1. No category

ILLINOIS MATHEMATICS AND SCIENCE
PARTNERSHIPS
I-STEM NETWORK
RFP WEBINAR
MARCH 3, 2015
Key Contributo rs:
Tara Bell, ISBE Principa l Consultant
Dora Welker, ISBE Division Administra to r
Amy Jo Clemens, ISBE Assistant Superintendent
Dr. Brian Reiser, NGSX
Aubrey Neihaus, Intel Math
IMSP I-STEM NETWORK
Agenda
Federal Requirements
Purpose, Vision and Goals
Grant Award and Period
Eligible Applicants
Deliverables
Tentative Timeline
Submission Requirements
NGSX, Intel Math and ISBE Model
Curriculum
• Contact Information
• Questions
•
•
•
•
•
•
•
•
IMSP I-STEM NETWORK
Fed era l Req u i remen t s

Leg i slation: h t tp:// w w w 2. ed. gov/policy/els ec/leg/es ea02/pg26. html#sec2201

F o r mu la g r an t t o I S BE t o en ab le I S BE t o aw ar d s u b gr ants , o n a co m p etitive b as i s, t o
el i gible p ar tners hips t o car r y o u t t h e au t h orized act i vities o u t lined i n t h e f ed er al
l eg is lation.

Res ear ch -based p r o fess ional d ev elopment d es i gned t o p r o mo te co n t ent an d
p ed agogical k n o w ledge f o r K - 1 2 mat h an d s ci en ce t each er s.

Co mp r ehensive N eed s A s s es s men t

U s e o f s ci en tifically -based r es ear ch, d at a an d as s es s ment

Eq u itable P ar t icipation o f P r i vate S ch o ols

A n n u al P er f o rmance Rep o r t ( A P R)

A cces s t o mat h ematicians , s ci en tists an d en g ineers, s o p his ticated eq u i pment an d
r es o urces.
IMSP I-STEM NETWORK
MSP DEFINITIONS
 Summer Workshops

By definition, summer workshop requirements include professional development
activities that are conducted for a period of not less than two weeks and consist of a
minimum of 80 hours; and include, as a component, a program that provides direct
interaction between classroom teachers and university faculty.
 Institute Dates

Also by definition, institute dates are intended to be follow -up trainings during the
academic year for a period of not less than four (4) consecutive or nonconsecutive
days and a minimum of four (4) hours in duration. If the follow -up training is for
teachers in rural school districts, the follow -up training may be conducted through
distance learning.
*One (1) or more of the institute days can be used to participate in the annual IMSP
I-STEM Network Conference.
IMSP I-STEM NETWORK
Vision
The I-STEM Network will be designed to provide regional support to
teachers in order to improve student achievement in the STEM disciplines .
IMSP I-STEM NETWORK
Goals
 Imp rov e student performan ce in math and science through professio nal
develop men t and resource develop men t for K -12 teachers;
 Develop classroo m culture with learnin g opportunities for students and teachers by
including high -quality, research -b ased instruction al materials such as ISBE's
Model Curriculum for Math and Science as well as others and providing support
for the New ILS and Framework for K -12 Science Education ;
 Pro mo te strong teaching skills by increasing instructo rs’ understan d ing and
application of scientif ically based education al research appropriate to math and
science teaching and learnin g ; and
 Build the capacity of math and science teacher -lead ers within a regional statewid e
context; and assist teachers in understand ing the vision and instru ction al shifts
outlined in the New ILS and the Framework for K -12 Science Education.
IMSP I-STEM NETWORK
Purpose
 Identify up to twenty-two (22) Area Partnerships for the IMSP I -STEM
Network equally distributed between a mathematics focus (MAP) and a
science focus (SAP). Eleven (11) APs will be awarded for mathematics
(MAP) and eleven (11) APs will be awarded for science (SAP) across
Illinois. The AP will consist of at least 1 (one) MAP and one (1) SAP per
Area. At least one (1) MAP and one (1) SAP will serve CPS exclusively.
However, additional APs may be awarded in any Area (including CPS)
based on the quality of the proposals .
AREA MODEL
 The I-STEM Network will utilize the
Areas designated by ISBE and the
ROEs/ISCs.
 All entities represented in the
partnership must be located within
the same Area.
 A partnership both as a whole, as
well as its individual entities (IHE,
ROEs/ISC, LEA, and BIN or forprofit organization), may only be
awarded one (1) Science Area
Partnership (SAP) and one (1)
Mathematics Area Partnership
(MAP) (except partnerships
proposing to serve Chicago Public
Schools exclusively).
IMSP I-STEM NETWORK
Eligible Applicants
The Area Partnersh ip must include:
 An engineering , math em atics, or
science departmen t of an
institution of higher education
(IHE);
 A high-need local educatio n
agency (LEA);
 A Regional Office of Education
(ROE)/In term ed iate Service
Center (ISC );
 A business/indu stry/nonp rof it
(BIN) or for-pro f it organization
with demon strated effectiv en ess
in imp rov ing the quality of
math ematics and science teachers .
These are minimum requirements
IMSP I-STEM NETWORK
Program Specifics
 Each Mathematics Area Partnersh ip
(MAP) and Science Area Partnersh ip
(SAP) must recruit and man ag e two
MAP
(2) cohorts of teachers consisting of
•(20) K-8
teachers
•(20) 9-12
teachers
at least twenty (20) grade K -8
teachers and at least twenty (20)
grade 9 -12 teachers.
SAP
 Teachers represen ting grades 7 -12
must be teachers of mathematics
(for MAP) and science (for SAP).
•(20) K-8
teachers
•(20) 9-12
teachers
IMSP I-STEM NETWORK
P ro g r a m S p e c i f i c s c o n t i nue d

