MCESA MATH 20 20 APPLICATION GRIC 2017.PDF

Created: 02/10/2017 • Last updated: 03/06/2017
General information
Organization Maricopa County Education Service Agency
Contact First name Mark
Contact Last name Wolf
Contact e-mail mark.wolf@mcesa.maricopa.gov
Contact phone number 6023728210
Address
Street 4041 N Central Ave
City Phoenix
State AZ
ZIP Code 85012
From what tribe is the Gila River Indian Community
organization requesting the
grant?
Total grant amount request 300000
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The Gila River Indian Community offers multi-year awards. If your
organization is requesting a multi-year grant for this project or program
from the Gila River Indian Community, enter the amount to be requested
each year.
Amount
Year 1 (Gila River Indian
88,335.00
Community Grants Only)
Year 2 (Gila River Indian
105,832.50
Community Grants Only)
Year 3 (Gila River Indian
105,832.50
Community Grants Only)
Year 4 (Gila River Indian
Community Grants Only)
Year 5 (Gila River Indian
Community Grants Only)
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Gila River Indian Community Grant Application
Grant Cycle 2017
Cover Sheet
Municipality Information
1. Date of Application: 2/28/2016 (NOTE: Click or use up/down arrow keys to move among fields)
2. Name of City, Town or County: Maricopa County
3. Mayor (City or Town) or Board of Supervisor’s Chairman (County): Denny Barney
4. Mailing Address: 301 W. Jefferson St., 10th Floor
5. City: Phoenix State: Arizona Zip Code: 85003
6. Acknowledgement of Submission by Authorized Municipality Representative:
Typed Name/Title: Melody Henderson Signature:
Applicant Information
7. Department/Organization Name: Maricopa County Education Service Agency
8. Is this a 501c non-profit Organization? No Yes If yes, attach IRS Determination Letter
9. Application Contact Person: Mark Wolf Title: Data Research Management and Grant Development
Analyst
10. Phone Number: 602-372-8210
11. Mailing Address: 4041 N Central Ave
12. City: Phoenix State: Arizona Zip Code: 85012
13. Email Address: Mark.Wolf@mcesa.maricopa.gov Website Address: http://mcesa.info/
Project Information
14. Project Name: Math 20/20
15. Purpose of Grant: Math 20/20 will provide focused professional development to grade-level cohorts
across several small districts to assist them in thoroughly implementing math-specific content and pedagogy
for their grade levels, and guide schools leaders to support teachers in implementing a transformative vision
for teaching mathematics.
16. Priority Funding Area Education
17. Annual amount requested $88,335 - $105,832.50
18. Number of years that funding is 3 years
requested
19. Total amount requested (annual $300,000
amount x number of years)
20. Has your organization received past 2012 Volunteer Program for Reading for the Stars ($68,835)
funding from GRIC? If yes, list each year
and amount
21. Geographic area served Western edge of Maricopa County
For Office Use Only:
Data Entry Receipt Evaluation
Outcome  Approval Recommended/Amount $  Denial

Gila River Indian Community Grant Application
Grant Cycle 2017

Gila River Indian Community Grant Application
Grant Cycle 2017
Narrative
Please structure your proposal to provide the following information in the order indicated. Provide the narrative
in paragraph form in the text field provided. Please be thorough but strive for brevity.
1. Briefly describe the organization’s history, mission and goals.
Maricopa County Education Service Agency (MCESA), under the direction of the
Maricopa County Superintendent of Schools, is dedicated to ensuring that all school-age
children in the county graduate college- and career-ready. MCESA builds alliance partnerships
that provide leadership, services and programs in the areas of Educational Innovation,
Economic Management and Executive Leadership. MCESA traces its history back to the
founding of Maricopa County (named in honor of the Xalychidom Piipaash people) in 1871 and
the first Superintendent of Schools. MCESA serves 58 school districts, approximately 32,000
teachers, and 728,077 students.
2. If the applying organization is non-municipal or a non-profit 501c, please describe your relationship with
Arizona municipalities including past and present support, whether it be through partnerships,
collaborations, in-kind contributions, grants, tax-based funding or other. Describe the supporting
municipality’s role in this project. If the applying organization is a municipality governmental sub-
division please enter the text “Not applicable.”
Not applicable.
3. Describe the proposed project and planned goals and activities.
Math 20/20 provides a unique opportunity for districts in three ways: 1) working with all
teachers across the district; 2) creating leadership development in math; 3) providing materials
and training to help teachers work with families and students. Most PD programs center on the
teacher as the unit of change. Math 20/20, however, focuses on the district as the unit of
change. All teachers and leaders participate in the coursework, seminars, and coaching during
contracted hours to eliminate attrition often seen when offering coursework during off-duty
hours. Also unique to Math 20/20 are the extended learning opportunities for district- and
school-level leaders. Sessions are specifically designed to focus on leaders’ roles and
responsibilities and to provide tools for leaders to support teacher growth. Finally, teachers use
student task books in their training and in their classrooms to promote new ways of teaching
and learning. The Math Power books help families support students with homework.
Math 20/20 enhances the training and resources already in use by the district by
incorporating its curriculum map, pacing guide, district-adopted text, teacher evaluation
instrument and other PD efforts into the sessions. Math 20/20 instructors and coaches offer
support and planning time for the concepts covered during the course and coaching sessions.

