. Selection of those asked to participate in trainer certification is made by AMSTI only after receiving recommendations by AMSTI specialists and confirming successful implementation through classroom observations. Having teachers asked to become trainers is an honor and reflects positively on the school and individual. 23 AMSTI School Classification Removal Schools may be removed from classification as an AMSTI School if they do not provide the above school requirements, or upon request of the local school principal. Removal of a school from AMSTI services shall only be made by the ALSDE. Should a need to remove a school from AMSTI School classification arise, the AMSTI Site director will outline in writing the situation to both the AMSTI state director and the school principal. If the situation is not resolved, the AMSTI state director will contact the local superintendent regarding the situation. Should the situation still not be resolved, the ALSDE, upon its authority, may remove the school from AMSTI School status. Such schools will not receive materials and support from the AMSTI Site. Any resources provided to the school by AMSTI are to be returned to the AMSTI Site for use with other AMSTI Schools. AMSTI Summer Institutes AMSTI Summer Institutes provide teachers that teach both math and science in Grades K-5 with one week of science training followed by one week of math training during the first Summer Institute (number of days per week to be defined by the ALSDE). During the second Summer Institute the teachers receive one week of math training followed by one week of science training. Teachers in Grades 6-12 receive either two weeks of math followed by another two weeks of math or two weeks of science followed by two weeks of science at the two Summer Institutes. Grade K-5 teachers that teach only math or science are required to attend only the weeks of the Summer Institutes that address their subject. AMSTI will NOT offer only math or science training to an AMSTI school; i.e., schools must agree to train both math and science teachers to become an AMSTI School. Exceptions to this policy must be approved in advance by the ALSDE. Teachers must receive training on the specific AMSTI module before equipment and materials are provided to the teacher by the AMSTI site. Dates and locations for Summer Institutes must be pre-approved by the Alabama Department of Education. Summer Institutes are to be conducted at one or more local schools within the region, unless another facility is approved by the ALSDE, in advance. The facilities should provide for the needs of the institute. These include adequate and appropriate area for the opening ceremony, rooms for multiple classes to meet, tables and chairs for group work, break areas, technology support including adequate video access, projection areas, running water for science rooms, as appropriate, computer labs with internet connection, and an external environment to support AMSTI activities. Please contact ALSDE for length and content of AMSTI Summer Institutes for 2016. This is currently under revision at this writing. Module Equipment and Materials-Compressed Training AMSTI Sites are responsible for providing teachers that have completed summer institutes with required materials and equipment, commonly referred to as “AMSTI kits.” Kits are to be provided only to teachers that have attended summer institutes. In situations where teachers were unable to attend the summer institutes, (such as from hiring of a teacher following the summer institute, medical absence from institute etc.), compressed training may be offered during the year. Compressed training shall follow the time guidelines outlined in Policy Regarding Compressed and Retraining of AMSTI School Teachers and Grade Changes contained in this document. Individuals obtaining compressed training that have not already completed two Summer Institutes must sign a statement agreeing to attend the summer institutes the following summer. Once compressed training is completed, the AMSTI Site may provide the teacher with AMSTI kits. 24 Note: In cases where compressed training is provided through on-line courses, kits are provided during the quarter of the on-line course so as to be utilized by the teacher during the training. It is the responsibility of the AMSTI Site director to ensure that teachers receiving compressed training attend the following summer institute, as outlined in the policy. Teachers that do not attend the summer institute following compressed training will no longer be issued kits. Offering of compressed training is at the option of the AMSTI Site, whether on-line or face to face. Preservice Support The ALSDE AMSTI section is responsible for approving preservice plans as requested by institutes of higher education. Applications to have a plan for preservice approved should be sent to the ALSDE for consideration. The local AMSTI site should be knowledgeable of the plan. Once a preservice teacher is awarded certification by AMSTI, the teacher may receive materials and support from the local AMSTI site in the region where he/she is hired. It is the responsibility of the teacher to notify the AMSTI site and make arrangements for support. AMSTI sites will provide materials to teachers who have completed preservice based on an availability of materials. Should there be a shortage of materials, priority is given to AMSTI Schools. Support to preservice teachers at nonAMSTI Schools is dependent upon the availability of resources. Governance and Oversight of AMSTI Sites Whereas the ALSDE is the ultimate governing body for each AMSTI Site, local control of day-to- day responsibilities and operations rests with the AMSTI Site director. An AMSTI Site Advisory Council will be established to provide suggestions, guidance, and oversight at the local level. The AMSTI Site director will schedule Advisory Council meetings at least once a year, notify the AMSTI state director of such meetings in advance, and submit reports of such meetings to the AMSTI state director. The Advisory Council will make suggestions concerning the needs and operation of the AMSTI Site to the AMSTI Site Director. Oversight responsibilities of the Council will include ensuring the following conditions are being met: Adherence to AMSTI Site yearly budget Compliance with AMSTI guidelines, policies, and procedures In addition, the Advisory Council will make suggestions and recommendations regarding operation of the Site. Such suggestions are to be submitted in writing to the AMSTI state director. The Council will also approve recommendations for the following yearly budget, for submission to the ALSDE. The Advisory Council shall be comprised of at least nine members actively participating in the Initiative, including the following: Site director of AMSTI (required) One math and one science teacher representing teachers from participating AMSTI Schools (required) Representative for principals from participating AMSTI Schools (required) Representative for central office directors of instruction Regional Inservice Center director (required) Regional Science In Motion director (required) 25 Regional Technology In Motion director (required) Representative for superintendents from participating school systems (required) Alabama State Department of Education representative appointed by the AMSTI state director (required) Representative for Deans of the Colleges of Education of partnering institutions (if available) Representative for Departments or Colleges of Science and Mathematics of partnering institutions (if available) Business representative from a participating system of a current AMSTI School (if available) Science Center/Museum representative (if available) Additions, substitutions, or deletions to the membership representation can be made if approved by a two-thirds vote of the Advisory Council and submitted and approved by the AMSTI state director. AMSTI Site Contract Renewal and Evaluation The ALSDE will conduct a minimum of one evaluation of the AMSTI Site during the fiscal year to ensure that the requirements of the contract are being met. Any deficiencies will be noted, and suggestions and recommendations will be provided. If deficiencies are noted, and the AMSTI Site fails to come into compliance with the requirements, the hosting organization/institution’s funding for the project may be withheld, and the AMSTI Site, including all physical resources previously donated to AMSTI or purchased with AMSTI funds, may be relocated to another organization/institution. The ALSDE reserves the rights to immediately cancel any contract by providing 30 days of notice and move the AMSTI site partnership to another institution should the ALSDE deem such actions necessary to ensure the adequate implementation of the initiative. Successful completion of the contract will automatically result in the awarding of a new contract, provided funds are available. The AMSTI Site director should submit budget requests for the AMSTI Site to the AMSTI state director at least three months before the ending of the previous budget. Budget Requests Yearly budget requests for the AMSTI Site should be submitted by the AMSTI Site director to the AMSTI state director upon request, but at least three months before the ending of the previous budget. Yearly budget requests shall be in accordance with the guidelines stated here within and should include the budget categories shown in Appendix A. A written explanation of expenses, including justification, should accompany the budget request. The request should include estimates of the following: Estimate of the number of new teachers attending the first Summer Institute Estimate of the number of teachers returning to the second Summer Institute Estimate of the number of teachers to be served that are in the program for year three or beyond. Total number of teachers to be served by the Site 26 Acceptable Expenditures The following are acceptable expenditures from the state monetary award (as included in the AMSTI Site Budget): 1. Salary and benefits for the director (see #7 and #8 for exceptions), in accordance with salary guidelines. The director position must be full-time (12 months) unless a different arrangement is agreed upon by the ALSDE.* 2. Salary and benefits (see #7 and #8 for exceptions) for full-time certified math specialists and full-time certified science specialists, in accordance with salary guidelines (up to 11 months).* 3. Salary and benefits (see #7 and #8 for exceptions) for an assistant director, in accordance with salary guidelines (up to 12 months).* When sites employ a total of 8 specialists, one of the specialists may, at the request of the director, be reclassified as an assistant director. The assistant director position will count as one of the allocated specialist units. The assistant director will assist the director in the operation of the site. Duties will be assigned by the director. Prior AMSTI specialist experience or administrative experience at an AMSTI School is required. The ALSDE must also approve any specialist being recommended for promotion to assistant director. 4. Salary and benefits (see #7 and #8 for exceptions) for either a materials center manager or a business manager (not both). A college degree is preferred, though not required for the materials manager. A college degree is required for the business manager (see salary guidelines). 