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Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
CATEGORY 1: Preparing and Retaining High Quality PK-12 Educators for Missouri
The primary objectives of the project are to (1) study resources and strategies that facilitate
participation of Latino English Language Learners (ELLs) in elementary mathematics
classrooms, and (2) develop related teacher professional development (PD) materials. The
primary research question is: In what ways and under what contexts do the identified research-
based strategies facilitate Latino ELLs’ participation in elementary mathematics classrooms?
The research team will collaborate with four third-grade teachers over the course of three
years. The study will involve 20 Latino ELLs in the classrooms under investigation as well as a x
A Study of Strategies and Social larger comparison group. The project involves innovative strategies and methodologies for
Processes that Facilitate the researching a critical issue in mathematics education. Data will be collected from multiple
Participation of Latino English sources including the use of head-mounted cameras to videotape mathematics classrooms,
Language Learners in Elementary student interviews and assessments in both English and Spanish, teacher and parent
Mathematics Classroom interviews, lesson debriefing sessions with teachers, and student work. The research team will
Communities Learning, Teaching, and then use the existing research base and data from the 4 classrooms to develop, test, and
(also category 2) Kathryn Chval Assistant Professor 884-2656 chvalkb@missouri.edu Curriculum publish case-based PD materials for preservice and practicing elementary teachers. 2009
A TIME for Physics First is a partnership among the University of Missouri-Columbia (MU), and
seven Core Partner school districts. The project is funded by the National Science Foundation
Math-Science Partnership Institute grant titled A TIME for Freshman Physics in Missouri
(Academy for Teachers using Inquiry and Modeling Experiences for Freshman Physics in
Missouri), funded September 2009-Aug 2014. Through this project, participants and university
faculty will gain an expanded range of leadership expertise, content knowledge and
pedagogical proficiency to share with others, as they become resources and catalysts for x
reform in science education at the secondary and post-secondary institutional levels.
Ultimately, the overall goal is a significant increase in student achievement in science and
science coursework. The vision of the project is to prepare Missouri’s 9th grade science
teachers to become intellectual leaders as they learn to teach a yearlong freshman physics
course. Leadership skills will be built through research-based professional development (PD)
A TIME for Physics First Meera Chandrasekhar Prof. 573-882-2619 meerac@missouri.edu Physics Dept, A&S that includes comprehensive physics content, pedagogy, research and evaluation. 2009
The Art Education program prepares students who will be eligible for certification as K-12 Art
Teachers. The program is designed to provide students with strong backgrounds in the study
of art education and the visual arts. Coursework is structured to develop expertise in studio
art, art history, and pedagogy. Art teacher candidates receive extensive training in the delivery
of comprehensive instruction in the production, study, interpretation, and evaluation of art and x x x x
culture. Pre-service art education students are provided many authentic opportunities to apply
theory to practice and hone their skills through field experiences in varied settings, which
Art Education Teacher Learning, Teaching, & include local art classrooms, and art museums. The program culminates in a student teaching
Certification, K-12 Kathy Unrath Assistant Professor 884-8935 unrathk@missouri.edu Curriculum Department internship in which students assume full responsibility as professional art educators. 1950
The Child Development Laboratory at MU provides full-day care for children ages 6 weeks to
age 5, part-day care for children ages 3-5, and before- and after-school care for children
Department of Human attending kindergarten, 1st, 2nd, and 3rd grades. Infants, toddlers, and children receive high x x
Development and quality care that prepares them well to succeed in school. Attention is given to social,
Child Development Laboratory Jessie Bradley Director 882-3999 bradleyj@missouri.edu Family Studies emotional, cognitive, and physical developemnt. 1955
Lee is a Title 1 elementary school, which means that approximately 50% of students who
qualify for free or reduced lunch. The purpose of the partnership is to work together to
Columbia Public Schools Partners promote opportunities for Lee children to learn about music and fulfill their musical potential, x
in Education - Lee Expressive Arts and for MU students and faculty to interact with elementary children, who represent the future
Elementary School and MU School of music in society whether as music students, avocational and/or professional musicans,
of Music Wendy Sims Professor 882-3238 simsw@missouri.edu MU School of Music audiences, and supporters of music in schools and communities. 1991
CSMC Mathematics Curriculum Learning, Teaching, and This graduate program prepared 14 Columbia Public School teachers to assume roles as x x x
Leadership Cohort Kathryn Chval Assistant Professor 884-2656 chvalkb@missouri.edu Curriculum mathematics curriculum leaders. 2005
DESE Approved Certificate
Program [Advanced Programs]: x x x
Counselor
DESE Approved Certificate
Program [Advanced Programs]:
x x x
Counselor-Non Teaching
Background
DESE Approved Certificate
Program [Advanced Programs]:
x x x
English for Speakers of Other
Languages
1
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
DESE Approved Certificate
Program [Advanced Programs]: x x x
Gifted Education
DESE Approved Certificate
Program [Advanced Programs]: x x x
Principal
DESE Approved Certificate
Program [Advanced Programs]: x x x
School Psychologist
DESE Approved Certificate
Program [Advanced Programs]: x x x
Special Reading
DESE Approved Certificate
Program [Advanced Programs]: x x x
Speech/Language Specialist
DESE Approved Certificate
Program [Advanced Programs]: x x x
Superintendent
DESE Approved Certificate
Program [Baisc Program]: Middle
School (Language Arts, x
Mathematics, Science and Social
Science)
DESE Approved Certificate
Program [Basic Program]: Early x
Childhood
DESE Approved Certificate
Program [Basic Program]: x
Elementary
DESE Approved Certificate
Program [Subject Specific x
Program]: Agriculture
DESE Approved Certificate
Program [Subject Specific x x x x
Program]: Art
DESE Approved Certificate
Program [Subject Specific x
Program]: Biology
DESE Approved Certificate