Gila River Indian Community Grant Application
Grant Cycle 2017
The student task books and Math Power resource augment but do not duplicate the efforts in
place in any particular district.
The goals of Math 20/20 center on transforming the teaching of math through direct work
with teachers and their leaders, with the ultimate goal of positively impacting the mathematics
“culture” across the district. By the end of the project, participants will realize 1) a 5%
improvement in problem solving scores as measured through the Arizona Department of
Education student problem solving assessments; 2) improvement in teachers’ mathematical
knowledge for teaching as measured through pre- and post-assessments (Learning
Mathematics for Teaching scales; online sort activity; and 3) improvement in teachers’
classroom practices as measured through a validated observation protocol.
4. Describe how the proposed project satisfies one or more of the priority funding areas identified by the
Gila River Indian Community.
The proposed program addresses the Education funding priority. More specifically, the
proposed program seeks to provide intensive professional development in math to teachers
using a holistic approach involving school leaders, teachers, and parents and builds support to
sustain effective instructional practices.
5. Identify the needs/problems to be addressed, target population and number of people to be served by
the project.
Only 40 percent of Arizona students meet the National Assessment of Educational
Progress’ (NAEP, also referred to as the Nation’s Report Card) “proficient” standard in 8th grade
math. Scores for low income and Hispanic students are even worse. Many teachers in Arizona
admit to suffering from math anxiety. With changes to Arizona’s math standards and state-wide
assessment system, the challenges have increased for teachers and students alike. The
problem is often compounded by the difficulty of attracting, training, and retaining teachers in
rural and remote areas of the state. Districts struggle to offer high quality math professional
development because of the absence of local training providers, the high cost and
inconvenience of travel to training sites, the small numbers of teachers that require training in
math, and frequent turnover that thwarts sustainability efforts.
6. Define the project as a new or continuing program.
Over the past three years, Math 20/20 has consistently shown statistically significant
positive impact on teacher learning and classroom implementation. Data from the course and
coaching reveals both quantitative and qualitative evidence that teachers’ knowledge of their
standards, specialized mathematics content knowledge, classroom practice, and confidence as
math teachers were positively impacted by their participation in Math 20/20. Additional funding

Gila River Indian Community Grant Application
Grant Cycle 2017
is required to bring the benefits of Math 20/20 to additional schools throughout the state of
Arizona.
7. Provide a brief timeline including start and finish dates. Indicate if the timeline is flexible.
In Year 1, the Math 20/20 course is offered to cohorts of 10-20 teachers across several
small districts located in southwestern Maricopa County. Concurrently, leaders at these districts
participate in the companion leadership training. At the beginning, the grade-levels would be
third, fourth, and fifth grades. In years 2 and 3, the course will be offered for additional grade-
level cohorts. Teachers who participated in the courses during the previous year(s) and the
leadership teams continue their learning through participating in the Implementation Course,
which includes learning opportunities customized and centered around each school.
8. Identify other organizations, partners or funders participating in the project and their roles.
Rodel Charitable Foundation trains and supports instructors and coaches to develop
their ability to deliver the Math 20/20 components. This has the added benefit of developing
math leaders who can use their new skills in other math PD efforts throughout the state.
Additionally, the school districts will partner with each other by providing complimentary use of
their facilities for professional development sessions.
9. Would you be able to implement the proposed plan if your organization received partial funding for this
project?
The funding requested is based on the number of school districts that could be served
relative to the amount of staffing, supplies, and teacher stipends needed. Partial funding would
result in a reduction of the number of school districts and teachers served.
10. Describe your plan for project sustainability beyond the grant period. If this is a program/project
previously funded by the Gila River Indian Community describe efforts made towards the previously
described sustainability plan.
Continuing the work beyond the funding cycle of this grant is a priority. Therefore, we
have built in several options for continuing the work:
• Working with districts to identify current and past participants who may be engaged as future Rodel
Certified Mathematics Instructors and/or Coaches. Once they have gone through the Math 20/20
course, these individuals will be invited to participate in the summer trainer-of-trainers week and
subsequently pursue certification. Once certified, they may present Math 20/20 concepts to newcomers
in the district.
• Providing continued access to online teacher workshop and/or coaching resources once a district has
at least one Certified Instructor and/or Coach.