5. Salary and benefits (see #7 and #8 for exceptions) for an assistant materials manager (see salary guidelines) 6. Salary and benefits (see #7 and #8 for exceptions) for support clerical/technical personnel and/or material workers, as needed, as approved by the ALSDE 7. AMSTI does not directly reimburse termination expenses. Should the institution choose to provide this benefit, funding for it remains the responsibility of the institution of higher education. Such funding may be considered part of indirect costs, when provided. 8. Should the institution of higher education choose to provide tuition expenses, there are two options for addressing this cost. Funding may be considered part of indirect costs, when provided, or tuition expenses may be included as part of a flat benefit rate which is calculated as a percentage of salary. The flat benefit rate should be used consistently throughout the year and applied to all salaries. 9. Travel expenses related to the work and operation of the AMSTI Site. Expenditures may not exceed state rates. 10. Expenses for staff professional development. Professional development funds are provided to enable AMSTI Site staff to attend staff meetings and other training required by the ALSDE. Funds may also be used for other professional development activities directly related to AMSTI, provided approval is obtained in advance by the ALSDE. See Memorandum, RE: Professional Development Leave Reimbursement. 11. Expenses for resources for teachers as identified by AMSTI. Additional resources may also be provided, when approved in advance by the ALSDE. 12. Expenses for professional development delivered during the school year including presenter expenses and materials needed for training. 13. Summer Institute expenses including presenter or speaker fees and expenses, materials for training, and Site rental. Standard daily trainer fees are $250 per day for teacher trainers and 27 $300 for administrator trainers, with travel and per diem. Guest speakers/trainers who receive compensation exceeding the standard trainer fee must be approved in advance by the ALSDE. 14. Stipends at the rate of $100 a day are paid to AMSTI School staff attending the Summer Institutes, provided they are not attending as part of their regularly contracted work days. Stipends are limited to math teachers, science teachers, special education teachers directly involved in the instruction of math or science, school or system math and science specialists, math and science coaches, math and science resource specialists, school administrators, LEA director of instruction or similar representative. 15. Facilities, utilities, and materials to support the ongoing operation of the AMSTI Site, including a materials distribution and refurbishment center. AMSTI conducts its summer institutes at local schools within the region. Reasonable expenses associated with use of the facility for the institute are allowed. 16. Professional staff hired that are National Board certified will be entitled to the additional amount paid by the state for such certification, as long as the certification remains in effect. 17. An indirect cost rate not to exceed eight percent may be charged by the sponsoring institution of higher education for AMSTI budget expenditures funded by state funds that meet the definition of customary and acceptable indirect cost expenditures of the institution. Indirect costs of up to eight percent may also be charged from federal funds, when allowed by the federal government. Any expenses for oversight beyond the director position must be subtracted from the maximum indirect cost. 18. Other expenses as approved by the ALSDE. *Alabama teaching certificate required. Budget Policies The following expense policies are in effect for AMSTI Sites: Presenter fees shall not exceed $250 per day for teacher presenters or $300 per day for administrator presenters, and mileage and per diem without approval and justification by the ALSDE. Substitute reimbursement shall be approved in advance by the ALSDE and shall not exceed actual costs by the school, but in no case shall exceed a maximum of $85 per day. Stipends for Summer Institute participants are set at $100 per day. Stipends may be paid for math teachers, science teachers, special education teachers that are directly involved in the instruction of math or science, and to school or system math and science specialists, math and science coaches, or math and science resource specialists, school administrators, LEA director of instruction or similar representative, when not already receiving pay under a contract work day. Per diem and mileage expenses for AMSTI Site staff are allowed under this agreement in accordance with state regulations and at the state rates. Allowable expenses are for extended school visits when providing AMSTI service, travel to AMSTI teacher training sessions, or other ALSDE pre-approved travel. Expenditures not exceeding state rates may be charged as an expense to pay university-arranged room and meals. 28 Salary Policies The following outlines salary and director expenses for which the ALSDE will reimburse Sites for AMSTI. It is the responsibility of the AMSTI Site Principle Investigator to closely monitor the salary matrixes of school systems and the state teacher salary matrix where director salaries are based upon such matrixes. It is the responsibility of the AMSTI Site director to closely monitor the salary matrixes of school systems and the state teacher salary matrix where specialist salaries are based upon such matrixes. Copies of relevant salary matrixes should be submitted with the budget to the ALSDE. Where directors or specialists are hired as employees of the institute of higher education (option a below), salaries shall be based upon the AMSTI salary matrix for the current fiscal year. AMSTI Sites have the following options: a) Hire directors, assistant directors, or specialists as employees of the institute of higher education, or b) “Buy out” the contract of employees from the school system from which the director or specialists are currently employed, provided the school system agrees to allow the director/ specialist to serve AMSTI for an indefinite time period. The option above to be used rests with the institution of higher education. The fringe benefits for these positions are the same as those provided all full-time institution employees, e.g., health insurance, retirement, and/or unemployment and other benefit options at either the institution of higher education or the school system, depending on the option selected. New Directors with AMSTI Where an AMSTI Site chooses to hire the director as an employee of the institute of higher education, the director’s rate of pay will be based on the AMSTI salary matrix, which is the Alabama Teacher Salary Matrix, plus five percent for the contract period (12 months). Where a new director is hired through a school system “buy-out,” the regular school system salary matrix will apply for the school system contract period (typically nine months). Additional days worked to extend the director to 12 months of service will be paid by the AMSTI Site through an individual contract with the director based on the daily rate of pay as calculated from the AMSTI salary matrix, which is the Alabama Teacher Salary Matrix, plus five percent, or through a contract agreement with the local school system. Where the ASIM program is operated in conjunction with AMSTI and where such oversight is part of the responsibilities of the AMSTI Site director, up to $875 per discipline, not to exceed three disciplines, may be used to provide a salary/supplement benefit to the director. The salary benefit will originate from the ASIM budget, not from the AMSTI budget. Directors hired that are National Board certified will be entitled to the additional amount paid by the state for such certification, as long as the certification remains in effect. Directors currently employed with AMSTI on September 30, 2005 Directors that are currently serving as directors at the time these guidelines become effective, are being retained as directors and are being hired as employees of the institute of higher education 29 may be “grandfathered” at the salary from the local school system from which they are being borrowed, if they so choose. (Or, they may choose to follow one of the above options as outlined under New Directors with AMSTI). If grandfathered, the regular school system salary matrix will apply for the school system contract period (typically nine months). Additional days worked to extend the director to 12 months of service will based on the daily rate of pay as calculated from the Alabama Teacher Salary Matrix, plus five percent. The decision to grandfather or follow new director salary calculations will be determined by the director and shall become effective October 1, 2005. Directors hired that are National Board certified will be entitled to the additional amount paid by the state for such certification, as long as the certification remains in effect. New Specialists with AMSTI Where an AMSTI Site chooses to hire the specialist as an employee of the institute of higher education, the specialist’s rate of pay will be based on the AMSTI salary matrix, which is the Alabama Teacher Salary Matrix, plus 2.5 percent for the contract period (11 months). Where a new specialist is hired through a school system “buy-out,” the regular school system salary matrix will apply for the school system contract period (typically nine months). Additional days worked to extend the specialist to 11 months of service will be paid by the AMSTI Site through an individual contract with the specialist based on the daily rate of pay as calculated from the AMSTI salary matrix, which is the Alabama Teacher Salary Matrix, plus 2.5 percent, or through a contract agreement with the local school system. Specialists hired that are National Board certified will be entitled to the additional amount paid by the state for such certification, as long as the certification remains in effect. Specialists currently employed with AMSTI on September 30, 2005 Specialists that are currently serving as specialists at the time these guidelines become effective and are being retained as specialists and are being hired as employees of the institute of higher education may be “grandfathered” at the salary from the local school system from which they are being borrowed, if they so choose. (They may choose to follow one of the above options as outlined under New Specialists with AMSTI). If grandfathered, the regular school system salary matrix will apply for the school system contract period (typically nine months). Additional days worked to extend the specialist to 11 months of service will based on the daily rate of pay as calculated from the AMSTI salary matrix, which is the Alabama Teacher Salary Matrix, plus 2.5 percent. The decision to grandfather or follow new specialist salary calculations will be determined by the specialist and shall become effective October 1, 2005. Specialists hired that are National Board certified will be entitled to the additional