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Title II - Part B - Mathematics and Science Partnerships


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This program is designed to improve student academic achievement in mathematics and science by funding partnerships through a competitive grant process. The partnerships supported through this program bring together mathematics and science teachers with scientists, mathematicians, and engineers to expand teachers' subject matter knowledge of and research in science and mathematics. The program supports partnerships that provide opportunities for ongoing and advanced professional development for teachers, promote and support the redesign of instruction and curriculum in mathematics and science, and recruit mathematics, engineering, and science majors to teaching. Partnerships supported through this program must engage in activities that are based on scientific research. The Iowa Department of Education cooperates with the Iowa Board of Regents (which has a comparable program funded through Title II, Part A) in conducting the required competitive grant process.

2013-2014 MSP Iowa Grant Awards

Title: Statistics and Probability, Content & Pedagogy, for Secondary Teachers
Grantee: Drake University
Contact: Maryann Huey
Grant Period: April 15, 2014 to April 14, 2017
Description: The "Statistics and Probability, Content & Pedagogy, for Secondary Teachers" project is a three (3) year grant designed to provide professional development to secondary mathematics teachers in order to increase teachers' statistics and probability knowledge needed to implement the Iowa Core.  Informed by the exploratory work of the University's 2013-2014 MSP grant, 30 secondary mathematics teachers from high need schools will participate during the first of three summer professional development workshops.

Title: Iowa Mathematics Proficiency Project (IMaP2)
Grantee: University of Iowa
Contact: Kyong Mi Choi
Grant Period: April 15, 2014 to April 14, 2017
Description: The "Iowa Mathematics Proficiency Project (IMaP2)" is a three (3) year grant designed to provide professional development to support middle school teachers' use of modeling-based instruction in the mathematics classroom. The University of Iowa, Western Michigan University, Mississippi Bend AEA, and two school districts will engage 35 middle school teachers in reasoning and modeling (R-M) activities aligned to the Iowa Core.

Title: Improving Students' Conceptual Understanding of Science and Critical Thinking Skills Using an Argument-Based Inquiry Approach
Grantee: University of Iowa
Contact: Brian Hand
Grant Period: April 15, 2014 to April 14, 2017
Description: The "Improving Students’ Conceptual Understanding of Science and Critical Thinking Skills Using an Argument-Based Inquiry Approach" project is a three (3) year professional development project that addresses the need to improve science achievement for middle school students in Iowa high-needs LEAs.  Project partners include the University of Iowa, Iowa State University, Green Hills AEA, Northwest AEA, Keystone AEA, and two high-need LEAs (Denison CSD and Oelwein CSD).  This project will engage 35 middle school teachers in learning to implement the Science Writing Heuristic (SWH), an argument-based inquiry approach that is strongly correlated with student gains in science learning and critical thinking.  
The project has 4 objectives:  

  1. Increase science teachers’ knowledge of science content and scientific argumentation practices,
  2. Increase science teachers’ implementation levels of SWH;
  3. Increase students’ science achievement scores and close achievement gaps among underrepresented groups, and
  4. Increase students’ critical thinking skills.

Title: Special Education Math Professional Development (SPED Math PD)
Grantee: University of Northern Iowa
Contact: Vicki Oleson
Grant Period: April 15, 2014 to April 14, 2017
Description: The Special Education Math Professional Development (SPED Math PD) Project is a three year grant designed to provide professional development to increase teachers’ content knowledge in the areas of number and operations with whole numbers and fractions; to improve teachers’ ability to implement Specially Designed Instruction (SDI), and to improve teachers’ ability to differentiate instruction when universal enacted curriculum is not sufficiently meeting the needs of their students. The goal of the Special Education Math Professional Development (SPED Math PD) program is to close the achievement gap between students with an Individualized Education Plan (IEP) and students without an IEP.