I n Ar e a s I I , I I I , I V, V, a n d VI t h e r e mu s t b e a t
l e a s t o n e ( 1 ) a d d i t i o n a l L EA i n vo l v e d i n a S AP
o r M AP i n a d d i ti o n t o t h e p r i ma r y h i g h - n e e d s
L EA a p p l i c a n t f o r t h e p r o p o s a l . Th i s a d d i t io n a l
L EA mu s t b e l o c a t e d e l s e wh e r e i n t h e Ar e a
( mi n i mu m 5 0 mi l e s d i s t a n c e b e t w e e n t h e m a n d
t h e p r i ma r y h i g h - n e e d s LE A i d e n t i f i e d i n t h e
SAP or MAP proposal).

It
is
requested
participant
teacher
that
at
represent
participant
least
Special
one
teacher
Ed u c a t i o n ,
represent
Ca re e r
one
and
Te c h n i c a l E d u c a t i o n ( CT E ) a n d o n e t e a c h e r
participant
represent
E n g l is h
Language
L e a r n e r s ( E L L ) i n e a c h A P.

Wh i l e n o t r e q u i re d , i t i s r e c o mm e n d e d t h a t AP
c o n s i d e r s u b mi t t i n g n a me s o f i n t e r e s t e d t e a c h e r
p a r t i c i p a n ts .
IMSP I-STEM NETWORK
Grant Amount
The anticip ated grant to be awarded to 22 Area Partnersh ip s in each year of the grant
period is $250,000 ($750,000 total over a three -year period ).
Grant Period
Th e in itial g ra nt p erio d will beg in no earlier th an Ap ril 1 , 2015 an d will extend f ro m
th e ex ecu tion d ate of th e g ran t ag ree men t u n til Sep te mb er 3 0, 2015 . Fun d ing will b e
av ailab le v ia contin u ing app lication fo r two ad d ition al f iscal years (i.e., FY 201 6
{Octo ber 1 , 2 015 th rough Sep te mb er 30 , 2016} and FY 2017 {Octob er 1 , 2016
th rough Sep temb er 30 , 2017 }) con tin gen t upon a suff icien t app ro p riation fo r th e
program and satisf acto ry progress of the grantee in the preceding grant period.
IMSP I-STEM NETWORK
DELIVERABLE 1
Teacher Training
 Each funded Area Partnersh ip (AP) will utilize modules of instruction and
curricu lar resources identif ied and coordinated by the I -STEM Network Lead
Partnersh ip .
 K-12 teachers in the I -STEM AP will particip ate in capacity -bu ild ing profession al
development activities through a synchronous system. This system will feature
consisten t, high -quality content coordinated by the I -STEM Network Lead
Partnersh ip , as well as the I -STEM Steerin g Committee.
 Summer workshops will be co -design ed and co -facilitated by the Lead Partnersh ip ,
Next Generation Science Exemp lar System for Profession al Develop men t (NGSX),
Intel Math leaders, as well as the Area Teacher Leaders (ATL ).
 Also by definition , institu te dates are intended to be follow -up trainin gs during the
academic year for a period of not less than four (4) consecutiv e or nonconsecu tiv e
days and a min imu m of four (4) hours in duration . Institu tes will be co -design ed
and co -facilitated by the Lead Partnersh ip and APs, as well as the Area Teacher
Leaders (ATL).
 One (1) or more of the institu te days can be used to particip ate in the annual IMSP
I-STEM Network Conference describ ed below.
IMSP I-STEM NETWORK
DELIVERABLE 2
Recruit and Train 2 cohorts of teachers
 Each (MAP) and (SAP) must recruit and man ag e two (2) cohorts of teachers
consisting of at least twenty (20) grade K -8 teachers and at least twenty (20)
grade 9 -12 teachers.
 Teachers represen ting grades 7 -12 must be teachers of math ematics (for MAP)
and science (for SAP).
 Areas II, III, IV, V, and VI there must have at least one (1) additional LEA
involved in a SAP or MAP in addition to the primary high -need s LEA applican t
for the proposal. This addition al LEA must be located elsewhere in the Area
(min imu m 50 miles distance between them and the primary high -needs LEA
identified in the SAP or MAP proposal).
 A targeted recru itm en t plan as well as a plan for teacher reten tion across the
duration of the grant must also be included in successfu l proposals
 Each high-need s LEA partner must involve at least three (3) of their teachers as
participants.
 All participan ts from LEAs other than the high -need partnersh ip LEA must have
district approval that includes the district comm itmen t to follow all grant
requiremen ts.
IMSP I-STEM NETWORK
DELIVERABLE 3
Building Capacity for Effectiv e Math Instruct ion
 M A P s w i l l u s e I n t e l ® M a t h a n 8 0 - h o u r p r o f e s s i o n a l d e v e l o p me n t c o u r s e f o c u s e d o n
d e v e l op i n g t e a c h e r s ' u n d e r s t a n d i n g o f K – 8 ma t h e ma t i c s . I n t e l ® M a t h w i l l p r o v i d e
p r o f e s s i o na l d e v e l o p me n t i n ma t h e ma t i c s f o r K - 8 t e a c h e r p a r t i c i p a n t s i n t h e M A P s i n t h e
f o r m o f a c o u r s e c o - f a c i l it a t e d b y a ma t h e ma t i c i a n a n d a ma t h e ma t i c s e d u c a t o r.
 S i n c e I n t e l M a t h i s d e s i g n e d t o b e a K - 8 p r o g r a m, t h e p r o g r a m f o r ma t h e ma t i c s p r o f e s s i on a l