amount paid by the state for such certification, as long as the certification remains in effect. Assistant Director This position may be up to a 12 month contract. Salaries will be based on the Alabama Teacher Salary Matrix, plus 3 percent. Contract buy-outs will follow the same procedure as for directors, 30 except with an increase of 3 percent instead of 5 percent. This position is to provide support to the director and is only granted by the ALSDE after a site has grown to the size that an assistant director is needed. Approval for the position must be obtained in writing from the ALSDE. Duties will be assigned by the director as this individual will assist the director in the operation of the site. Prior AMSTI specialist experience or administrative experience with AMSTI is required. The ALSDE must also approve any specialist being recommended for promotion to assistant director. Assistant directors that are National Board certified will be entitled to the additional amount paid by the state for such certification, as long as the certification remains in effect. Business Manager Sites are allowed either a business manager or materials manager, but not both positions. This is a 12 month contract position. The Business Manager serves as the business and/or operations officer for the AMSTI site. This individual operates under minimal supervision from the director and is assigned responsibilities that include financial, supervision, administrative, personnel, space, and database and warehouse management. This individual coordinates policies and procedures for the areas of responsibility assigned. A minimum of a bachelor’s degree is required, preferably in a business related field. This individual must be assigned all of the responsibilities listed in the Guidelines to meet requirements for the salary schedule listed below. Material Manager Sites are allowed either a business manager or materials manager, but not both positions. This is a 12 month contract position. The site director may document prior work experience that is directly related to skills required in this position (accounting, purchasing, stocking, inventory control/management, computer/database management, warehouse experience, business management, and facility/operation management) and award such experience to count toward time placement on the salary matrix. If needed, the state materials manager liaison is available to assist with decisions related to awarding of prior experience. Salary is based upon the matrix provided in this document. This individual must be assigned all of the responsibilities listed in the Guidelines to meet requirements for the salary schedule listed below. Assistant Material Manager This is a 12 month contract position. The site director may document prior work experience that is directly related to skills required in this position (accounting, purchasing, stocking, inventory control/management, computer/database management, warehouse experience, business management, and facility/operation management) and award such experience to count toward time placement on the salary matrix. If needed, the state materials manager liaison and/or the site materials manager is available to assist with decisions related to awarding of prior experience. This individual must be assigned all of the responsibilities listed in the Guidelines to meet requirements for the salary schedule listed below. Other Positions Secretarial/clerical/administrative support positions shall be based upon state worker salary ranges for state Administrative Support Assistants (ASA) and commensurate with experience and 31 responsibilities. These salaries may be adjusted to fit within the host institution’s classifications and matrices, but shall not exceed the salary ranges for state Administrative Support Assistants. Salaries of other positions shall be set within ranges specified by the ALSDE. Exceptions to Salary Guidelines Any exceptions to salary from the requirements specified above must be approved in advance and justified in writing. 32 AMSTI Salary Matrix for FY 2016 (October 1, 2015 - September 30, 2016) Salary Matrix for AMSTI Assistant Materials Manager 12 Month Contract Assistant Materials Manager Minimum Salary Matrix by Degree and Years of Experience Experience Bachelors Degree 12 Months No Degree 12 Months < 3 yrs 34,635 29,537 < 6 yrs 38,096 32,488 < 9 yrs 39,765 33,911 < 12 yrs 40,297 34,365 < 15 yrs 41,030 34,990 < 18 yrs 41,966 35,788 < 21 yrs 42,508 36,250 < 24 yrs 43,051 36,713 < 27 yrs 43,563 37,150 27+ yrs 44,077 37,588 Salary Matrix for AMSTI Materials Manager 12 Month Contract Materials Manager Minimum Salary Matrix by Degree and Years of Experience Experience Bachelors Degree 12 Months Masters Degree or Higher 12 Month No Degree 12 Months < 3 yrs 44,404 45,080 37,867 < 6 yrs 48,841 49,585 41,651 < 9 yrs 50,980 51,757 43,476 < 12 yrs 51,663 52,450 44,058 < 15 yrs 52,603 53,404 44,859 < 18 yrs 53,802 54,622 45,882 < 21 yrs 54,497 55,327 46,475 < 24 yrs 55,193 56,034 47,068 < 27 yrs 55,850 56,700 47,628 27+ yrs 56,509 57,369 48,190 33 Salary Matrix for AMSTI Business Manager 12 Month Contract Business Manager Minimum Salary Matrix by Degree/Yrs. Exp. Experience Bachelors Degree 12 Months Masters Degree or Higher 12 Months < 3 yrs 48,735 51,840 < 6 yrs 53,605 57,023 < 9 yrs 55,953 59,519 < 12 yrs 56,703 60,319 < 15 yrs 57,734 61,412 < 18 yrs 59,050 62,815 < 21 yrs 59,813 63,624 < 24 yrs 60,577 64,439 < 27 yrs 61,298 65,107 27+ yrs 62,021 65,776 Salary Matrix for AMSTI Specialists 10 Month Contract Includes 2.5% for AMSTI Specialists Salary Schedule for 10-Month Contract Experience BS MS 6Y DO ND < 3 yrs 40,820 46,941 50,615 54,289 40,820 < 6 yrs 44,899 51,634 55,674 59,718 44,899 < 9 yrs 46,865 53,894 58,128 62,331 46,865 < 12 yrs 47,493 54,618 58,894 63,168 47,493 < 15 yrs 48,357 55,608 59,961 64,316 48,357 < 18 yrs 49,459 56,879 61,330 65,779 49,459 < 21 yrs 50,098 57,611 62,121 66,631 50,098 < 24 yrs 50,738 58,349 62,914 67,482 50,738 < 27 yrs 51,342 58,954 63,521 68,087 51,342 27+ yrs 51,947 59,560 64,126 68,692 51,947 Salary Matrix for AMSTI Specialists 11 Month Contract Includes 2.5% for AMSTI Specialists Salary Schedule for 11-Month Contract Experience BS MS 6Y DO ND < 3 yrs 44,861 51,588 55,627 59,664 44,861 < 6 yrs 49,344 56,746 61,187 65,631 49,344 < 9 yrs 51,505 59,230 63,883 68,502 51,505 < 12 yrs 52,195 60,026 64,725 69,422 52,195 < 15 yrs 53,144 61,114 65,898 70,684 53,144 < 18 yrs 54,356 62,511 67,402 72,292 54,356 < 21 yrs 55,059 63,315 68,271 73,229 55,059 < 24 yrs 55,762 64,127 69,144 74,163 55,762 < 27 yrs 56,425 64,791 69,810 74,829 56,425 27+ yrs 57,091 65,457 70,475 75,493 57,091 34 Salary Matrix for AMSTI Specialists 12 Month Contract Includes 2.5% for AMSTI Specialists Salary Schedule for 12-Month Contract Experience BS MS 6Y DO ND < 3 yrs 48,499 55,771 60,137 64,502 48,499 < 6 yrs 53,345 61,347 66,148 70,952 53,345 < 9 yrs 55,682 64,032 69,063 74,057 55,682 < 12 yrs 56,427 64,893 69,973 75,051 56,427 < 15 yrs 57,453 66,069 71,241 76,415 57,453 < 18 yrs 58,764 67,579 72,867 78,153 58,764 < 21 yrs 59,523 68,449 73,807 79,166 59,523 < 24 yrs 60,283 69,326 74,750 80,176 60,283 < 27 yrs 61,000 70,044 75,471 80,896 61,000 27+ yrs 61,720 70,764 76,189 81,614 61,720 Salary Matrix for AMSTI Assistant Directors 11 Month Contract Includes 3.0% for AMSTI Assistant Directors Salary Schedule for 11-Month Contract Experience BS MS 6Y DO ND < 3 yrs 45,080 51,840 55,898 59,955 45,080 < 6 yrs 49,585 57,023 61,485 65,951 49,585 < 9 yrs 51,757 59,519 64,195 68,836 51,757 < 12 yrs 52,450 60,319 65,041 69,761 52,450 < 15 yrs 53,404 61,412 66,220 71,029 53,404 < 18 yrs 54,622 62,815 67,731 72,644 54,622 < 21 yrs 55,327 63,624 68,604 73,586 55,327 < 24 yrs 56,034 64,439 69,481 74,525 56,034 < 27 yrs 56,700 65,107 70,151 75,194 56,700 27+ yrs 57,369 65,776 70,819 75,861 57,369 Salary Matrix for AMSTI Assistant Directors 12 Month Contract Includes 3.0% for AMSTI Assistant Directors Salary Schedule for 12-Month Contract Experience BS MS 6Y DO ND < 3 yrs 48,735 56,043 60,430 64,817 48,735 < 6 yrs 53,605 61,647 66,470 71,298 53,605 < 9 yrs 55,953 64,345 69,400 74,418 55,953 < 12 yrs 56,703 65,209 70,315 75,417 56,703 < 15 yrs 57,734 66,391 71,589 76,788 57,734 < 18 yrs 59,050 67,909 73,223 78,534 59,050 < 21 yrs 59,813 68,782 74,167 79,552 59,813 < 24 yrs 60,577 69,664 75,114 80,567 60,577 < 27 yrs 61,298 70,386 75,839 81,290 61,298 27+ yrs 62,021 71,109 76,561 82,012 62,021 35 Salary Matrix for AMSTI Directors 12 Month Contract Includes 5.0% for AMSTI Directors Salary Schedule for 12-Month Contract Experience BS MS 6Y DO ND < 3 yrs 49,682 57,131 61,604 66,075 49,682 < 6 yrs 54,646 62,844 67,761 72,682 54,646 < 9 yrs 57,040 65,594 70,747 75,863 57,040 < 12 yrs 57,804 66,475 71,680 76,882 57,804 < 15 yrs 58,855 67,680 72,979 78,279 58,855 < 18 yrs 60,197 69,227 74,645 80,059 60,197 < 21 yrs 60,975 70,118 75,607 81,097 60,975 < 24 yrs 61,753 71,017 76,573 82,132 61,753 < 27 yrs 62,488 71,753 77,311 82,869 62,488 27+ yrs 63,225 72,490 78,047 83,605 63,225 Logo and Print Materials and Ownership The official AMSTI logo is to be used in all correspondence, printing, and communication involving a logo. The logo is not to be altered. In addition, all print materials for public dissemination that describe the AMSTI program, such as brochures, must be approved by the ALSDE. Intellectual property rights including activities, workshops, labs, articles and training developed by AMSTI Site staff or individuals contracted by the AMSTI Site while working for AMSTI shall remain the property of AMSTI (i.e., ALSDE). Exceptions to the Guidelines for AMSTI Site Operations The ALSDE AMSTI director must approve any exceptions to the policies outlined in this document, in advance. If any provision of the Guidelines for AMSTI Site Operations shall contravene any statute or Constitutional provision or amendment, now in effect or which may be enacted, then that conflicting provision in the Guidelines shall be deemed null and void. Should any portion of the Guidelines for AMSTI Site Operations be determined null and void, all other provisions shall remain enacted. AMSTI Budget Categories Salaries - Salaries of all Site staff including part time material workers Benefits - Benefits of all Site staff including part time material workers. AMSTI does not directly reimburse termination expenses or tuition; hence, these expenses cannot be directly charged to the grant. Should the institution choose to provide these benefits, funding for them remains the responsibility of the institution of higher education. They may be considered part of indirect costs, if provided. Site Staff Professional Development - Costs of professional development of staff, including travel, per diem, registrations costs, etc. 36 Staff Travel- All mileage and per diem associated with staff in performance of their daily duties, except for that associated with their own professional development which is included in category above Kits and Kit Refurbishment - All materials and supplies associated with kits and refurbishment supplied to teachers, including kit usage at Summer Institutes. Professional Development for Teachers - All consultant fees and travel costs, mileage and per diem for teachers, and teacher stipends, etc. (do not list materials here). Facilities and Operating Expenses - Cost of building rental, insurance, utilities, including cost of Summer Institute school rental Equipment - ALSDE approval is required Materials - Materials used for operation of Site and training of teachers that is not included in the kit and kit refurbishment category. Evaluation - Other (Itemize) - Indirect Costs - An indirect cost rate not to exceed eight percent may be charged by the sponsoring institution of higher education for AMSTI budget expenditures funded by state funds that meet the definition of customary and acceptable indirect cost expenditures of the institution. 