Title: Integrating Crosscutting Concepts in Iowa Science Classrooms
Grantee: University of Northern Iowa
Contact: Lawrence Escalada
Grant Period: April 15, 2014 to April 14, 2017
Description: Integrating Crosscutting Concepts in Iowa Science Classrooms (ICCISC) is a three-year professional development program designed to help Iowa’s secondary science teachers develop standards-aligned curricula that engages, excites, and educates students in science and other STEM-related fields using research-based teaching methods. ICCISC will target current secondary science teachers who are working to align their curricula to meet the essential concepts and skills of the Iowa Core and potentially NGSS.  ICCISC will include an two-week summer institute followed with academic year professional development with a focus on secondary science teachers’ understandings of the interdisciplinary nature of science, the crosscutting concepts, and how it can be used to connect different science domains within a curricula to improve students understanding of science content, practices, and inquiry.
The objectives for ICCISC, a three-year professional development program based on the Iowa Professional Development Model (IDoE, 2009b), are to:

  1. Provide professional development for current and future science teacher leaders teaching in Iowa secondary schools centered on improving their understanding of scientific inquiry and the connections between the different disciplines of science.
  2. Promote the development of cohesive science curricula in Iowa secondary schools, especially our partner and other LEA’s, using a backward design model that allows students to meet Iowa Core essential concepts and skills and NGSS across all content areas and scientific inquiry standards.
  3. Enhance the instructional practices of participating teachers consistent with national/state science education initiatives including the Iowa Core Characteristics of Effective Instruction.   
  4. Improve the achievement of our participating teachers’ students in their scientific reasoning, understanding of the crosscutting concepts, and understanding of engineering practices.
  5. Create a curricula sharing web space for Iowa science teachers, utilized by science teachers, to share field-tested science “units” well aligned with the Iowa Core and NGSS, and which utilize research-based instructional strategies.  

Title: eSTEM - Waterloo
Grantee: University of Northern Iowa
Contact: Jody Stone
Grant Period: April 15, 2014 to April 14, 2017
Description: The eSTEM Waterloo Project is a three year grant designed to provide high quality STEM curriculum materials and professional development to Waterloo elementary teachers aimed at implementing the Next Generation Science Standards (NGSS).  This will involve developing curriculum materials that meld the NGSS with the Waterloo initiatives of literacy education, developing an understanding of the NGSS in the teacher participants and modeling and coaching teacher participants in engaging in the instructional strategies which must be employed to implement the NGSS with fidelity.

FY 2014 Request for Applications

FY14 Request for Application Information for the Iowa Math and Science Partnership Grant

FY14 List of Eligible School Districts for Iowa Math and Science Partnership Grant

FY14 MSP Grant Webinar Presentation

Frequently Asked Questions to Assist U.S. Department of Education Grantees To Appropriately Use Federal Funds for Conferences and Meetings

2004-2012 MSP Iowa Grant Awards

Title: Improving Students’ Critical thinking and Representational Abilities Using an Argument Based Inquiry Approach
Grantee: University of Iowa
Contact: Brian Hand or Mark McDermott
Grant Period: June 1, 2010 – September 30, 2012
Description: The Proposed three year project to improve student critical thinking and representational abilities as a way to increase science conceptual understanding involves a collaboration between the University of Iowa, Wartburg College, the Waterloo Community School District, and Area Education Agency 267. The project will extend research and professional development activities associated with the Science Writing Heuristic (SWH) approach by combining it with emerging research dealing with Multimodal Representations (MMR). The SWH approach is an argument-based inquiry approach emphasizing links between reading, writing, critical thinking, and science understandings by combining different modes of representation (charts, diagrams, mathematical equations, pictures) with text to effectively communicate understanding of science concepts. The proposed project will explore the integration of these two areas in an attempt to improve student reading, writing, science argumentation, and critical thinking. Forty-five middle and high school science teachers will be provided progressive professional development opportunities over the course of three years to help implement teaching practices based on combining the SWH approach and MMR in their classrooms. Student performance on standardized science tests, critical thinking tests, teacher developed evaluations, and on writing tasks utilized in the classrooms will be analyzed to explore the potential benefit of combining the two significant areas in building understanding of science concepts. Evaluation will focus on highlighting the critical components of professional development that increase teacher implementation of these approaches.