Program [Subject Specific x
Program]: Chemistry
DESE Approved Certificate
Program [Subject Specific x
Program]: Earth Science
DESE Approved Certificate
Program [Subject Specific x
Program]: English
DESE Approved Certificate
Program [Subject Specific
x x x x
Program]: Family and Consumer
Science
DESE Approved Certificate
Program [Subject Specific
Program]: Journalism (Graduate
Level)
DESE Approved Certificate
Program [Subject Specific
x x x
Program]: Library Media
Specialist
DESE Approved Certificate
Program [Subject Specific x
Program]: Mathematics
DESE Approved Certificate
Program [Subject Specific x x x
Program]: Music-Instrumental
2
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
DESE Approved Certificate
Program [Subject Specific x x x
Program]: Music-Vocal
DESE Approved Certificate
Program [Subject Specific x
Program]: Physics
DESE Approved Certificate
Program [Subject Specific x
Program]: Social Science
DESE Approved Certificate
Program [Subject Specific x x
Program]: Special Education-Early
Childhood Special Education
DESE Approved Certificate
Program [Subject Specific
x x x
Program]: Special Education-
Mild/Moderate: Cross Categorical
DESE Approved Certificate
x
Program [Subject Specific
Program]: Unified Science-Biology
DESE Approved Certificate
Program [Subject Specific
x
Program]: Unified Science-
Chemistry
DESE Approved Certificate
Program [Subject Specific
x
Program]: Unified Science-Earth
Science
DESE Approved Certificate
x
Program [Subject Specific
Program]: Unified Science-Physics
DESE Approved Certificate
Program [Subject Specific
x
Program]:Foreign Language
(French, German, Latin, Spanish)
From sophomore to the senior, students in the Elementary Education Program engage in
extensive and diverse school and community experiences. These clinical experiences are
intertwined into the professional education coursework and the exposure to diverse public
elementary schools in the state. During the senior year, students participate in a full year on-
site experience in MU Partner School Districts thought Missouri. Students actively engage in the
teaching/learning process with a focus on literacy at every grade level and in all academic
areas. The program strives to enhance opportunities for collaboration on research, grants,
service & teaching by University faculty and students & elementary school students, teachers x
and administrators. Service-learning in local community • hours of clinical experiences
• 60
350
as a junior in two school settings • hours of onsite clinical experience as a senior • Grants
Continual and collaborative renewal of the professional education
for schools or districts •
University of Missouri- program at MU and the elementary school curriculum • Professional development seminars and
Associate Dean & Director College of Education- workshops for MU students, administrators, and classroom teachers • Dissemination of
Elementary Education – Senior of Teacher Development Teacher Development research through publications and presentations by MU students, faculty, school administrators
Year On-Site Program (SYOSP) Linda Bennett Program 573-882-7832 lb@missouri.edu Program and teachers 2005
eThemes is an online database of content-rich, kid-safe websites selected to meet Missouri K-
12 education standards, and the education standards of other states participating in the
eMINTS program. The websites are organized by thematic topics ranging from "adoption" to
"zoo animals". The thematic topics are requested by classroom teachers, helping ensure the
topics are classroom relevant. Over 2,500 thematic topics are available in the database.
eThemes was created to reduce the time individual teachers were spending searching for x x x
appropriate websites to use in their classrooms. A small cadre of information specialists,
trained to find and evaluate websites having educational value, process the teacher requests
and make the search results available online free of charge to all teachers, resulting in
significant savings in teacher time. Very conservative estimates indicate that if only 0.1% of all
K-12 teachers in the U.S. use just one eThemes resource a year, over 18,000 hours of teacher
eThemes Laura Wedman Project Director 573-884-8350 WedmanL@missouri.edu MU College of Education time are saved. 1999
3
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
The RPDC uses federal and state education monies and grant monies to operate multiple
programs designed to support teachers, administrators, students and parents. The following
programs or groups of consultants are supported by the RPDC infrastructure: ParentLink
(Student-Parent Success & Pirc/Lift & Department of Social Services) , Missouri Assessment
Project (Regional Assessment Center), School-Wide Positive Behavior Support, NASA education, x x x
Special Education (MDESE), Migrant English Language Learner (MELL), Missouri's Reading First,
Professional Learning Communities (PLC), and Blindness Skills. Each of the programs deliver
professional development, facilitation support, or consultations to K-12 educators to improve
Heart of Missouri RPDC (Regional educational services to students. ParentLink provides advice and guidance to parents. The
Professional Development Heart of Missouri NASA provides information and programs to teachers and students to
Organization) Ned Miller Interim Director 573-882-3794 millerkn College of Education increase understanding of space science and space exploration. 1994
Missourimath.org works to raise awareness of K-12 mathematics issues at the statewide and
school district levels. It serves as an umbrella for advocacy on behalf of mathematics
standards documents that are informed by real mathematics content. Missourimath.org has
helped facilitate expert reviews and rewrites of state mathematics standards and related x x x
documents. Missourimath.org has also worked with parents and teachers working to improve
Associate Professor of mathematics at their local districts, in conjunction with the Missouri Math Coalition
missourimath.org Jan Segert Mathematics 882-6221 SegertJ@missouri.edu (http://missourimath.webs.com/) 2008
This development and research initiative, funded by the U.S. Department of Education, focuses
on the development of interactive, multimedia cases and research on their implementation in
teacher preparation. A series of cases were developed providing necessary content and skills
for teachers working with children with emotional and behavioral disorders. The range of P-9
cases covered content areas of theoretical perspectives, assessment and planning, systematic x x x
observation skills, and instruction and management. Cases highlighted youngsters with a range
of disorders from mild to severe in preschool, public school, and residential treatment facilities.