37 AMSTI Sites that receive only state funds may submit only one column entitled, Total Funds. Category State Funds Federal Funds Total Funds Salaries Benefits Site Staff Professional Development Staff Travel Kits and Kit Refurbishment Professional Development for Teachers Facilities and Operating Expenses Equipment Materials Evaluation Other Indirect Costs Total 38 AMSTI POLICIES and MEMORANDA Please see ALSDE for Summer Institute Model for Summer 2016. Model for AMSTI Summer Institute training, August 2012 –August 2015 39 40 August 7, 2014 M E M O R A N D U M TO: AMSTI Staff FROM: Steve Ricks AMSTI Director RE: Compressed Training Policy Revisions This memorandum updates the Alabama Math, Science, and Technology Initiative’s (AMSTI’s) policy for “compressed training” which is defined as a procedure for training teachers who have previously attended a Summer Institute but are in need of training at a different grade. Instead of attending compressed training, teachers may always opt to attend a complete Summer Institute at a new grade; however, they are not eligible for a stipend. Participants who have completed both years of a Summer Institute may be compress trained for a new grade, except for individuals that have moved outside their grade grouping (K-5, 6-8, 9-12). Compressed training is not available to individuals moving to a new grade grouping. They must attend the complete Summer Institute. Compressed training defines the absolute minimum professional development that certifies an AMSTI teacher for a grade once they have completed a Summer Institute. AMSTI sites are given the discretion to increase training requirements beyond the state minimum requirements. MATH In math in Grades K-5, compressed training is one day of additional training following the outline developed by the Alabama State Department of Education (ALSDE) for each year of the Summer Institute, i.e., a total of two days of compressed training as a substitute for the complete Summer Institute. Grades 6-12 will receive three days of training following the outline developed by the ALSDE for each year of the Summer Institute; i.e., a total of six days of compressed training as a substitute for the complete Summer Institute. In math, individuals who have attended only one year of a Summer Institute must attend the second year (Year 2) of the new grade before being allowed to complete compressed training at the new grade. However, in the rare instance where a grade change occurs after a teacher has attended a Summer Institute the teacher may be compress trained on Year 1 of the new grade, and must sign an agreement to attend a Summer Institute by the following summer. Failure to attend the Summer Institute will result in all AMSTI math materials for the grade being removed from the teacher until such training is completed. 41 Exception for math teachers teaching multiple grades: The AMSTI site may opt to provide math teachers in either grade bands 6-8 or 9-12, who have completed all Summer Institute training on or after 2013, with compressed training (respective to the grade band) without requiring them to attend an additional Summer Institute. Training will be a total of six days. This exception does not apply to teachers trained prior to 2013. As such teachers will have already received one complete kit, only additional needed materials will be provided to support the second or third subjects. Material support may be limited by the financial ability of a site to provide such support. SCIENCE In science in Grades K-5, compressed training is two days of additional training following the outline developed by the Alabama State Department of Education (ALSDE) for each year of the Summer Institute; i.e., a total of four days of compressed training as a substitute for the complete Summer Institute. Grades 6-8 will receive three days of training following the outline developed by the ALSDE for each year of the Summer Institute, i.e., a total of six days of compressed training as a substitute for the complete Summer Institute. Online training (organized by module) may and should be used to address the corresponding face to face module compressed training, when available. In science, individuals who have attended only one year of a Summer Institute must attend the second year (Year 2) of the new grade before being allowed to complete compressed training at the new grade. However, in the rare instance where a grade change occurs after a teacher has attended a Summer Institute the teacher may be compress trained on Year 1 of the new grade, but must attend a Summer Institute the following summer. Failure to attend the Summer Institute will result in materials no longer being delivered to the teacher until the Summer Institute requirement is completed. High School Science Teachers of Multiple Grades/Subjects: High school science teachers that have completed two years of Summer Institutes with AMSTI/ASIM may receive compressed training for some of the middle school science modules without having to attend middle school Summer Institutes as shown for the subjects below. Similarly, any teacher who has completed ASIM training in a discipline other than those shown by the middle school science module below but has either a major or minor in the primary discipline of the module may receive compressed training for the middle school science module without having to attend middle school Summer Institutes. ASIM Training Middle School Kit Compressed Training None accepted Exploring Plate Tectonics Understanding Weather and Climate None accepted Researching the Sun-Earth-Moon System, Exploring Planetary Systems Biology Investigating the Biodiversity and Interdependence of Life Studying the Development and Reproduction of Organisms Biology Investigating Digestion and Motion Exploring Respiration and Circulation Physics Working with Motors and Simple Machines Experimenting with Forces and Motion 42 Chemistry Experimenting with Mixtures, Compounds, and Elements Exploring the Properties of Matter PRESERVICE Similarly, teachers who have received AMSTI preservice certification who are hired within the grade band but at a different grade from the grade in which they were trained, may attend compressed training for the new grade that corresponds to the Year 1 Summer Institute. The teachers must sign an agreement to attend a Summer Institute by the following summer to receive training on Year 2. Failure to attend the Summer Institute will result in all AMSTI materials for the grade being removed from the teacher until such training is completed. This policy is effective immediately. Any exceptions should be approved in advance by the ALSDE. 43 COMPRESSED TRAINING FOR GRADE CHANGES Math and Science Grade changes outside of the originally trained grade span (K-5, 6-8, 9-12) require participants to attend the Summer Institute. Compressed training is NOT an option for grade changes outside of the originally trained grade span. Delivered Face to Face Science Grades K-5; Years 1 and 2 Kit 1 and Year 1 GLOBE Protocols Kit 2 and Year 1 GLOBE Protocols Kit 3 and Year 2 GLOBE Protocols Kit 4 and Year 2 GLOBE Protocols 6 hours Year 1 6 hours Year 1 6 hours Year 2 6 hours Year 2 Science Grades 6-8; Years 1 and 2 Kit 1 and Year 1 GLOBE Protocols Kit 1-2 and Year 1 GLOBE Protocols Kit 2 and Years 1 GLOBE Protocols Kit 3 and Year 2 GLOBE Protocols Kit 3-4 and Year 2 GLOBE Protocols Kit 4 and Year 2 GLOBE Protocols 6 hours Year 1 6 hours Year 1 6 Hours Year 1 6 hours Year 2 6 hours Year 2 6 Hours Year 2 Each kit is taught over 1 and ½ days. Math Grades K-5; Years 1 and 2 Module 1 Module 2 6 hours Year 1 6 hours Year 2 Math Grades 6-12; Years 1 and 2 Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 6 hours Year 1 6 hours Year 1 6 Hours Year 1 6 hours Year 2 6 hours Year 2 6 Hours Year 2 Delivered On Line Science Grades K-5 Kit 1 Kit 2 GLOBE A Kit 3 Kit 4 GLOBE B 9 hours over 8-9 weeks 9 hours over 8-9 weeks N/A -6 Hours Face to Face 9 hours over 8-9 weeks 9 hours over 8-9 weeks N/A -6 Hours Face to Face 44 Proposed: Math Grades K-5 Module 1* (Year 1, Part 1) Module 2* (Year 2, Part 1) Module 3* (Year 1, Part 2) Module 4* (Year 2, Part 2) 9 hours over 8-9 weeks 9 hours over 8-9 weeks 9 hours over 8-9 weeks 9 hours over 8-9 weeks *Note: The compressed training for math includes training from Year 1 and Year 2 that contains content normally addressed in the first semester of school (Part 1 of Year 1 and Year 2), as well as content that normally falls in the second semester of instruction (Part 2 of Year 1 and Year 2). Talking points for Compressed Training: Math – 1. Compressed training does not replace Summer Institute training. Only those who have completed a Year 1 and Year 2 AMSTI Summer Institute experience are eligible for the compressed math training. 2. Grade K-5 math compressed training is a subset of the AMSTI Summer Institute training. A one page description of the one day face to face compressed training for each year is available that contains the Critical Areas of Focus, the priority cluster, and where that portion of training can be found in the current Presenter’s Guides for Grades K-5. Sites will use the one page description to gather the participant materials needed for the face to face training. 3. Planning for compressed math training should always include the Materials Center Manager. When a teacher changes grades, and thus requires compressed training, the AMSTI math resources (bundles, kits) that had previously been given to this teacher need to be returned to the site before issuing this teacher the new bundle or kit. Normally the return of the old kit and bundle will take place before compressed training, as well as delivery of new materials, so that the teacher may use these materials for classroom instruction. 