Title: Integration of STEM through Problem-Based Learning
Grantee: Des Moines Public Schools
Contact: Kimberly ODonnell
Grant Period: June 1, 2010 – September 30, 2012
Description:Des Moines Independent Community School District is expanding its long-standing partnerships with the Iowa State University Curriculum and Instruction Department, Science Bound program, and the National Science Foundation Engineering Research Center for Biorrenwable Chemicals located at ISU, Heartland AEA, and the Science Center of Iowa. The professional development program will consist of a ten-day Summer Institute each year serving a cohort of 30 teachers and a second cohort of 25 teachers. All 129 Des Moines middle and high school teachers, along with non-public teachers, will be involved in research-based professional development throughout the year. Major outcomes of the program included increased:

In addition to Summer Institutes, professional learning strategies will include monthly Professional Learning Communities, Instructional Rounds, and On-line Collaboration that is consistent with the Iowa Professional Development Model in providing ongoing follow-up, coaching, collegial dialogue, and support. Teachers must apply to become members of the cohorts and participate in a minimum of 110 hours of professional development each year for two years. This investment in professional development will lead to increased student achievement and closing gaps in achievement for low-income and minority students.

  • STEM content knowledge through collaboration with the ISU faculty and staff
  • Skills in inquiry and problem-based learning
  • Skills in designing authentic assessments
  • Sills in utilizing instructional technology as a tool for learning
  • Implementation of the Iowa Core
  • Student engagement and learning in secondary science classrooms

Title: Making Sense of Mathematics and Teaching
Grantee: University of Northern Iowa
Contact: Vicki Oleson
Grant Period: June 1, 2010 – September 30, 2012
Description: Making Sense of Mathematics and Teaching (MSMT) is a three-year professional development program designed to deepen elementary teachers’ understanding of mathematics concepts and support implementation of research-based teaching strategies aligned with the Iowa Core (IC) and Every Student Counts (ESC). The program provides leadership training to principals to ensure support of teachers as they change mathematics instruction in their classrooms. The MSMT program targets 40 elementary teachers in 11 southwest Iowa school districts. MSMT is modeled after two successful pilot projects through which two cohorts of 20 elementary teachers received mathematical professional development in Area Education Agencies (AEAs) 8 and 14. In the proposed program, six professional development courses will focus on mathematics content (number, operations, geometry, measurement, data, and algebraic thinking) and instructional strategies aligned with IC and ESC (teaching for understanding, problem-centered instruction, meaningful distributed instruction, multiple representation, and assessment for learning). Participating teachers will receive face-to-face instruction and online sessions designed to support implementation of strategies aligned to the IC and ESC. Classroom visits by AEA consultants will provide individualized support to the teachers as they move through the change process. Partners include University of Northern Iowa faculty from the College of Natural Sciences and the College of Education, AEAs 13 and 14, and participating schools and their teachers. Participating schools include three “high need” districts (Mormon Trails, Central Decatur, and Clarinda), two private schools (Clarinda Lutheran and St. Malachy), and six other districts (Essex, Shenandoah, Red Oak, Clarke, East Union, and Lamoni).

Title: River Quest Institutes
Grantee: Clarke College
Contact: Andrea Bixler
Grant Period: June 1, 2010 – September 30, 2012
Description: The River Quest Institutes project is a partnership among Clarke College, the Dubuque Community Schools (a high need LEA), the Catholic Schools of the Archdiocese of Dubuque, Keystone AEA and the National Mississippi River Museum and Aquarium. The project goal is to build a network of K-5 teacher who will have an impact on increasing student achievement levels in science. Teachers of these grades have been underserved by MSP programs nationally in previous years. River Quest will improve teacher content knowledge and pedagogy in science, increase student learning, and empower teachers to succeed within the modern classroom. The program will be presented as a 7-day institute in June that focuses on science content and pedagogy related to kits used in the partner districts by K-5 teachers. During July, teacher will work together to develop inquiry-based, interdisciplinary lessons with differentiation appropriate for their own students. Funds will be provided to supplement instruction using science kits and to purchase small technology for active learning. Field work by participants’ students at the River Museum will be paid for by River Quest. Face-to-face and online follow-up sessions in August, January and April will facilitate teacher sharing of lesson plans. Partner teachers will observe one another’s classes to provide feedback on pedagogical practices. Formative and summative assessment will be emphasized. Teachers will develop pre-and post-assessments for their students, which will also be used to evaluate effectiveness of the program, along with ITBS scores and teacher surveys of knowledge and practice.