Multimedia Case-based Following development, research was conducted over a three-year period in higher education
Instruction for Educators in College of Education/ courses from four different universities. Implementation recommendations were formulated and
Emotional and Behavioral School of Information & disseminated through appropriate professional venues and the project web site at
Disorders Gail Fitzgerald Professor 573-882-0566 fitzgeraldg@missouri.edu Learning Technologies http://vrcbd.org. The multimedia cases are being disseminated at cost in CD format. 1993
This is an online graduate program designed for teachers and other working professionals who
may teach at the post-secondary level or in the private sector. All instruction and evaluation of
student performance is conducted through the use of computer-based educational technology.
The objectives of the program include improving teacher quality in business and marketing x
College of Education, education subjects, providing opportunities for teachers to remain current on new
Online Master of Education in Dept. of Learning, developments in a rapidly changing discipline, and provide access to research-based knowledge
Business and Marketing Education Tony Barbis 882-9705
Assistant Professor or Practice barbisam@missouri.edu Teaching, & Curriculum about business and marketing education. 2005
OPEN is a career development initiative for early childhood in Missouri. We focus on the
systems-level pieces that are necessary to support early childhood education as a viable career
for professionals. OPEN focuses on three areas described below: 1. Standards Development:
OPEN is responsible for the creation and ongoing revisions to the Core Competencies for Early
Care and Education Professionals. Additionally, OPEN recently released the Infant/Toddler
Responsive Caregiving Checklist. The Checklist supports infant/toddlers teachers by providing x
feedback about their intentional teaching practices. 2. Workforce Data: Early childhood does
not have universal standards for education and ongoing professional development. Currently,
OPEN provides leadership for the preschool portion of data discussions for the P-20
Longitudinal Data System. 3. Early Childhood Program Assessment: OPEN and CFPR
Opportunities in a Professional Center for Family Policy facilitated the development of MO’s Quality Rating System, a 5-star rating system for child care
Education Network (OPEN) & Research (CFPR), and after-school programs. QRS is an accountability tool for funders and the state and a
Initiative Denise Mauzy Director (573) 884-3375 mauzyd@missouri.edu HDFS program improvement tool for child care programs. 1995
PREP is funded by a Science Education Partnership Award from NIH NCRR and an NSF 2010
grant through Virginia Tech. This innovative program brings together high school biology
teachers, their students, and research scientists to form a scientific learning community x
Partnership for Research and waldrona@missouri.edu / focused on sharing knowledge and research about molecular genetics, biotechnology, genomics
Education with Plants (PREP) Anna / Deanna Waldron / Lankford Director / Coordinator 573-882-9435 dmld80@mizzou.edu MUSEC and plant physiology. 2005
Pierremont Elementary waldrona@missouri.edu / A collaboration through MPER with Pierremont ES to improve/offer inquiry based science x x
Professional Development Anna / Lianne Waldron / Hibbert Director / Program Coordinator
573-882-9435 hibbertl@missouri.edu MUSEC instruction. 2009
4
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
Through a number of activities, I have worked to engage learners at all levels in problem
solving and problem-based learning. These activities include NSF grants to study problem
solving processes, working with 40 faculty members around the university to design and
develop problem-based learning environments to support their classroom instruction, a
Department of Labor grant to support the development a a problem-based curriculum for x
radiation protection technicians, and the design of master's and doctoral programs in clinical
and translation sciences in the School of Medicine. The rationale is simple: no none gets paid
for taking exams. People in their everyday and professional lives solve problems constantly.
Problem-based learning in all However, in universities, we do not teach students how to solve meaningful problems or to
curricula David Jonassen Distinguished Professor 882-2832 Jonassen@missouri.edu SISLT meaningfully solve problems. That is too bad. We are failing an important mission. 2003
ASSIST stands for Achieving Success through School Improvement Site Teams. Schools request
participation, and most school leaders do so because the school is in academic jeopardy. Since
the development of Project ASSIST in 1996, schools most frequently served are high poverty,
high minority, and low achievement schools. In the 14 year history, approximately 60 Missouri
schools and 8 schools outside Missouri have contracted with the Middle Level Leadership Center
to participate in this comprehensive, systemic school improvement initiative. The work is multi-
year, with a minimum two-year commitment. Due to time and staffing, only a few schools are
served each year. Each participating school identified a team of 6-8 teacher leaders
representative of the many segments of the school. They become the school’s ASSIST team x x x x
and are responsible for working with the University facilitator to develop individual and
collective capacity to support school improvement. The university facilitators meet monthly or
bi-monthly for day-long work sessions with the school’s ASSIST team. The following describes
the basic processes used in the work with the schools: • In each work session, the facilitator
engages the school’s ASSIST team in learning activities that are designed to build capacity of
the team to lead the faculty in their own organizational learning. • Following each session,
Middle Level Leadership the ASSIST team is responsible for engaging the whole faculty in learning experiences based
Center, Department of upon the work of the team with the facilitator. • During each work session, the ASSIST team
Educational Leadership shares with the facilitator their work with the faculty, they engage in new study and learning,
Project ASSIST Jerry Valentine Professor 573-882-0944 ValentineJ@missouri.edu and Policy Analysis and then they design new whole-faculty learning experiences based upon their study. 1996
Project Whistlestop is a collaborative effort between the SISLT and the Truman Library that
focuses on digitizing primary source documents carefully selected from the collection in
Independence, Missouri. These documents are organized as student research files, teacher-
developed lesson plans, and games developed to engage the end user. The target audience x x x
School of Information includes students and teachers in K-12 who seek to include innovative content into their
Science and Learning curricula. The collection includes key documents, photos, and other media that have been
Technologies/College of developed by educators to engage the student in a flexible learning environment. This project
Project Whistlestop Thomas Kochtanek Dr. (573) 268-1807 kochtanekt@missouri.edu Education has been continually funded for the past 14 years. 1995
Researching the Teaching of a
Mathematics Content/Methods
x
Course Sequence and Its Impact Learning, Teaching, and Professor John Lannin and I study the preparation of elementary teachers of mathematics
on Future Elementary Teachers Kathryn Chval Assistant Professor 884-2656 chvalkb@missouri.edu Curriculum enrolled in MU mathematics content/methods courses. 2005
The center partners with the Department of Elementary and Secondary Education to provide a
School-wide Positive Behavior Special Education, comprehensive initiative of training and on-going technical assistance to P-12 educators x x x x
Supports Tim Lewis Professor 573-882-0561 lewistj@missouri.edu College of Education focusing on pro-active discipline to reduce challenging behavior in schools. 1999
The Senior Year On-Site Program is a unique pre-service teacher education program in which
the student intern makes a year long commitment to a specific school building. The first
semester is one in which the intern rotates through (3 days a week) all elementary grade levels
x
as well as completes 12 hours of coursework. During the second semester, the intern attends
Senior Year On-Site Program five days in the same class (the grade level to be determined by the principal with intern input)
(SYOSP) Elizabeth Zbinden Clinical Faculty (636) 236-6873 zbindne@missouri.edu College of Education and will gradually assume total control of the classroom. 1999
5
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
The Senior Year On-Site Program (SYOSP) in Special Education is a unique pre-service teacher
education program. This intern experience is a yearlong commitment. The first semester of the
SYOSP is designed to immerse the interns in the life and culture of a school community.