45 March 3, 2010 M E M O R A N D U M TO: AMSTI School Principals FROM: Steve Ricks AMSTI RE: Reconditioning of Math Kits In order to support teachers effectively, AMSTI sites will begin immediately implementing a new policy regarding the refurbishment and reconditioning of math kits when teachers leave the classroom or transfer to a different grade level. Unlike science kits that are regularly returned to the AMSTI site for refurbishment, math kits remain with the teachers in the classroom. Math refurbishment will continue to occur by having the needed items sent to the school for as long as the teachers continue to teach math at the grade which the kits supports. However, when teachers change grade levels or leave the school, math kits will need to be returned to the AMSTI site for reconditioning. New math kits will not be issued to new AMSTI teachers who are replacing the teachers in question or to the teachers who have transferred to new grade levels, until the site receives the originally issued math kits. Math kits being returned for reconditioning may be transported in conjunction with the regularly scheduled science kit return cycle. We request that principals notify the AMSTI site director of grade level changes that occur in the school, as soon as they are known, and ensure that the kits are returned to the site, as soon as the teacher completes the activities that the kit covers. This will allow the AMSTI site to recondition the kit and have it in “like new” condition, ready to issue to the new AMSTI-trained teacher who will assume instruction of the grade or class. Math teachers often combine the AMSTI kit materials with their own and other classroom materials. Therefore, it may take the teacher some time to separate the materials and ensure that all non-expendable AMSTI materials are replaced in the kit bin, before it is returned to the site. You may want to involve your AMSTI lead math teacher in checking that the required materials are included in the AMSTI tub. Please contact your AMSTI site materials manager, if there is a question regarding the specific materials that should be replaced in the kit prior to sending it back to the site. AMSTI attempts to provide all materials without cost to the school or teacher. However, schools may be held accountable when teachers change grade levels or leave the school and math kits are not returned for reconditioning, or when there is an excessive number of missing non-expendable items in returned kits. Again, kits will not be issued to new AMSTI teachers or to the teachers who have transferred to new grade levels, until the site receives the used math kits. We appreciate all that you are doing to provide high quality math and science experiences for your students. Please contact the local AMSTI site director if you have questions or need assistance. Contact information can be found at www.amsti.org. 46 September 22, 2010 M E M O R A N D U M To: AMSTI Site Directors From: Steve Ricks AMSTI Director RE: New School Training Possibilities Alternative Customized Training Plan When Summer Institutes are not available, the SDE may approve alternative customized training plans to allow schools to become AMSTI Schools. Such plans must include the minimum 80% of teachers required under the above Summer Institutes section, along with local administrators and the individual that will function as the AMSTI Central Office Liaison (if the latter has not previously received training). The SDE must approve all schools before they may begin the process of becoming an AMSTI School. Directors should share information about schools wishing to join AMSTI with their AMSTI SDE Administrator prior to any commitment to accept the schools. Information that should be provided for the Department to allow a decision for acceptance includes the following: Official name of school, school system Grade configuration Number of teachers needing training (by subject/grade) Number of administrators needing training Funding description for this project, including details of how school, state, and federal funds will be used. Be sure to explain how each of the following will be funded: Kits, trainers, stipends (if any), substitute expenses, and refurbishment. Detailed description of the Alternative Customized Training Plan that will substitute for Summer Institute, including projected timelines. Be sure to address training of regular teachers, special education teachers, and administrators. Explain other factors or extenuating circumstances 47 If a school is accepted into AMSTI by the SDE, an official written agreement must be signed by the site and school, including faculty participants. The written agreement must include the “AMSTI School Application and Commitment Agreement” with an attached detailed “Alternative Customized Training Plan.” 2009 Year 1 Schools Schools that received only Year 1 training in 2009 may “buy in” for Year 2 training. Sites may select either the New Hire Training format or the regular Summer Institute format when state funded Summer Institutes are not available. State funds may not be used to pay for stipends or additional kits needed for this group, or for trainers specific only to this group. MSP funds cannot be used to purchase kits for the classroom. All expenditures must adhere to grant rules and regulations. New Schools may also “buy in” to AMSTI and become AMSTI Schools. These schools must cover the majority of the cost of joining AMSTI. Sites may select either the New Hire Training format or the regular Summer Institute format when state funded Summer Institutes are not available. MSP funds cannot be used to purchase kits for the classroom. 48 July 8, 2008 M E M O R A N D U M TO: AMSTI Affiliates FROM: Steve Ricks AMSTI Director RE: AMSTI Affiliate Logo Usage Several AMSTI Affiliate programs have requested permission to include the AMSTI logo on their publications. AMSTI has developed a special AMSTI Affiliate logo that may be displayed by Affiliates, provided the following conditions are met. Written permission must first be granted by the Alabama Department of Education for use of the AMSTI Affiliate Program logo. A draft of the document on which the logo will be displayed must be submitted in advance of publication for approval to the Alabama Department of Education, AMSTI Section. The logo may be used as long as Affiliate status remains active. Generally, Affiliate status is granted yearly, with the option for renewal each year. The Alabama Department of Education has the right to rescind use of the logo at any time. The logo may not be modified or changed, without written permission from the Alabama Department of Education. A disk containing the logo is enclosed. If you have questions or need additional information, please contact Ms. Judy Reeves by e-mail at email@example.com or by telephone at 334-353- 9151. 49 September 8, 2008 M E M O R A N D U M TO: AMSTI Site Directors FROM: Steve Ricks AMSTI Director RE: Professional Development Leave There is a balancing act in play to have specialists a) provide support to teachers in the schools, b) engage in AMSTI training, planning, program design, curricula, and activities which will allow AMSTI to expand and best provide services and, c) become knowledgeable, aware, and trained on the latest PD topics. Obviously, the more that specialists participate in the activities listed in b and c, the less time they will have to spend in schools. Similarly, without b and c activities, the effectiveness of AMSTI in the schools diminishes. As AMSTI grows, SDE staff meetings with AMSTI site staff will become even more important. Such staff meetings allow participants to 1) develop new materials, 2) provide input to help guide policy decisions, and 3) train participants on topics/procedures directly related to the goals of AMSTI. While we attempt to use as many classroom teachers as possible in activities, such as revising and developing modules and in leading trainer of trainer sessions, the best support that can be provided for these tasks often comes from site staff. AMSTI site staff are the best that one can find! Everyone enjoys out-of-state trips where they are able to meet and network with other professional staff. These are often held at inviting or exciting settings with sessions that provide an introductory or basic overview of a topic. A nationally recognized speaker often conducts the session. While such trips are sometimes the most appealing of all PD, they may or may not provide the most value to the AMSTI program. Professional development should be tied closely to a specific objective or goal of AMSTI. When one finishes a PD session, the question should be, “How will I put this new knowledge into practice?” Site staff may be called upon to share PD experiences at state wide staff meetings. While professional development for generalized, non-targeted learning and awareness is admirable, it is the least valued activity for involvement with AMSTI. PD funds are included in the budget for the site to address the following in this order: Primary: SDE called staff meetings Certification and support training Secondary: Other PD When SDE meetings for site staff are called, we sometimes hear concerns about pulling these individuals out of schools. In keeping with the above priorities, if you need to reduce non-school activities, it should come from the “other PD” listed above. 50 In addition to required SDE staff meetings, SDE training meetings, or certification meetings with AMSTI site staff, we plan to operate using the following guidelines in granting future PD: 1. One out-of-state trip per year (Examples: SERVE, NSTA, NCTM) 2. One in-state trip per year (in addition to #3 below) 3. Compressed trainings and ONE in-state professional organization trip per year (i.e., ACTM, ASTA, AAPT, etc.) Note: Individuals wishing to participate in two different in-state trips could request PD using #3 above for one trip and #2 above for the second trip. ALL PD (whether it is #1, #2 or #3 above) other than that called by the SDE or provided by the local site during “office days” must be submitted by the AMSTI site director using the attached AMSTI Request for Professional Development form to their SDE liaison and approved IN ADVANCE by the AMSTI SDE PD Review Committee. The goal of the Review Committee is to respond within two work days to each request. This procedure will help reduce duplication in PD among sites and will also allow a method for collecting and identifying expertise among AMSTI staff, when needed. We also understand that there will occasionally need to be exceptions made to the above limitations. The AMSTI PD Review Committee will examine such exceptions and will provide timely responses for such submitted requests. Such requests should also be submitted by the site director using the attached form. While the above guidelines are intended for directors and specialists, I realize that other staff members (i.e. material managers, clerical) are also eligible to attend professional development as long as it relates directly to a need of their job. While you may or may not agree with the guidelines we will use in approving PD, I believe it important that you are aware of our reasoning behind the guidelines. This should help you in making decisions on what to submit for approval, so that you do not submit a request for an activity that you might want to pass up, in order to attend another session later. Please share this information with your staff, so that they will a clear understanding of the process to have professional development approved. RSR/DN Attachment 51 9-8-08 RSR AMSTI Request for PD Request for Compressed Training PD Request as yearly out-of-state PD Request as yearly in-state PD Professional Organization _______________ Consider request as an exception Site: _______________ Name: __________________________ Date Submitted: _______________________________________ Dates of Event (including travel): __________________________ Name of Event: _______________________________________ City: ______________________________ State: ___________ Anticipated Costs (Travel, Per Diem, Fees): _________________ At this event, I will be a: Participant Presenter Both Justification (including future use): ________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Approved _______ Date ________ 52 February 7, 2005, Revised May 1, 2009, Revised October 11, 2013 RE: Private and Parochial School Participation The Alabama Math, Science, and Technology Initiative (AMSTI) was designed to support public schools throughout the state. The initiative does not currently provide support to private or parochial schools. However, such schools may be allowed to participate in AMSTI professional development on a school by school basis, providing the following conditions are met. 1) Requests for training are directed to the local AMSTI site director. 