d e v e l op me n t f o r g r a d e s 9 - 1 2 t e a c h e r p a r t i c i p a n t s i n t h e I - S T EM N e t w o r k w i l l b e i d e n t i f ie d
a n d c o o r d i n a t e d b y t h e L e a d P a r t n e r s h i p , AT L , a n d I - S TE M S t e e r i n g C o mmi t t e e a n d i s n o t
o t h e r w i s e d e f i n e d i n t h i s R F P.
 A p p l i c a n t s a r e e n c o u r a g e d t o p r o p o s e p r o f e s s i o n a l d e v e l o p me n t a c t i v it i e s i n t h e i r p r o p o s a l s
f o r h i g h s c h o o l ma t h e ma t i c s t h a t t h e y f e e l w o u l d a d d r e s s t h e n e e d s o f t h e t e a c h e r s t h e y
i n t e n d t o s e r v e i n t h e i r p a r t i c u l a r M A P.
 Wh i l e n o t r e q u i r e d , i t i s r e q u e s t e d t h a t M A P s s u b mi t n a me s a n d C V s o f p r o p o s e d I n t e l M a t h
I n s t r u c t o r s ( ma t h e ma t i c i a n a n d ma t h e d u c a t o r ) .
IMSP I-STEM NETWORK
DELIVERABLE 4
Building Capacity for Effectiv e Science Instruct ion
 T h e I M S P I - S TEM N e t w o r k S c i e n c e A r e a P a r t n e r s h i p s ( S A P ) w i l l u s e t h e N e x t G e n e r a t i o n
S c i e n c e E x e mp l a r S ys t e m f o r P r o f e s s i on a l D e v e l o p me n t ( N G S X ) .
 F o r t h e S A P, t h e r e q u i r e d c o n t e n t a n d r e s o u r c e s w i l l i n c l ud e t h e i mp l e me n t a t i o n o f N G S X
a n d p r o f e s s i o na l d e v e l o p me n t o n t h e I S B E M o d e l S c i e n c e C u r r i c u lu m .
 N G S X i s a K - 1 2 s ys t e m a n d w i l l b e i mp l e me n t e d w i t h b o t h S A P c o h o r t s .
 T h i s r e s e a r c h - ba s e d o n l i n e p r o f e s s i on a l d e v e l o p me n t s ys t e m i s d e s i g n e d t o e n g a g e e d u c a t o r s
i n f a c e - t o - f a c e c o mmu n i t i e s i n v o l vi n g t h e A r e a Te a c h e r L e a d e r s a n d N G S X i n s t r u c t o r s t o
i mp l e me n t t h r e e - d i me n s i o n a l l e a r n i ng a s d e s c r i b e d i n t h e F r a m e w o r k f o r K - 1 2 S c i e n c e
Education.
 Te a c h e r s w i l l w o r k i n s t u d y g r o u p s f a c i l i t a t e d b y t h e AT L a s w e l l a s t h e S A P l e a d e r s h i p t o
i mp l e me n t N G S X .
 G e n e r a l l y, mo s t i n s t i t u te s w i l l b e c o - f a c i l i t a t e d b y N G S X a n d I n t e l M a t h e x p e r t s a n d t h e
AT L .
IMSP I-STEM NETWORK
DELIVERABLE 5
Evaluation Requirements
 The expectation for evaluatio n in the I -STEM Network Area Partnersh ips is
comp lian ce with the evaluation requiremen ts determin ed by the Lead Partnersh ip
and successfu l submission of the Annual Performan ce Report (APR).
 The I-STEM Network Lead Partnersh ip will design a plan for the evaluation of the
statewid e I-STEM Network Program.
 Area Partnersh ips must include the recru itmen t plan and selection criteria for a
.50 full-time equivalen t (FTE) Data Coordinato r who will work closely with the
Lead Partnersh ip to ensure each AP is comp lian t with all evaluation compon en ts.
 It is not necessary that the Data Coordinato r have an extensiv e background in
evaluation.
IMSP I-STEM NETWORK
DELIVERABLE 6
IMSP Website and Conference
 The IMSP I-STEM Steering Committee will work with ISBE to coordinate an
annual statewid e conference for math and science. The purpose of this conferen ce
is to share relevan t topics, resources and updates from the AP and the statewid e I STEM Network, as well as allow teacher particip an ts an opportunity to engage with
national, state, and local resources designed to assist with imp lemen tatio n of the
New ILS. The date and location for the conferen ce will be establish ed by ISBE and
the I-STEM Network Steering Committee .
 An I-STEM Network website with social med ia compon en ts will be establish ed and
main tain ed by the I -STEM Network Lead Partnersh ip with input fro m the I -STEM
Network Steering Committee. The website will allow for sharing of informatio n
about partnersh ip activities in order to provide open access to informatio n and
resources provided by the I -STEM Network and all of the AP.
AREA TEACHER LEADERS (ATL)
•
The Lead Partnership will recruit and establish a cohort of geographically equitable K-12 Area
Teacher Leaders (ATL).
•
The ATL will be a group of experienced math and science educators from across the state that will
be trained to co-facilitate professional development and supportive services in the SAPs and MAPs
in their area.
•
ATL will undergo specialized training during the 2014-2015 academic year which will consist of
professional development in science and math content, Model Math Curriculum, and Model Science
Curriculum, as well as facilitation skills.
•
Beginning in summer 2015, the ATL will co-facilitate the SAPs and MAPs attended by the first
groups of K-12 teachers participating in the I-STEM Network.
IMSP I-STEM NETWORK
Timeline