SYOSP interns are regarded as full-time members of the school faculty, and are required to
spend a minimum of three full days per week in the schools during the first semester. The
classrooms in which interns participate are dependent on the host teachers’ participation in the x x x
program and their willingness to help student interns learn about the children, the curriculum,
special education processes and the teaching practices in their classrooms. The teachers with
whom the MU interns work reflect a cooperative process between the building-level
University of Missouri- administrator and the SYOSP Coordinator. During the first semester, SYOSP interns rotate
College of Education- among three learning specialists, as well as complete 15 credit hours of course work. During
Senior Year On-Site Program in Department of Special the second semester, the internship extends to five full days in a single classroom where the
Special Education Kathleen Lampitt Assistant Clinical Professor 882-3609 lampittk@missouri.edu Education SYOSP intern gradually assumes full teaching responsibility. 2005
573-884-0174
2
or waldrona@missouri.edu / SMAR T recruits and prepares individuals with baccalaureate degrees in the sciences or in
2
SMAR T Program Anna / Marilyn Waldron / Soucie 1-866-884-0174 souciema@missouri.edu
Director / Project Coordinator MUSEC mathematics to teach at the middle and/or secondary levels. 2003
This project is a 3 year professional development effort. Participants include teachers who
Supporting Teachers-Amplifying Learning, Teaching, and teach or support mathematics (this includes all math courses) students in grades 6 – 12 x x
Children’s Knowledge Kathryn Chval Assistant Professor 884-2656 chvalkb@missouri.edu Curriculum including Special Educators, and teachers of English Language Learners in Columbia, MO. 2008
MU Teaching Fellows is a rigorous graduate program offered by the Dept. of Learning,
Teaching and Curriculum, the College of Education and the MU Partnership for Educational
Renewal. It offers: 1) A full year of mentored support for first-year, already certified teachers
by full-time master teachers who have been released from their classroom duties. These
master teachers mentor new teachers one-third of the time, assist in their schools on special
projects one-third, and work with MU one-third on committees, the Senior-Year-On-Site
program or instruction. 2) Coursework appropriate to new teachers, which leads to a x x x
master’s degree completed in 15 months, 3) A cohort group of beginning teachers who
Learning, Teaching and support one another, and 4) Action research (classroom research) projects emphasizing
Curriculum, College of inquiry that form the capstone of the program. This enables new teachers to internalize a
Education, and MU process to continually improve their instruction. The goal of the program is to give new
Faciliator for the Teaching Partnership for teachers a strong beginning so that they 1) provide the highest quality education to their
Teaching Fellowship Program Khaki Westerfield Fellows 573-884-1850 westerfieldm@missouri.edu Educational Renewal students, 2) remain in education, and 3) become leaders in education. 1995
The TESOL program is offered both through face-to-face delivery and through our online
program. At present there are five TESOL instructors offering courses during every semester of
the year. The TESOL program's goals are to: 1. Build the capacity of Missouri public schools to
meet the increasing need for highly qualified teachers to work with English Language Learners
in schools 2. Educate and train in-service general education and content area teachers to x x x x
become ESL teachers 3. Educate and equip students who wish to teach in both ESL and EFL
Department of settings to children and adult language learners Currently the TESOL program at MU offers:
Learning, Teaching, & 1. ESOL certification in the State of Missouri. 2. TESOL Masters degree 3. Phd in English
TESOL Rachel Pinnow Assistant Professor of TESOL 73-234-9330
5 pinnowr@missouri.edu Curriculum Education with emphasis in TESOL 2006
6
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
CATEGORY 2: Serving Populations with Special Needs
This development and research initiative focuses on electronic performance support system
(EPSS) software and web supports for students with high incidence learning disabilities and
behavioral disorders as well as students at-risk for failure in the schools. Current EPSS software
includes electronic tools for developing self-management and personal problem solving skills,
organizational skills and learning strategies, and self-determination and transition planning. The
EPSS programs are available across the P-12 grades with PictureTools for K-primary children,
KidTools and KidSkills for elementary/middle school youngsters, and StrategyTools for x x x x
secondary students. EPSS supports include information databases to assist parents and
educators with implementation, an information/training web site for educators (KidTools
Support System at http://kidtools.org/), and an interactive learning environment for secondary
Electronic Performance Support students (Strategy Coach at http://strategytools.org/). Ongoing research funded by the U.S.