2) All AMSTI Schools eligible for participation in the training are being served. 3) Adequate staff, room, and materials exist for the training session. 4) All other public schools that are eligible and have requested training are being served (even where such schools are required to financially support the training). 5) The private or parochial school participates as part of a regularly scheduled session being held for AMSTI Schools or other public schools. 6) The private or parochial school commits to financially reimburse the AMSTI site for all reasonable and necessary costs associated with the training. Costs for training will be determined by the local AMSTI site and approved by the Alabama Department of Education. 7) If federal Math and Science Partnership (MSP) funds are used to provide professional learning experiences, private and parochial schools shall receive the same consideration as public schools and can attend training at no cost to the school. By federal law, MSP grant funds cannot be used to provide materials for classroom use. If you have questions, please do not hesitate to contact me by email at firstname.lastname@example.org or by phone at (800) 846-0948 or (334) 242-8256. /RSR 53 RE: Procedure for Coordinating AMSTI with ASIM Revised 8-1-07 The goal of AMSTI is to provide an effective and seamless initiative from Grades K through 12. As ASIM is the high school science component of AMSTI, it is extremely important that the AMSTI site Directors and Specialists and the ASIM project Directors and Specialists communicate frequently regarding program implementation and planning. The AMSTI Site Director should make it clear to principals and Grade 9-12 science teachers in schools being considered for participation in AMSTI that science teacher training for these grades will be delivered by Alabama Science in Motion (ASIM). It should also be clearly communicated that the Summer Institutes for ASIM may or may NOT coincide with the Summer Institutes for AMSTI. Once a school has been selected as an AMSTI School, the AMSTI Site Director should provide a list of Grades 9-12 high school science teachers planning to participate in the Summer Institute along with the science subject(s) they teach and their school names to the ASIM Directors and appropriate ASIM subject Specialists in the inservice region where the teachers are located (note: some AMSTI sites serve more than one region). Once the ASIM Director and appropriate ASIM subject Specialist(s) receive the name list from the AMSTI Director, the ASIM Director will work with his/her Specialists to ensure personal contacts are made to enroll teachers in ASIM. As new teachers are selected for ASIM participation, priority should be given to teachers of AMSTI schools. Once ASIM training is completed, the ASIM Specialist should communicate attendance of the AMSTI School teachers to the AMSTI Director. It is the responsibility of the AMSTI Site Director to ensure that high school science teachers are enrolled in ASIM to meet the 80% math and science faculty participation rule. ASIM Specialists are responsible for monitoring use of the program by their teachers. If AMSTI School teachers do not utilize the program, the ASIM Specialist should contact the teachers and encourage use of the program. If lack of use persists, ASIM Specialists should communicate with the AMSTI Site Director the names of AMSTI school teachers who have attended summer training but are not utilizing ASIM resources during the school year. Communication should be early enough in the year to allow intervention by the AMSTI site Director. Every effort will be made by ASIM to serve all AMSTI high school biology, chemistry, and physics teachers. In the event ASIM is unable to provide service, those teachers would be exempt from the 80% participation requirement until such service is available. Only teachers of biology, chemistry, and physics are included in the total number of high school science teachers when calculating percentage attendance for AMSTI. Teachers of other science subjects like physical science and genetics that are not one of the three ASIM disciplines are omitted from the calculation unless they choose to participate (as outlined below) and inclusion of the teacher helps a school in obtaining the 80% minimum attendance figure. High school science teachers are expected to follow ASIM workshop attendance and resource use guidelines which include two years of Summer Institute training with additional professional development occurring during the school year. Teachers that have previously attended ASIM may 54 document such attendance with the AMSTI Site Director and be exempted from similar ASIM Summer Institute participation. Such individuals who have received previous training may be included in the calculation of a school in determining the 80% math and science teacher participation requirement. When appropriate, the AMSTI staff may provide professional development during the school year to high school science teachers. Teachers of non-traditional biology courses like genetics, marine biology, or zoology, who have indicated they would like to attend ASIM training as part of their AMSTI School commitment, should discuss ASIM involvement directly with the ASIM site personnel. Each local ASIM Specialist will determine if it will be possible for these nontraditional course teachers to attend some ASIM training and have access to ASIM resources appropriate for their classes. Likewise, physical science teachers and special education teachers should discuss ASIM involvement with the ASIM site. These teachers (who do not teach biology, physics or chemistry) are not expected to attend the full training but may be able to receive some training from ASIM. If ASIM funding is reduced, these teachers may not retain access to ASIM resources. 55 August 14, 2008 M E M O R A N D U M To: AMSTI Site Directors From : Steve Ricks AMSTI Director RE: Monthly Site Update Report As a result of the growth of AMSTI across the state each AMSTI site director should submit a Monthly Site Report beginning September 1, 2008. The reports allow the State Department of Education (SDE) to have a working knowledge of activities, events, training, and concerns that have recently occurred or are being planned at each site. Reports are due on or before the first day of each month and may be sent by mail, email or fax to your SDE liaison. The SDE will confirm the receipt of each report. Please follow the format indicated on the attached form. The report should address activities that were undertaken during the past month, anticipated future activities/meetings/presentations, and other information that will help keep the Department aware of what is being planned or has recently occurred as a result of the sites efforts. Information that is to be addressed in the report includes, but is not limited to, the following areas: Professional development delivered to AMSTI Schools or other groups Professional development activities, including conferences attended or being considered for attendance by MASTER staff (Note: professional development activities for MASTER staff should be approved by the SDE in accordance with site contracts.) Activities with non-AMSTI Schools or organizations Presentations or workshops delivered by MASTER staff Changes in MASTER personnel (excludes student workers) Learning Team (study group) activities Meetings with leadership members including legislators Collaborative activities Workshops in the process of being designed Basic concerns, including major difficulties with ordering, inventory, or distribution Meetings with AMSTI partners Major staff meetings with specialists Public relations releases and meetings related to AMSTI (provide a copy of written PR, when possible.) Note: All planned AMSTI publicity events, including media releases, should be approved in advance by the Alabama Department of Education. Work related travel outside the service area Involvement with STEM (useful in documenting requirements associated with MSP funds) The purposes of the monthly reports are to keep the SDE abreast of recently occurring AMSTI activities and future planned activities. The reports will also alert the Department to any concerns 56 or difficulties the local site may be experiencing. If you have questions about the report, do not hesitate to contact either of us at (334) 353-9151. RSR Attachment 57 Monthly Site Update Report Form Site _______________________________ Date ______________ PD/Workshops/Presentations Performed Planned Learning Team Activities Performed Planned Meetings with AMSTI Partners and Others (specify) Performed Planned Public Relations Performed Planned Staff PD Performed Planned STEM Involvement Performed Planned Site Concerns Other SDE use only. Date Received __________ 58 March 8, 2004 TO: AMSTI MASTER Site Directors FROM: Steve Ricks RE: Non-AMSTI-School Teachers Attending Summer Institute The following policy has been established to maximize attendance at the Summer Institutes and to help further math and science education across the state, especially in regions where an AMSTI MASTER site is not available. Once all new AMSTI Schools have been selected and approved, available openings at the Summer Institutes may be filled by teachers from non-AMSTI Schools. Openings are considered available when sessions have less than 20 participants. The MASTER site may, at its discretion, allow over 20 participants per session, though 25 participants should be the maximum allowed. Any exceptions should be approved by the Alabama Department of Education. Non-AMSTI School teachers wishing to attend the Summer Institutes must have their local school submit a completed application (see attachment) to the MASTER. Such participating schools shall not be labeled as AMSTI Schools since they will not receive any other services provided to AMSTI Schools. Participation in the Summer Institute is provided by the MASTER site at no cost to the schools. Please note that there is no obligation to such non-AMSTI Schools by the MASTER site beyond the Summer Institute. Non-AMSTI Schools must agree to provide all teachers who are selected with at least some of the resources to carry out the instruction received from the Summer Institute in their classrooms. They will also need to purchase the needed module teacher manuals (to be determined by the MASTER site). It will be necessary for the local schools to decide how any associated costs such as travel, per diem, and stipends to the Summer Institute will be covered. Each MASTER site should devise a fair and equitable procedure for selecting which non-AMSTI school teachers may attend should applications exceed available openings. Also, a “cut-off” date for applications will need to be set so that each MASTER has adequate preparation time. Please contact me to discuss an acceptable date. Teachers accepted are expected to attend the entire Summer Institute. Exemptions from training may be granted by the MASTER director in the event that a teacher has previously received training on the science module(s) designated by AMSTI for the specific grade level of the teacher. Similarly, the MASTER director may exempt teachers from GLOBE training, if openings are not available. The MASTER must work closely with GLOBE to determine availability of such openings. 