Gila River Indian Community Grant Application
Grant Cycle 2017
• Providing access to reasonably-priced training through county partners if a district does not have a
certified instructor or coach.
• Providing ongoing leadership opportunities through MCESA to ensure that leaders maintain their high
levels of knowledge and understanding of the trends in mathematics education.
11. Describe your plan to document progress and results.
Math 20/20 focuses on four primary drivers to change practice in the short-term, with
long-term impact.
1. Through the grade-level course and subsequent implementation course, teachers
build knowledge of and get consistent practice with the content and pedagogy resulting in
excellent mathematics teaching and learning. Teacher knowledge is evaluated using two online
assessments and survey data to detect shifts in teacher knowledge, and shifts in self-efficacy. In
addition, an observation protocol is used to detect shifts in classroom practice.
2. Through companion training and coaching, district leaders, principals, and teacher
leaders develop expertise for observing mathematics lessons and providing rich feedback and
support to teachers. Leadership skills are evaluated using survey data and anecdotal records.
3. Using the Math 20/20 student materials, students engage in tasks written to exemplify
the math standards at the appropriate level of rigor and cognitive demand, thus increasing
student learning. Student learning is measured using a set of problem solving tasks developed
by the Arizona Department of Education.
4. Using Math Power: Simple Solutions for Mastering Math, a bilingual math guide for
families written and produced by Rodel, parents are equipped to help their children with math
homework. Although evaluation of family impact is beyond the scope of the Math 20/20
program, schools may individually assess family response through their school surveys and
anecdotal data.
Three educational outcomes will be assessed: (1) impact on Teachers’ Knowledge, Self
Efficacy, and Classroom Practice will be monitored using methods specifically designed to
detect changes in teacher knowledge, disposition, and practice, (2) impact on Leaders’ Practice
will be monitored using surveys, interviews, and anecdotal records, and (3) impact on Student
Learning will be monitored using the problem-solving scales developed by the Arizona
Department of Education and growth scores from AZ Merit.
12. Indicate any application to and/or awards made by a tribe other than the Gila River Indian Community
for state shared revenues for this and any other project for the past five (5) years. If this information is
included in a separate attachment, please indicate that here.

Gila River Indian Community Grant Application
Grant Cycle 2017
Funding
Grant Funding Source
Amount
2010 Books for Home Reading Libraries – Reading for the Fort McDowell Yavapai
$8,000
Stars Nation
2012 Volunteer Program for Reading for the Stars Gila River Indian Community $68,835
2011 Continued funding for Books for Home Reading Fort McDowell Yavapai
$7,000
Libraries – Reading for the Stars Nation
2011 Reading for the Stars Tohono O’odham Nation $55,500
Fort McDowell Yavapai
2012 MCESA – Reading for the Stars $5,000
Nation
Fort McDowell Yavapai
2016 MCESA Youth Advisory Councils $7,500
Nation
Fort McDowell Yavapai
2017 STEM Pro Live $6,540.53
Nation

Gila River Indian Community Grant Application
Grant Cycle 2017
Project Budget
Budget Period: SY2018-SY2020
For each budget item listed here please provide a narrative description on the following Project Budget Detail
page.
Proposed Budget Expense Amount Amount In Kind Total Budget
(list each budget item) requested from requested or contributions
GRIC secured from
other funders
1. SY2018-20 Course Facilitators $46,200 $0 $0 $46,200
2. SY2018-20 Substitute Costs $50,400 $0 $0 $50,400
3. SY2018-20 MLC Facilitation $28,000 $0 $0 $28,000
4. SY2018-20 Mileage $18,150 $0 $0 $18,150
5. SY2018-20 Leadership $11,450 $0 $0 $11,450
Facilitator
6. SY2018-20 Rodel Licensing Fee $6,000 $0 $0 $6,000
7. SY2018-20 Course Materials $29,400 $0 $0 $29,400
8. SY2018-20 Booklet Builder $24,000 $0 $0 $24,000
Access
9. SY2019-20 Implementation $64,000 $0 $0 $64,000
Course
10. SY2019-20 Sustainability $22,400 $0 $0 $22,400
Course
11. Click here to enter text. $0 $0 $0 $0
12. Click here to enter text. $0 $0 $0 $0
13. Click here to enter text. $0 $0 $0 $0
14. Click here to enter text. $0 $0 $0 $0
15. Click here to enter text. $0 $0 $0 $0
16. Click here to enter text. $0 $0 $0 $0
17. Click here to enter text. $0 $0 $0 $0
Total Budget $300,000 $0 $0 $300,000