April 1, 2015
• Submission deadline for Area Partnership RFP
• Area Partnership Commitment/Certs and Assurances submitted as part of
proposal
May 2015 (tbd)
• Tentative awarding date for Area Partnership RFP
IMSP I-STEM NETWORK
Required for Successful Submissio n (4/1/15 by 5:00pm CST) :
 Narrative
 A t t a c h me n t s 1 - 1 3
 Commitment Form, Attachment 2 sections apply to specific entity addressed
 Program-Specific Terms, Appendix 6
 Equitable Participation, Attachment 12 and GEPA, Attachment 13 is completed by High -Need
LEA
 Business/Industry/Nonprofit Entity must complete Certs and Assurances, Attachments 7 -10 if
they receive any funds from IMSP I -STEM Network Program
 Any necessary appendices
 S u b mi t a s d e s c r i b e d i n P r o p o s a l F o r ma t S e c t i o n
 O r i g i n a l p l u s t w o c o p i e s a n d a n e l e c t r o n ic c o p y o n C D o r U S B
 B u d g e t S u mma r y, A t t a c h me n t 4
 B u d g e t N a r r a t i v e , A t t a c h me n t 5
 F Y 1 5 R e q u i r e d o n I S B E F o r ms
 P r o p o s a l ma y i n c l u d e F Y 1 5 a n d F Y 1 6 o n S p r e a d s h e e t o r Wo r d D o c u me n t ( f o r p l a n n i ng
p u r p os e s )
 I M S P B e n e f i ts Wo r k s h e e t ( r e c o mme n d e d n o t r e q u i r e d ) ( u p o n r e q u e s t )
*State and Federal Grant Administration Policy, Fiscal Requirements and Procedures Handbook:
http://www.isbe.net/funding/pdf/fiscal_procedure_handbk.pdf
IMSP I-STEM NETWORK
Further Explanation:
ISBE MATHEMATICS MODEL CURRICULUM
http://www.isbe.net/common_core/htmls/math -models.htm
NGSX
http://ngsx.org/
INTEL MATH
http://math.arizona.edu/~ime/intelmath /
ISBE MATHEMATICS MODEL CURRICULUM