59 Revised 5/1/08 Policy Regarding New AMSTI Schools with Previous Kit Experience Early on, the AMSTI committee realized that there would need to be a transition period for schools using other science programs but also interested in participating in AMSTI. Such schools may need a degree of flexibility as they move from their current program to AMSTI. Similarly, while providing such flexibility, the integrity of the AMSTI program must remain in tact. We believe that the following exemption for training allows schools wishing to participate in AMSTI the opportunity to move to this program while drawing upon previous training and experience in similar science programs. At the same time, it provides the assurance that AMSTI is being implemented as designed. Teachers that have had previous training on specific AMSTI kits (even when the training was furnished through other programs) and are currently using the kits successfully may be exempted from the part of the AMSTI Summer Institutes that targets the training of the kits. The only science training that such teachers would be required to attend would be professional development on GLOBE, other modules, and any AMSTI kits that they have not previously used. Teachers would be required to complete the math training. The AMSTI site, at its discretion, may provide the needed training during the Summer Institute (most preferred method) or at other times during the school year when deemed appropriate. Teachers must use AMSTI science kits at their assigned grade. Since non-AMSTI science programs already use many of the science kits incorporated in AMSTI, the amount of retraining needed should be minimal. At the same time, this policy ensures that schools are truly participating in the AMSTI program. Use of AMSTI kits is required of all AMSTI Schools. Teachers do not have to relinquish use of non-AMSTI kits, as long as they also use the AMSTI kits with their students. Non-AMSTI kits can be used to supplement instruction. Teachers should be aware that AMSTI does not refurbish non-AMSTI kits. Teachers should not receive kits until they receive training on the kits. This exemption policy should not be applied in circumstances that would allow schools to “just do math” or to continue to use nonAMSTI science kits without implementing AMSTI kits. The HASP and ALAHASP programs have been reviewed for possible exemption status. Provided successful documentation of usage can be provided to the AMSTI site director, individuals trained by either of these programs on kits for Grades K-5 may be exempted from repeating the kit training with AMSTI. Grades 6-8 may be exempted with the HASP program, but not with ALAHASP. This distinction is made because HASP provides additional professional development to strengthen kit implementation during the school year, HASP refurbishes kits and has a procedure in place to identify low usage, and specialists provide on-site support and mentoring to HASP trained teachers. This policy may be modified or revised, as needed. If you have questions, please do not hesitate to contact Mr. Steve Ricks at email@example.com or at (334) 353-9151. 60 October 12, 2008 Module Policy for Grade 6 Teachers in Self-Contained Classrooms and Policy Regarding Modules for Special Education Teachers. The following procedure is to be followed for training Grade 6 teachers that are self-contained and teach both math and science. The teacher will attend Year One Summer Institute training for either math or science. The next year the teacher will attend Year One training on the other subject. Once the teacher completes Year One training on a subject, he/she is eligible for attending a compressed training in that field for the remainder of the Grade 6 modules in that subject. The individual will not be required to attend Year Two institutes in the subject after completing compressed training. Upon completing the first year of training in one subject, the individual agrees to attend the Year One institute for the other subject. Should the individual attend only one summer institute and compressed training for the additional modules in a subject, but not attend Year One institute in the other subject, the modules in which he/she received compressed training will be withheld until the second year of attendance (to Year One) is met. This policy applies only to Grade 6 self- contained teachers that teach math and science. There have been questions concerning whether or not Special Education teachers should receive AMSTI modules. Special Education teachers are expected to share the modules and materials delivered to the regular education teacher. Exceptions to this policy must be justified by the local site and approved by the SDE. The expectation that Special Education teachers will share resources with the regular classroom teacher should be clearly communicated to Special Education teachers before they attend Summer Institutes. 61 Below are a few items that will help provide continuity to the program among the different sites. While this may appear trivial; however, having standardization is important to improving name recognition and communication. Official Name: Alabama Math, Science, and Technology Initiative (AMSTI) -----note comma placement. We do not write math out as mathematics. AMSTI is pronounced with a long “i” as in ẶM-STĪ. AMSTI is used as a noun. Examples Correct: AMSTI will offer training. Incorrect: The AMSTI will offer training. Emphasis should be placed on AMSTI as the Alabama State Department of Education’s initiative. Abbreviation for Alabama State Department of Education is ALSDE. When identifying grades, the word grade is written with a capital G. Example: Teachers of Grades K-5 will attend on Monday and teachers of Grade 6 will attend on Wednesday. The official AMSTI logo is available from the Alabama State Department of Education. Other alternatives should NOT be used. Depending on the audience, we describe AMSTI as: Inquiry-based, hands-on or activity-based, hands-on (note that inquiry has a negative connotation with some groups). The word pullout (as in pullout unit) is written as shown in this sentence. Pullout should not be written as two separate words, i.e., pull out is incorrect. Other names and abbreviations: Alabama Science In Motion (ASIM) —note capital I in the word “In” Alabama Technology In Motion (ATIM) —note capital I in the word “In” Global Observations and Learning to Benefit the Environment (GLOBE) We often refer to GLOBE as AMSTI GLOBE. Summer Institute (SI) Leadership Academy for Math, Science, and Technology (LAMST) Course of Study (COS) Course of Study: Science (Title) Course of Study: Mathematics (Title) Professional Learning Team (PLT) –Generally a small group of teachers within a school working together and engaged in systemic thinking about their teaching practices. PLT’s require ongoing learning including reflection and classroom practice. A group of educators within a school that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. Administrator Professional Learning Team (APLT)-Generally a small group of administrators working together engaged in systemic thinking about their leadership practices. Requires ongoing learning including reflection and practice of leadership skills. A group of administrators that meet 62 regularly, shares expertise, and works collaboratively to improve leadership skills and indirectly the academic performance of students. In AMSTI PowerPoints, publications etc., NEVER show photos of students where the students can be identified without documenting permission of legal release. All Summer Institute presenters for AMSTI must be certified as official AMSTI presenters by the ALSDE. The Alabama Department of Education provides kit/module certified presenters, AMSTI GLOBE certified presenters, and Math General Session certified presenters, Writing in Math presenters and Science Notebook presenters. It is typically stated that AMSTI provides a) professional development, b) resources, and c) on- site support. Do not emphasis curricula. Instead, stress teaching the Course of Study and helping teachers learn new, proven ways of teaching. Be aware that the ALSDE never recommends curricula! There is sample curricula included in AMSTI kits that reflect the new teaching methods and COS. While AMSTI distributes many of its resources packaged in what are commonly referred to as “kits,” AMSTI should always be presented as much more than a kit program. AMSTI stresses inquiry oriented, activity-based instruction. The program also includes the integration of other non-kit based programs such as GLOBE. AMSTI emphasizes deepening of teacher content, extending teacher understanding of national and state standards, and changing the instructional methods that teachers use with students. AMSTI modules were selected by committees to support the Alabama Courses of Study in Mathematics and Science. When revisions occur to the Courses of Study, committees will be appointed by the Alabama State Department of Education to revise the modules and instructional activities used by AMSTI (including Alabama Science In Motion). During its early years a synonym for AMSTI site was MASTER (Alabama MAth, Science, and Technology Education Resource) site. This synonym is no longer used; however, it may be found in early publications. 