Gila River Indian Community Grant Application
Grant Cycle 2017
Project Budget Detail
Please provide a narrative description for each of the project budget items listed on the previous page. Include
the dollar figure and how it was derived.
1. Course Facilitators: Facilitators provide instruction to three grade-level courses for second, third and fourth-
grade teachers in SY2018, two courses for fifth and sixth grade teachers in SY2019, and two courses for
Kindergarten and first-grade teachers in SY2020 in the following districts: Arlington, Gila Bend, Mobile,
Paloma, Palo Verde, Saddle Mountain and Sentinel. $6,600 per course x 7 courses = $46,200. ($19,800 in
year 1; $13,200 in year 2; $13,200 in year 3)
2. Substitute Costs: Covers the expense to school districts for releasing their teachers from their instructional
duties at 12 teachers x $100/day x 6 days x 7 courses = $50,400. ($21,600 in year 1; $14,400 in year 2;
$14,400 in year 3)
3. MLC Facilitation: Facilitators provide customized instruction to each teacher in each grade-level Math
Learning Community (MLC) during the year of the grade-level course at 4 sessions x 7 grade levels x $1,000 =
$28,000. ($12,000 in year 1; $8,000 in year 2; $8,000 in year 3)
4. Mileage: Mileage includes miles driven from participant’s school location to course location and mileage for
instructor. 12 teachers x 7 grade-levels x 50 miles x 6 sessions x $0.55/mi = $13,860. 1 instructor x 7 grade-
levels x 150 miles x 6 sessions x $0.55/mi = $3,465 plus 150 miles x 10 leadership sessions x $0.55/mi =
$825. Mileage for teachers ($13,860) + mileage for instructor ($3,465 + $825) = $18,150. ($7,755 in year 1;
$5,197.50 in year 2; $5,197.50 in year 3)
5. Leadership Facilitator: Facilitator provides leadership in mathematics instruction to school-level (principal,
assistant principal, instructional coach, etc.) and district-level leaders (superintendent, director, etc.). 1
instructor x 10 sessions x $1,145 = $11,450. ($4,580 in year 1; $3,435 in year 2; $3,435 in year 3)
6. Rodel Licensing Fee: Provides licensing to each of 8 schools access to the Rodel student materials. 8
schools x $250 annual licensing fee x 3 years = $6,000. ($2,000 in year 1; $2,000 in year 2; $2,000 in year 3)
7. Materials: Course textbooks, course binder, classroom rehearsal and demonstration instructional materials
for each participant. 12 teachers x 7 grade-levels x $350 per teacher = $29,400. ($12,600 in year 1; $8,400 in
year 2; $8,400 in year 3)
8. Booklet Builder Access: Licensing fee for online customized formative assessments, intervention resources,
test preparation, and homework for each of 8 schools x $1,000 annual fee x 3 years = $24,000. ($8,000 in year
1; $8,000 in year 2; $8,000 in year 3)

Gila River Indian Community Grant Application
Grant Cycle 2017
9. Implementation Course: Facilitator provides instruction on implementing the math standards effectively at
each school site with the teachers from the grade levels who have already completed the grade-level courses
and school-level leaders. $4,000 x 8 schools x 2 years = $64,000. ($0 in year 1; $32,000 in year 2; $32,000 in
year 3)
10. Sustainability Course: Facilitator provides instruction for district-selected teacher leaders and/or district
leaders who will become certified to deliver Math 20/20 to teachers who are new to a grade level after the
grade level has been trained initially in Math 20/20. $800 per educator x 2 educators per district x 7 districts x 2
years= $22,400. ($0 in year 1; $11,200 in year 2; $11,200 in year 3)
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Other explanation: Total budget: $88,335 in year 1; $105,832.50 in year 2; $105,832.50 in year 3