Title: Environmental Activities and Resource for Teacher EnHancement Project (EARTH)
Grantee: Eastern Iowa Community College District
Contact: Kimberly Gassaway
Grant Period: June 1, 2010 – September 30, 2012
Description:Eastern Iowa Community College District/Advanced Technology Environment and Energy Center, the Davenport Community School District, University of Iowa’s Science Education Center, and Mississippi Bend AEA propose a three-year project to address low performance and improve science education of the 4th-7th grade students of Davenport school district through professional development using inquiry-based themes and incorporating differentiated instruction and writing assessment strategies. Outcomes: 1) achieve 10% annual improvement in teacher and students attitudes toward sciences; 2) achieve a 5% increase in the number of students who are proficient in science; 3) achieve a 10% annual improvement in teacher understanding/use of inquiry-based teaching; 4) achieve a 10% annual improvement in teacher understanding/use of differentiated instruction and writing assessment strategies; and 5) integrate environmental concepts into all science courses.

  • 100 hours of professional development for 56 science teachers grades 4-7 will include:
  • The EARTH model will be disseminated to other Iowa school districts and nationally through conferences, presentations, websites and journal articles.
  • Summer Institute/Curriculum Planning (64hr.) – workshop focusing on inquiry-based teaching, differentiated instruction and writing assessment strategies around environmental themes; curriculum planning to incorporate new science content into classes.
  • Academic Year Support Seminars/Onsite Lesson Implementation Assistance (28 hr.) – held throughout the school year to provide ongoing teacher support and assistance.
  • Student/Teacher Learning Showcase (8hr.) – teachers/students share inquiry-based research findings in a professional conference format.
  • Project Website – support for participating teachers and available to all science teachers to share science inquiry experiences and “best practices.”

Title: Teaching and Learning Mathematics with Cognitively Guided Instruction
Grantee: Buena Vista University
Contact: Suzette Radke
Grant Period: June 1, 2009 - June 30, 2012
Description: Buena Vista University, in collaboration with Prairie Lakes AEA 8, will provide professional development so that teachers will be able to implement instruction in developmentally appropriate mathematics while improving their content knowledge and pedagogical skills. There will be a capacity building element to this program as well.

Title: Science Pioneers: Science Content Through Inquiry
Grantee: Central College
Contact: Kris Kilibarda
Grant Period: June 1, 2009 - June 30, 2012
Description: The Science Pioneers Program will be centered around a three-phase program (1) summer professional development institutes, (2) a summer science camp, and (3) 2009-2012 workshops on inquiry-based teaching, the learning cycle, using the Iowa Core Curriculum, informal education opportunities and assessment.

Title: The Des Moines Partnership for Cognitively Guided Instruction to Improve Teaching and Learning in Elementary Mathematics
Grantee: Des Moines Independent Community School District
Contact: Barbara Adams
Grant Period: June 1, 2008 - June 1, 2011

Title: Helping Iowa Teachers Promote Critical Thinking and Inquiry in Science and Literacy in K-8 Classrooms
Grantee: University of Iowa
Contact: Brian Hand
Grant Period: May 15, 2007 - June 30, 2010
Description: This professional development project for teachers will promote their students' critical thinking and inquiry skills through embedding language practices into K-8 science classrooms. Teachers will implement Science Writing Heuristics in their classrooms. Teachers will participate in long-term professional development designed to improve content knowledge, teaching skills and understanding how to embed language practices as critical components of inquiry. Assessment is included in the proposal.