Systems for At-Risk Students and College of Education/ Department of Education has established the efficacy of the EPSS approach to impact behavior
Those with Learning Disabilities School of Information & and learning of students and strategies to support implementation in public schools. All
and Behavioral Disorders Gail Fitzgerald Professor 573-882-0566 fitzgeraldg@missouri.edu Learning Technologies software and resources can be downloaded without cost from the MU project web sites. 1998
The Administration for Children and Families, Office of Head Start funds Head Start-State
Collaboration grants to facilitate collaboration among Head Start agencies (including Early Head
Start) and entities that carry out activities designed to benefit low-income children from birth to
school entry, and their families. We: • assist Head Start(HS) agencies to collaborate with
entities involved in state and local planning processes to better meet the needs of low-income x
children from birth to school entry and their families • assist HS agencies to coordinate
activities with the state agency responsible for administering the state program carried out
under the Child Care and Development Block Grant • promote alignment of curricula in HS
Head Start-State Collaboration Center for Family Policy programs and continuity of services with the HS Outcomes Framework and state early learning
Project Stacey Owsley Director 573 884-3080 OwsleyS@missouri.edu & Research (HDFS) standards • promote better linkages between HS agencies and other child and family agencies 1997
The Institute for Professional Development includes three on-site technical assistance/coaching
projects (Start-Up and Expansion, Educare Boone County, and Educare Project REACH and a
training unit. The three projects provide on-site services to family child care homes and centers x
with quality enhancements. The training unit includes Deveruex Early Childhood Assessment
Institute for Professional Director, Center for Family Center for Family Policy (DECA) and Emerging Language and Literacy Curriculum (ELLC). The overall goal of the
Development Kathy Thornburg Policy & Research (573) 882-9998 ThornburgK@missouri.edu & Research (HDFS) projects and training unit is to improve the quality of early childhood programs. 1994
The goal of the iSocial project is to develop a 3D-based virtual learning environment (3D VLE)
to support the development of social competence for youth with an Autism Spectrum Disorder
(ASD). iSocial will use a curriculum (Social Competence Intervention based on a framework of
iSocial: Developing a 3D-based Cognitive Behavioral Intervention: SCI-CBI) developed by Dr. Janine Stichter which has been x
virtual learning environment for shown to enhance the social competence of youth with an ASD for groups of youth meeting
use in schools to enhance the with a trained guide in face to face sessions over a 10 week period. The purpose of developing
social competence of youth with the virtual learning environment is to make this curriculum and approaches like it much more
an Autism Spectrum Disorder James Laffey Professor 882 5399 laffeyj@missouri.edu SISLT - COE widely available to youth, families and schools. 2007
The Missouri Comprehensive Guidance Program provides a framework to organize and manage
developmental, preventative, and responsive guidance and counseling activities and services in
Department of school districts. It makes a value added contribution to the academic, career, and x x x
Missouri Comprehensvie Guidance Educational, School, & personal/social development of all students. It is an integral part of the total educational
Program Norman Gysbers Curators' Professor 573-882-6386 gysbersn@missouri.edu Counseling Psychology system 1984
The MU Assessment and Consultation Clinic provides comprehensive, integrative psychological
services to meet the educational, developmental and psychosocial needs of children, adults,
families, schools and communities. Services are tailored to meet the unique and specific needs x x x
of each child, adult, or family unit with special consideration given to individual differences and
MU Assessment & Consultation Educational, School and multicultural issues including socioeconomic, cultural, racial and gender issues. The MUACC
Clinic Counseling Psychology - provides psychoeducational evaluations, consultation and counseling services that impact
(also category 1) Andy Knoop Clinic Director 884-3025 knoopa@missouri.edu College of Education academic and social functioning in children, adolescents and adults. 1993
7
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
The MU R.G. Combs Language Preschool is a training site for MU Communication Science and
Disorders seniors and first year graduate students. We train approximately 24 clinicians per
academic year and serve 16-24 preschool-aged children, the majority of which are diagnosed
with organic or functional speech and/or language disorders. We have two main goals. One
goal is to train student speech-language clinicians in the best way possible using research- x
based methods while coordinating their academic training with practicum experience. Another
goal is to serve families with children who have speech and/or language disorders, filling a real
gap in services in our region. Families come to our preschool from Boone and surrounding
MU Robert G. Combs Language Communication Science counties because of the high quality of services we provide, but also because of the shortage of
Preschool Preschool Director & MU and Disorders, School speech-language pathology services in Columbia and the surrounding rural areas. Our
(also category 1) Dana Fritz Clinical Assistant Professor 573.882.8538 fritzd@health.missouri.edu of Health Professions preschool is supported heavily by the Scottish Rite's philanthropic organization, RiteCare. 1999
Communication Science A clinic serving individuals with speech or language disorders throughout the age span Twofold
x x x x
Clinic Director and Clinical and Department, School goal: training of graduate students in speech-language pathology providing diagnosis and
MU Speech and Hearing Clinic Barbara Brinkman Associate Professor 573-882-5469 of Health Professions
brinkmanb@health.missouri.edu intervention for speech and language disorders
Development project with the school system to prepare adolescents with and at-risk for social
disabilities to better exibit social competence and as a result be better prepared for post -p-12
environments like higher ed and the work force. The curriculum has been researched for over x
3 years and the current project is designed to assess its feasiblity with educators in schools and
Deparment of Special adjust the curriculum to insure fidelity while mainintaining previously demonstrated student