Public Act 97 -704
Each midd le school grade level and high school course contains a sequence of
units
Designed to address all standard s for that level in a cohesive mann er.
The initial phase had a deadline of March 1, 2013
The curricu lar units were designed in accordan ce with

PARCC Model Content Frameworks PARCC

CCSSM materials
ISBE expanded the Math Model Curricu lu m to include:
 Scope-and -sequ en ces and units for grades K -5
 Assessmen ts, model lessons, and lesson documen ts for grades K -8 and Integrated
Math 1, 2 and 3 high school courses
 All materials are updated as new informatio n is released by PARCC
ISBE MATHEMATICS MODEL CURRICULUM
Assessments and Lessons
 Scope and Sequence
 Unit Map
 Assessments Lesson Map
 Looking for Balanced Assessmen t
 Formative
 Summative
 Self assessment
 Lessons Tab
 Most have one multi-day lesson
 Very few have multiple multi-day lessons
 Lessons (One multi -d ay lesson per unit)
ISBE SCIENCE MODEL CURRICULUM
Background
 40 educato rs from across the state
 Dr. Brian Reiser, Dr. Joe Krajcik and Michael Novak
 Teachers received in -depth train ing in Framework for K -12 Science Education &
NGSS
 Storylin es
 11 Teams (midd le school and high school)
 Piloted and revised mid -late Spring
 Supported by profession al develop men t
NGSX: CYBER-ENABLED
SUPPORT FOR TEACHER
INVESTIGATION OF THE
SHIFTS IN CLASSROOM
TEACHING REQUIRED
BY NGSS
Brian J. Reiser, Northwestern University
Sarah Michaels, Clark University
Jean Moon, Tidemark Institute
Cindy Passmore, U. of Calif, Davis
I-STEM Webinar, March 3, 2015
NGSX PD approach
■ Ground teachers’ learning of the science, student
thinking about science, and pedagogical support of
students around a common subject matter challenge.
■ Analyze cases of classroom learning
 How
do students engage in science practices to build the
explanatory idea, piece by piece, over time?
 How do teachers support practices to build these ideas?
 How do the tasks situate students’ engagement in
practices in making sense of phenomena?
Teacher study group
blended learning model
NGSX poses
challenge
Teachers
analyze
classroom
cases
Embedded
expert
guidance
Teachers
work together
as science
learners
Teachers
post work
online
NGSXtrained
facilitator
s
The modeling matter pathway
Units 1-3: Developing and using
models to explain phenomena
Unit 5: High school case of developing
and refining models over time
Unit 4: Building a discourse
community to support modeling
Unit 6: Middle school case of
argumentation to develop particle model
The modeling matter pathway
(units to be developed for IL MSP)
Units 7-8: Designing Classroom Units that
Reflect NGSS
Classroom video cases to
support enactment of ISBE
model science curriculum units
National Usage of NGSX
■ 2013 NSF pilot with
200 teachers in 9
states
■ 2014-2015
partnerships with
state/district
departments of
education funding
 Vermont,
Denver
Connecticut,
■ To date, 350 teachers
nationally
Teachers learn science and pedagogy for
NGSS
Confidence Teaching with NGSS
Propor on Correct
Content Learning Gains
Effect
size .74
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Pre
Post
Cindy
Felicia
Joe
Joe
Fred
Reasons
Fred
Expl
50
45
40
35
30
25
20
15
10
5
0
Pre
Post
Unfamiliar Not very Somewhat Confident
Very
confident confident
confident
Confidence in Teaching with Science and Engineering Prac ces
2.5
Confidence
2
1.5
Pre
1
Post
0.5
0
Ask ques ons, Develop & use Plan, carry out Analyze &