Title: Important Mathematics and Powerful Pedagogy: Deepening Teacher Content Knowledge and Using Lesson Study Approach to Effectively Implement Iowa's High School Mathematics Initiatives
Grantee: University of Iowa
Contact: Cos Fi
Grant Period: May 15, 2007 - June 30, 2010
Description: Summer content workshops will focus on deepening teacher knowledge of the specific mathematical content recommended in the Mathematics Model Core Curriculum. The project will use a lesson study approach to help teachers gain skill in developing and teaching effective lessons that are built around problem-based instructional tasks. Lessons will be collaboratively planned, taught, debriefed, revised and retaught.

Title: Inquiry Geographic Information Systems in Science Training (IGISST)
Grantee: Grant Wood AEA 10
Contact: Christopher Soldat
Grant Period: May 15, 2007 - June 30, 2010
Description: The project will provide professional development for 50, 7-12 grade teachers, to improve Earth Science teaching incorporating inquiry and problem-based learning and GIS data analysis tools into a learning instructional framework. The teacher development will include: Summer Institutes, curriculum planning, academic year seminars, on-site lesson implementation assistance, student learning showcases, and a collaborative mentor network.

Title: Science Professional Development Program: A Collaborative Approach
Grantee: Drake University
Contact: Jack Gerlovich
Grant Period: May 1, 2006 - June 30, 2009
Description: Following the Iowa Professional Development model, K-8 teachers will be active participants in scientific inquiry lessons and will receive extensive training on how to recognize, develop, and effectively implement rigorous inquiry-based lessons. The K-8 teachers will implement lessons during a summer camp for elementary students. Teachers will receive continued support as they implement scientific inquiry as an instructional strategy during the regular school year.

Title: Science and Mathematics Avenues to Renewed Teachers and Students (SMARTS)
Grantee: University of Iowa
Contact: John Dunkhase
Grant Period: May 23, 2005 - May 23, 2008
Description: The goal of this project is to increase the achievement in science and mathematics of K-6 students and reduce the math and science achievement gap of student subgroups through a professional development program consisting of intensive summer institutes, academic year lesson-study groups and seminars, and onsite implementation assistance. Research lessons in math and science will illustrate inquiry-based instruction and contribute to district systemic change.

Title: Physics Resources and Instruction for Secondary Science Teachers (PRISST)
Grantee: University of Northern Iowa
Contact: Lawrence Escalada
Grant Period: May 1, 2006 - May 1, 2008
Description: PRISST addresses the existing shortage of qualified Iowa high school physics teachers. This initiative will provide instruction in both physics content and pedagogy with the focus on interactive engagement methods. On-going outreach and professional opportunities to be part of a K-16 physics education community network with colleagues, university physics faculty, and master high school physics teachers, will be provided. The PRISST program will include two summer sessions of four weeks each.

Title: Science Writing Heuristic
Grantee: Iowa State University, Department of Education
Contact: Brian Hand
Grant Period: May 21, 2004 - July 6 2007
Description: This partnership project seeks to improve student performance in both science and language arts by replicating authentic science activities and scaffolding students’ critical thinking and problem solving strategies. Elementary teachers will be involved in a summer workshop, implementation cycle and analysis cycle, for each of three years. The summer workshop will involve science content update, critical reading and science inquiry teaching strategies. Students will be asked to write statements about their research questions, followed by the process of making claims and framing evidence from their investigations.

2017 Grant Application Process

Mathematic 2015-2016 School Grade

Reading 2015-2016 School Grade

Science 2015-2016 School Grade

FAQ - Mathematic and Science Partnerships Grant

Districts in Need of Assistance & Free and Reduced Lunch 2015-2016 list 

Achievement Data 2015-2016

Title II - Part B "Laws, Rules & Policies"

Using Federal Grant (Discretionary and Formula) Funds to Host a Meeting or Conference

Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings 

Printed from the Iowa Department of Education website on April 23, 2018 at 8:30am.