Education; College of outcomes. Current target population are those 11-14 years of age without cognitive
Janine Stichter Professor 573-884-9157 stichterj@missouri.edu Education impairments but who have an Autism Spectrum diagnosis or have similar social deficits. 2009
x x x x
Human Environmental Sciences Associate Dean / Program Human Environmental
Extension Jo Britt-Rankin Director 573-882-7828 britt-rankinj@missouri.edu Sciences Extension
CATEGORY 3: College and Career Planning
8
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
Overview: The University of Missouri (MU) was one of 10 founding member institutions in the
National College Advising Corps (NCAC), headquartered at the University of North Carolina at
Chapel Hill. The Corps now includes 13 state corps, most headquartered at state flagship
institutions (University of Alabama, Brown University, the University of California-Berkeley,
Franklin and Marshall College, the University of Georgia, the University of Illinois, MU, the
University of North Carolina at Chapel Hill, Pennsylvania State University, Tufts
University/Massachusetts, the University of Utah, the University of Virginia, and most recently,
the University of Michigan). In total, 132 college guides across the country are serving more
than 37,000 per year. The NCAC began in 2007 and the Missouri College Advising Corps
(MCAC) placed its first college guides in high school and community colleges across the state in
the fall of 2008. During its first year, MCAC placed nine college guides in seven high schools
and three community colleges. By fall of 2009, the program grew to include 13 college guides
servicing 11 high schools and three community colleges. Purpose of NCAC: ―The National
College Advising Corps (NCAC) seeks to bring talented, enthusiastic advisers to every
community that wants them and to every student who needs them. Through a nationwide
consortium of colleges and universities, the corps aims to increase the number of low-income,
first-generation, and underrepresented students entering and completing higher education. By
placing recent graduates of partner institutions as college advisers in low-income high schools
and community colleges, our programs work in communities across the country to provide the
advising and encouragement that students need to navigate college admissions‖ (Source:
http://advisingcorps.org/). Purpose of MCAC: 1.To help Missouri students and their
families see college as an attainable goal, 2.To provide information about the college
application and financial aid process to students and their families, 3.To increase college
enrollment and graduation among high-ability, low-income high school students, and 4.To
encourage community college students to continue their studies toward completion of a
bachelor’s degree. College Guides: College guides are recent graduates from the University x
of Missouri and have received their bachelor’s degree in a variety of academic disciplines.
Guides participate in a 4-week training program on the MU campus as well as one week of
training at the national level. Guides are trained to advise students on how to prepare for
college admission, choose a college that matches their interests, and complete admission and
financial aid applications. In addition, college guides provide parents with the information they
need to encourage and support their children’s pursuit of a college dream. Guides are placed
in high schools and community colleges and are immersed in the school or college setting.
They work closely with the schools’ counseling staff and work with students both in one-on-one
and group settings. Guides facilitate campus tours, taking students to a variety of institutional
types. Guides do not recruit students to MU but help students find their ―best fit‖ institution.
Partner Schools: Partner schools are selected on the basis of where college guides are most
needed and can make the greatest impact. A number of factors are considered in combination
when selecting partner schools and colleges: 1.Percentage of students eligible for free and
reduced lunch, with priority given to schools with 35% or greater of students eligible;
2.Percentage of students taking the ACT; 3.Difference in percentage of students taking
the ACT and enrolling in college, with priority given to schools with 20% or more differential in
the two; and 4.Percentage of students transitioning immediately from high school to college,
with priority given to schools at 20% or more below the state average. When possible, we
attempt to select schools that are not being serviced by other college access programs. Guides
are purposefully selected for both urban and rural schools and community colleges. At present,
4
college guides are placed in: • Kansas City area high schools (Paseo Academy of the Arts,
Northeast Law & Public Service Magnet, Van Horn High School, Grandview High School), • St. 3
Executive Director, Enrollment Management Louis area high schools (Soldan International Studies High School, Jennings High School,
Missouri College Advising 3
Division - University of Riverview Gardens High School), • high schools in rural communities, (Salem High School,
Missouri College Advising Corps Elizabeth Tankersley-Bankhead Corps 573-884-1928 tankersleybankheaea@missouri.edu Columbia
Missouri 1
Cuba High School, Bourbon High School), • medium-sized community high school (Benton 2008
CATEGORY 4: College and Career Readiness
A Way With Words & Numbers is now in its 13th year. It is a tutoring program that utilizes the
skills and resources of graduate and undergraduate students at MU to help local students
master the basic skills of literacy and math. Teams of tutors consisting of volunteers, service
learning and work study students work at various sites in the Columbia community, assisting
x x
children in preschool through eighth grade. Nearly 300 MU students serve each year as tutors
in this program. Currently, A Way With Words & Numbers provides teams of tutors in all 19
Provost For public elementary schools, all three middle schools, two after school programs and the public
A Way With Words & Numbers Rob McDaniels Assoc Director 882-9370 McDanielsr@missouri.edu Undergraduate Studies library. 1996
9
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
The occupational therapy department is an entry level graduate program preparing students to
become practitioners in the state of Missouri. approximately one third of our students work in
school based practive programs in the school systems. Other students work for children's
hospitals or serve children in developmental programs and institutions for children with severe
x
cognitive or neurodevelopmental delays. The Department has a children's clinic where students
Department of Occupational work witha variety of children(pre-school or school aged) on functional or behavioral issues.