Math &
Explana ons Argument from Evaluate &
define probs
models
inves ga ons interpret data computa onal and solu ons
evidence
communicate
thinking
info
N=160 teachers
Effect
size .44
Effect
size .56
NGSS Storyline Approach
■ Used to design ISBE model curriculum science units
■ Teachers use storyline approach to analyze classroom
cases to learn about 3D learning in NGSX
■ Teachers use storyline approach to learn how to enact
the ISBE model science curriculum units
Unpack disciplinary core
ideas and crosscutting
concepts
Link unpacking to questions
and phenomena
Develop storyline where
each step arises from
pending questions or gaps
in explanations
Select practices to
make sense of
phenomena
Coherent
Storyline
for unit
Summary: NGSX for I-STEM Area Partnerships
■ Matter pathway: Engages teachers in the science
and pedagogy of NGSS three dimensional learning
with K-12 classroom cases
■ Take It Back To Your Classroom: Prepares teachers to
support science and engineering practices to help
students develop and use disciplinary and
crosscutting ideas in their own classrooms
 Learn
to adapt existing materials
 Prepare to implement NGSS aligned units
Cost and Role for NGSX
■ $10,000 per Science Area Partnership (all inclusive)
(assumes up to 40 teachers total)
■ Facilitators (Area Teacher Leaders) trained by
NGSX (funded by Lead Partnership)
■ Licenses for NGSX use
■ Support
■ Technical assistance
Aubrey Neihaus
Project Manager
Institute for Mathematics and Education
University of Arizona
• A nation-wide math content-based professional
development program for K-8 teachers.
• Has been taught in AZ, CA, CT, FL, GA, IL, MA, MI, NJ,
NM, OR, PA, UT, VA, and WI began in 2007, and has
reached over 5,500 teachers to date.
• Adapted from the Vermont Math Initiative by author
Dr. Ken Gross
• Piloted by the Intel Foundation
• National Scaling managed by the Institute for
Mathematics and Education at the University of
Arizona
• 80 hour professional development course
• For K-8 school teachers in mathematics content
• Emphasis on deepening the conceptual understanding of
mathematics through exploration, inquiry activities, solution
sharing, and homework
• 90% mathematics content & 10% mathematics pedagogy
• Co-teaching model  1 mathematician instructor
1 mathematics educator instructor
• Mathematics is problem solving
• Arithmetic, geometry, & algebra are interconnected
• There are many ways to solve a problem
• Mathematics is not a spectator sport
Intel Math is not…
Intel Math is…
• remediation
• deeply conceptual
• make and take activities
• building foundational
knowledge of teachers
• only focused on the math a
particular teacher teaches
• about the coherent whole of
K-8 mathematics
•
•
•
•
•
Instructor Stipends
Printing and Shipment of Materials ($125 per teacher)*
Supplies for course
National Training Agency Support and Services*
Teacher Participant Stipends ($1,200/teacher)
• Instructor Stipends (for 2 instructors)
• Travel and Accommodations (for 2)
• Registration (?)
20, 000
3,750
1,000
4,250
36,000
3, 000
2,500
4,000
[email protected]
intelmath.com
520.626.8607
RFP CONTACT INFORMATION
Contact Informa tio n
Illino is State Board of Education , College and Career Readiness Division
Tara Bell
tbell@isb e.n et
Illino is State Board of Education
100 North First Street, C-215
Springfield , Illino is 62777-0001
Attn: Tara Bell, Illinois Mathematics and Science Partnersh ips
(217)524 -483 2