63 Alabama Math, Science, and Technology Initiative Science Modules/Kits In Use Until Summer 2016 Grade Year Vendor Module K 1 STC - Carolina Biological Weather 1 FOSS - Delta Education Trees 2 Insights - Kendall Hunt Living Things 2 Insights - Kendall Hunt Balls and Ramps 1 1 FOSS - Delta Education Balance and Motion 1 FOSS - Delta Education Animals Two by Two 2 FOSS - Delta Education Air and Weather 2 FOSS - Delta Education New Plants 2 1 FOSS - Delta Education Solids and Liquids 1 STC - Carolina Biological Balancing and Weighing 2 STC - Carolina Biological Organisms 2 STC - Carolina Biological Soils 3 1 STC -Carolina Biological Chemical Tests 1 STC -Carolina Biological Plant Growth and Development 2 FOSS -Delta Education Human Body 2 FOSS -Delta Education Earth Materials 4 1 STC - Carolina Biological Electrical Circuits 1 STC - Carolina Biological Animal Studies 2 STC - Carolina Biological Motion and Design 2 FOSS - Delta Education Physics of Sound 5 1 STC - Carolina Biological Microworlds 1 FOSS - Delta Education Variables 2 FOSS - Delta Education Solar Energy 2 STC - Carolina Biological Ecosystems 6 1 1 2 2 STC Secondary - Carolina Biological STC Secondary - Carolina Biological STC Secondary- Carolina Biological STC Secondary- Carolina Biological Exploring Plate Tectonics Understanding Weather and Climate Researching the Sun-Earth-Moon System Exploring Planetary Systems 7 1 STC Secondary - Carolina Biological Investigating the Biodiversity and Interdependence of Life 64 8 1 2 2 1 1 2 2 STC Secondary - Carolina Biological STC Secondary - Carolina Biological STC Secondary - Carolina Biological STC Secondary - Carolina Biological STC Secondary - Carolina Biological STC Secondary - Carolina Biological STC Secondary - Carolina Biological Studying the Development and Reproduction of Organisms Investigating Digestion and Motion Exploring Respiration and Circulation Working with Motors and Simple Machines Experimenting with Forces and Motion Experimenting with Mixtures, Compounds, and Elements Exploring the Properties of Matter 65 Science Kits (Modules) Beginning Summer 2016 - Revised 9/8/2015 The size of each block corresponds to the number of quarters recommended for the unit of study. A double block indicates the unit of study will take two quarters to complete. Year One Year Two K Plants and Animals To include: Exploring Plants and Animals, STC Weather Walk To include: Weather, STC Sunny Sandbox, ETA/hand2mind Clouds, GLOBE Rainfall, GLOBE Push and Pull To include: Balls and Ramps, Insights Sidewalk Safety, ETA/hand2mind 1 Sound and Light To include: Sound and Light, FOSS Earth’s Sky To include: Sundial, GLOBE Sky, Delta Wild Organisms To include: Organisms, STC Wild Feet, ETA/hand2mind 2 Solids and Liquids To include: Solids and Liquids, FOSS Soils and Shores To include: Pebbles, Sand, and Silt, FOSS Shrinking Shore, ETA/hand2mind Plants and Bugs To include: Plant Growth and Development, STC The Best of Bugs: Designing Hand Pollinators, EiE Earth System in a Bottle, GLOBE 3 Heredity and Diversity To include: Structures of Life, FOSS Weather and Climate To include: Water and Climate, FOSS Max/Min Temperature, GLOBE Precipitation, GLOBE Clouds, GLOBE Forces and Interactions To include: Motion and Design, STC The Attraction is Obvious: Designing Maglev Systems, EiE 4 Energy and Waves To include: Electric Circuits, STC Energy Works, BBS Land and Water To include: Land and Water, STC Soil Characterization, GLOBE Animal Studies To include: Animal Studies, STC 5 Dynamics of Ecosystems To include: Ecosystems, STC A Slick Solution, EiE Soil pH, GLOBE Soil Temperature, GLOBE Water pH, GLOBE Water Temperature, GLOBE Matter and Interactions To include: Mixtures and Solutions, FOSS Earth: Gravity and Space To include: A Long Way Down: Designing Parachutes, EiE Sundial, GLOBE 66 6 Understanding Weather and Climate, STC Secondary To also include: Surface Temperature, GLOBE Barometric Pressure, GLOBE Relative Humidity, GLOBE Exploring Plate Tectonics, STC Secondary Researching the Sun-Earth- Moon System, STC Secondary Exploring Planetary Systems, STC Secondary 7 Studying the Development and Reproduction of Organisms, STC Secondary To also include: Ruby-throated Hummingbird, GLOBE Biometry, GLOBE Modeling Mendel’s Laws, HAIB Chromosocks Meiosis, HAIB Genetics and Biotechnology, HAIB Investigating Biodiversity and Interdependence, STC Secondary To also include: Project Learning Tree, Alabama Forestry Association Exploring Body Systems To include: Investigating Digestion and Motion, STC Secondary Exploring Respiration and Circulation, STC Secondary 8 Experimenting with Forces and Motion, STC Secondary Electricity, Waves, and Information Transfer, STC Secondary Exploring the Properties of Matter, STC Secondary Experimenting with Mixtures, Compounds, and Elements, STC Secondary To also include: Soil Fertility, GLOBE Electrical Conductivity, GLOBE Vendors who supply the above curricular materials include: Alabama Forestry Association: Project Learning Tree Boston Museum of Science and ETA: Engineering is Elementary (EiE) Carolina Biological: Building Blocks of Science (BBS); Hudson Alpha Institute for Biotechnology (HAIB); Science and Technology Concepts (STC) ETA: ETA/hand2mind Forestry Suppliers: Global Learning and Observations to Benefit the Environment (GLOBE) Kendall Hunt Publishing: Insights School Specialty: Full Option Science System (FOSS) and Delta 67 AMSTI Pullout Units for Math K-5 Curriculum Series: Investigations in Number, Data, and Space [TERC – Pearson/Scott Foresman] Kindergarten - Year One Who is in School Today? (Curriculum Unit) Counting and Comparing (Curriculum Unit) What Comes Next (Curriculum Unit) Implementing Investigations in Kindergarten Cards Package Investigations and the CCSS in Grade K Resource Masters CD-ROM Student Activity Book CD-ROM First Grade – Year One How Many of Each? (Curriculum Unit) Making Shapes & Designing Quilts (Curriculum Unit) Solving Story Problems (Curriculum Unit) Implementing Investigations in Grade One Cards Package, Exam View Investigations and the CCSS in Grade 1 Differentiation and Intervention Guide Resource Masters & Transparencies CD-ROM Shapes CD-Rom Student Activity Book CD-ROM Success Tracker Online Access Pack Second Grade – Year One Counting, Coins & Combinations (Curriculum Unit) Shapes, Blocks & Symmetry (Curriculum Unit) Stickers, Number Strings, and Story Problems (Curriculum Unit) Implementing Investigations in Grade Two Cards Package, ExamView Investigations and the CCSS in Grade 2 Differentiation and Intervention Guide Resource Masters & Transparencies CD-ROM Shapes CD-ROM Student Activity Book CD-ROM Success Tracker Online Access Pack Kindergarten – Year Two Measuring and Counting (Curriculum Unit) Make a Shape, Build a Block (Curriculum Unit) How Many Do You Have? (Curriculum Unit) First Grade – Year Two Fish Lengths & Animal Jumps (Curriculum Unit) Number Games and Crayon Puzzles (Curriculum Unit) Twos, Fives, And Tens (Curriculum Unit) Second Grade – Year Two How Many Tens? How Many Ones? (Curriculum Unit) Partners, Teams and Paper Clips (Curriculum Unit) Measuring Length & Time (Curriculum Unit) 68 K-5 Curriculum Series: Investigations in Number, Data, and Space [TERC – Pearson/Scott Foresman] Third Grade – Year One Collections and Travel Stories (Curriculum Unit) Perimeter, Angles, and Area (Curriculum Unit) Equal Groups (Curriculum Unit) Implementing Investigations in Grade Three Cards Package Investigations and the CCSS in Grade 3 Differentiation and Intervention Guide Resource Masters and Transparencies CD-ROM LogoPaths CD-ROM Student Activity Book CD-ROM ExamView Success Tracker Online Access Pack Fourth Grade – Year One Factors, Multiples and Arrays (Curriculum Unit) Multiple Towers & Division Stories (Curriculum Unit) Size, Shape, & Symmetry (Curriculum Unit) Implementing Investigations in Grade Four Card Package Investigations and the CCSS in Grade 4 Differentiation and Intervention Guide Resource Masters & Transparencies CD-ROM LogoPaths CD-ROM Student Activity Book CD-ROM ExamView Success Tracker Online Access Pack Fifth Grade – Year One Number Puzzles & Multiple Towers (Curriculum Unit) Prisms and Pyramids (Curriculum Unit) What's That Portion? (Curriculum Unit) Implementing Investigations in Grade Five Card Package Investigations and the CCSS in Grade 5 Differentiation and Intervention Guide Resource Masters & Transparencies CD-ROM LogoPaths CD-ROM Student Activity Book CD-ROM ExamView Success Tracker Online Access Pack Third Grade – Year Two Finding Fair Shares (Curriculum Unit) How Many Hundreds? How Many Miles (Curriculum Unit) Solids and Boxes (Curriculum Unit) Fourth Grade – Year Two Landmarks & Large Numbers (Curriculum Unit) Fraction Cards & Decimal Squares (Curriculum Unit) How Many Packages? How Many Groups (Curriculum Unit) Fifth Grade – Year Two Measuring Polygons (Curriculum Unit) Decimals on Grids & Number Lines (Curriculum Unit) How Many People? How Many Teams? (Curriculum Unit) 69 6-8 Curriculum Series: Connected Mathematics 2 [Pearson/Prentice Hall] Sixth Grade – Year One Bits and Pieces II (Curriculum Unit) Data About Us (Curriculum Unit) Additional Practice & Skills Workbook TeacherStation - Grade 6 Student Express CD-ROM, Interactive Text Online Implementing & Teaching Guide Special Needs Handbook Strategies for EL Learners Parent Guide Assessment Resources, ExamView Teacher Online Access Pack Seventh Grade – Year One Accentuate the Negative (Curriculum Unit) Filling and Wrapping (Curriculum Unit) Additional Practice & Skills Workbook TeacherStation - Grade 7 Student Express CD-ROM, Interactive Text Online Implementing & Teaching Guide Special Needs Handbook Strategies for EL Learners Parent Guide Assessment Resources, ExamView Teacher Online Access Pack Eighth Grade – Year One The Shapes of Algebra (Curriculum Unit) Kaleidoscopes, Hubcaps, and Mirrors (Curriculum Unit) Additional Practice & Skills Workbook TeacherStation - Grade 8 Student Express CD-ROM, Interactive Text Online Implementing & Teaching Guide Special Needs Handbook Strategies for EL Learners Parent Guide Assessment Resources, ExamView Teacher Online Access Pack Sixth Grade – Year Two Bits and Pieces III (Curriculum Unit) Covering and Surrounding (Curriculum Unit) How Likely Is It? (Curriculum Unit) Seventh Grade – Year Two What Do You Expect (Curriculum Unit) Comparing and Scaling (Curriculum Unit) Moving Straight Ahead (Curriculum Unit) Eighth Grade – Year Two Say it With Symbols (Curriculum Unit) Looking for Pythagoras (Curriculum Unit) Growing, Growing, Growing (Curriculum Unit) 70 9-12 Curriculum Series: Interactive Mathematics Program [It’s About Time], Essential Understanding Series [NCTM], Focus Series [NCTM], and Navigation Series [NCTM]. Algebra I – Year 1 Solve It (Curriculum Unit) Cookies (Curriculum Unit) IMP Teacher's Guide Essential Understanding: Functions Navigating Through Algebra 9-12 Geometry – Year 1 Shadows (Curriculum Unit) Bees (Curriculum Unit) IMP Teacher's Guide Advanced Math –Year 1 World of Functions (Curriculum Unit) Small World (Curriculum Unit) IMP Teacher's Guide Algebra I – Year 2 Alice (Curriculum Unit) Fireworks (T Curriculum Unit) Pit and the Pendulum (Curriculum Unit) Geometry – Year 2 The Game of Pig (Curriculum Unit) Navigating Through Geometry in Grades 9-12 Focus in High School Mathematics: Reasoning and Sense Making in Geometry Advanced Math – Year 2 Pit and the Pendulum (Curriculum Unit) Focus in High School Mathematics: Reasoning and Sense Making in Statistics and Probability Navigating Through Number and Operations in 9-12 D-ROM Student Activity Book CD-ROM ExamView Success Tracker Online Access Pack Fourth Grade – Year One Factors, Multiples and Arrays (Curriculum Unit) Multiple Towers & Division Stories (Curriculum Unit) Size, Shape, & Symmetry (Curriculum Unit) Implementing Investigations in Grade Four Card Package Investigations and the CCSS in Grade 4 Differentiation and Intervention Guide Resource Masters & Transparencies CD-ROM LogoPaths CD-ROM Student Activity Book CD-ROM ExamView Success Tracker Online Access Pack Fifth Grade – Year One Number Puzzles & Multiple Towers (Curriculum Unit) Prisms and Pyramids (Curriculum Unit) What's That Portion? (Curriculum Unit) Implementing Investigations in Grade Five Card Package Investigations and the CCSS in Grade 5 Differentiation and Intervention Guide Resource Masters & Transparencies CD-ROM LogoPaths CD-ROM Student Activity Book CD-ROM Ex