Therapy and Occupational Chair and Clinical School of Health The Department also conducts research on the effects of Neurofeedback training on children
Science Guy McCormack Professor 573-882-4183 Professions
mccormackg@health.missouri.edu with Autism Spectrum Disorders. 2003
The purpose of the program is to support and mentor students interested in interdisciplinary
work in math and the life sciences. As part of the 5 year NSF-funded program, we will recruit
high school students from underrepresented groups to apply to become an MLS scholar, which x
Mathematics in Life Sciences will provide them a scholarship for 4 years, experience working directly with faculty on
Program Dix Petty Professor 02/01/3307 petteyd@missouri.edu Mathematics research, and participation in a FIG and co-enrolled courses. 2009
CATEGORY 5: Academic Enrichment
x x x
4-H Agriculture Contests Ben Gallup State 4-H Youth Specialist 573-882-3835 gallupb@missouri.edu Extension 1950
Youth explore architecture and interior design through hands-on workshops and tours that take
place on the University of Missouri-Columbia campus. The session is divided into two age
group: Junior Sustainable Builders (ages 12 and under) Do you like to make things from
ordinary items around the house? Does working with giant construction toys sound like a great
way to spend a day? Using oversize construction toys and discarded household items such
as cardboard and plastic soda bottles, this group will work as a team to design and construct a
"building" that can hold two people. We will learn how some architects and builders use
discarded materials to create new structures, and why it is important to build with the idea of
sustainability. Sketchup(R) City (ages 13 and up) Have you ever wondered how computers x x x
are used to create 3-dimensional drawings and animations? Are you interested in architecture
or interior design? In this workshop, we use the free Google(TM) Sketchup(R) software to
create individual buildings and then work as a team to combine all of our designs to figure out
the best plan for our new city. Sketchup(R) has gained popularity among architects and
designers and is used throughout these industries to communicate design concepts to clients.
Participants will receive training on the software and how Sketchup(R) drawings can be
Extension, 4-H Center exported to Google Earth(TM). We will also discuss what it means to efficiently plan for towns
4-H Architectural & Design Alison Copeland State 4-H Youth Specialist 573-882-8807 copelanda@missouri.edu for Youth Development and cities as they grow and develop. 2004
4-H Camp Food and Fitness is a two day event in Columbia that helps youth age 12-14 engage
in hands-on activities that promote better nutrition and physical fitness. Careers exploration in
these areas is also a focus. Specifically youth: Perform food science experiments Prepare x
Extension, 4-H Center and eat an evening meal Learn about culinary skills and practices Learn about food/nutrition
4-H Camp Food & Fitness Alison Copeland State 4-H Youth Specialist 573-882-08807 copelanda@missouri.edu for Youth Development and healthy eating Increase physical activity 2003
4 Habitat is a partnership between the University of Missouri 4-H Youth Development Program,
4-H Habitat: Building a Better Extension, 4-H Center Human Environmental Sciences–Architectural Studies Extension, and Habitat for Humanity. x x x
Future Alison Copeland State 4-H Youth Specialst 573-882-8807 copelanda@missouri.edu for Youth Development The 4 Habitat team integrates: 1. 2007
Missouri 4-H is creating environments in which young people are valued, contributing members
of their community. 4-H programs empower youth to reach their full potential while working
and learning in partnership with caring adults. 4-H is for ALL youth in both rural and urban
settings. 4-H is part of the University of Missouri Extension. 4-H is one of the largest youth
organizations in the United States. 4-H youth programming results in competent, capable,
caring, contributing youth. 94,1230 youth between the ages of 5 and 18 participated in a 4-H
education program One out of every ten Missouri youth were touched by 4-H Nearly 11,232 x x x
youth and adults volunteer in Missouri; their devoted time was valued at $38.2 million The
Missouri 4-H Foundation raised $798,424 from private sources, member fees and investment
income to support Missouri 4-H programs. The Foundation also provided 60 college
scholarships, each ranging from $500 to $2500. The synergy of effective past and present
programs, dedicated volunteers, and spirited youth will only continue to enforce our vision of a
Director, 4-H Center for world in which both youth and adults learn, grow, and work together as catalysts for positive
4-H Youth Development Ina Linville Youth Development 573-882-7430 linvillei@missouri.edu Extension change. 1950
10
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
The 4-H Youth Futures College Within Reach Program, developed by the University of Missouri
Extension/4-H Center for Youth Development and Lincoln University Cooperative Extension,
promotes college as an obtainable goal for high school youth who are not typically encouraged
to attend college, such as first-generation college students. 4-H Youth Futures is an extensive
college orientation program that includes on-going local mentoring and a college orientation
conference on the University of Missouri (MU) and Lincoln University (LU) campuses. The goal
of the program is to help youth go to college and stay in college. Youth Futures participants
scheduled to graduate from high school in 2008 began the program as freshmen, sophomores
and juniors from 2004 to 2007. Of the 33 participants scheduled to graduate from high school
in 2008, 25 (76%) enrolled in college. The status of the remaining eight participants is as
follows: four (12%) dropped out of high school and/or out of the program, two (6%) entered
the workforce, one (3%) moved out of state, and one (3%) joined the military. Since the x x
inception of Youth Futures 242 youth (duplicates removed) have participated in the program
(41 youth in 2002; 61 in 2003; 57 in 2004; 48 in 2005; 47 in 2006; 57 in 2007; and 58 in
2008). These numbers represent total participants each year and reflect duplicate youth. The
same youth may participate in the program multiple years. Ninety-two participants are
currently in high school. Of the 123 participants scheduled to graduate from high school from
2002 to 2007: • 16 (13%) have graduated from college • 64 (52%) are currently college
sophomores, juniors or seniors • 10 ( 8%) entered but later dropped out of college • 2 (
2%) joined the military • 11 ( 9%) entered the work force • 15 (12%) were unable to be
located or dropped out of the program • 5 ( 4%) moved to another state. 4-H Youth
Futures helps make college an achievable goal for non-traditional students. The on-site
4-H Youth Futures College Within Extension, 4-H Center campus experiences coupled with a caring adult (mentor) motivates youth and helps them
Reach Alison Copeland State 4-H Youth Specialist 573-882-8807 copelanda@missouri.edu for Youth Development navigate the many steps of getting into and staying in college. 2002
The Graduate School is extremely interested in building the pipeline to the "17-20" part of the
P20 initiative. We are working toward finding new ways to encourage students at early stages
in their elementary and secondary schooling to keep the goal of a graduate education in mind.
One important program to that end in our "Adventures in Graduate Education" fair, put on by
graduate students across the disciplines each April as part of Graduate Education Week in the x x x
State of Missouri. At this fair, students occupy Jesse Hall with interactive presentations to
Interim Dean/Interim Vice elementary school-age children from central Missouri. The kids see that advanced education is
Adventures in Graduate Education Provost for Advanced fun and interesting (and we hope to recruit their parents to think of post-secondary education
(etc.) George Justice Studies (573) 884-1402 JusticeG@missouri.edu Graduate School as well, both for their kids and themselves!) 2006
Center for Multicultural Research, Educational, School,
Training, and Consultation and Counseling The aim of the CMRTC is to increase multicultural and cross-cultural competence at the x x x
(CMRTC) Puncky Heppner PhD 882-3523 Heppnerp@missouri.edu Psychology, COE organizational and individual levels to navigate a more inclusive and global community. 1998
Students interested in Health Care professions from Cristo Rey High School in Kansas City were
in Columbia for several days over the summer to explore their interests. Specifically, in the
School of Health Professions, we had the students rotate through each of our departments to
gain hands-on experience with our programs. The students did gait analysis (PT), sampled
assistive devices (OT), and performed sound recordings to analyze their voices (Communication
Science and Disorders). For Ultrasound, they did an ultrasound to see their lungs and kidneys.
x
For Respiratory Therapy, they practiced intibating a mannequin. For Clinical Laboratory
School of Health Sciences and Radiography, they rotated through those departments at University Hospital.
Professions - in That was the extent of the Health Professions portion of the program, though they also
collaboration with practiced with many things at the Simulation Center and visited the Schools of Nursing and
Cristo Rey Health Professions Nursing, Med School Medicine. The idea was to give the students as much hands-on experience as possible, so they
Summit Jill Diener Academic Advisor II 573.882.8012 and
dienerjs@health.missouri.edu AHEC could actually see and experience these fields in practice. 2008
Exploring Life Science at MU is an annual scientific conference that is the kick-off event for the
Missouri Life Sciences Week held at the Christopher S. Bond Life Sciences Center. The
Exploring Life Sciences conference is designed specifically for Missouri high schoo. students and
their teachers. Through this unique program, high school students are encouraged to learn x
more about scientific research and teh impact this research has on human health, opporunities
waldrona@missouri.edu / available for undergraduate students at the University of Missouri, and potential careers in
Exploring Life Sciences Day Anna / Deanna Waldron / Lankford Director / Coordinator 573-882-9435 dmld80@mizzou.edu MUSEC science and technology. 2006
The Graduate Student Science Outreach program connects graduate students from the
Graduate Student Science waldrona@missouri.edu / University of Missouri with classrooms in local public schools to show how science is fun and x x x
Outreach (GSSO) Anna / Lianne Waldron / Hibbert Director / Program Coordinator
573-882-9435 hibbertl@missouri.edu MUSEC how interesting questions are sked and answered 2005
11
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
The University of Missouri School of Medicine offers a unique summer experience for high
school students interested in careers in medicine. The eleventh annual High School Mini Medical
School is a one-week experience designed to give students a preview of medical school. The
program is intended for students who will begin their senior year in the fall of 2009. The fee for
the High School Mini Medical School is $ 525 per session. Some scholarships will be available in x
cases of financial need. A non-refundable deposit of $250 will be due after students receive
Director of Admissions, notification of acceptance into the program. The remaining balance will be due three weeks
Recruitment, Career before the session begins. Students will be housed in residence halls, and meals will be
H.S. Mini Medical School Alison Martin Advising 573-882-9219 School of Medicine
martinat@health.missouri.edu provided in campus dining rooms. 1998
Program has a multi-faceted approach to introducing veterinary medicine to secondary
education students. A Powerpoint presentation that explains the basics of veterinary medicine
and its relevance to the public. This is coupled with an interactive presentation consisting of
our Raptor Club and another student organization called PALS (Pet-Assisted Love & Support).
The other more advanced segment of the program is directed toward 6-12 that focuses on a
strong science curriculum, achieving and maintaining a highly competitive GPA. This also is
coupled with skill labs, tours of the vet school and a Saturday Science program that is
administered monthly. With the assistance and coordination of the Guidance Counselors and x x x
Science faculty, students will be identified primarily by their interests in Veterinary Medicine
and secondly by their aptitude but their aptitude won't proclude them from participation.
These students will also be prime candidates for a newly introduced Summer Program that will
be an extension of the K-12 Initiative. As this program becomes more consistent and stable it
Coordinator of Student College of Veterinary will serve as a pilot program to be proposed to other school systems throughout the state of
K-12 Initiative Douglas Tindall Recruitment 573-882-4397 tindalld@missouri.edu Medicine Missouri.
The Kauffman Scholars Program (KSI), run through the Kauffman Foundation of Kansas City, 2009
Missouri, selects partner colleges and universities to provide summer camp experiences for
Kauffman Scholars. The University of Missouri (MU) is a partner institution. Kauffman
Scholars is comprised of approximately 2,300 Kansas City area urban youth who begin in the
program in 7th grade. Scholars receive academic support to assure their graduation from high
school and continuation into higher education. KSI is a multi-dimensional program that provides
support to students through a variety of activities. One dimension of the program is College
Exposure through which students visit campuses during their middle and high school years and
also participate in summer camps hosted on partner campuses. Historically, MU has
sponsored two to three academic specific summer camps, each for the duration of three days
during which students live in residence on the campus. Sixty Kauffman Scholars participated in
two camps on the MU campus in summer 2009. The Hands on the Future experience was
facilitated through the College of Engineering and focused on Lego robotics. The second was x x
titled Explore the Sciences of Life and was facilitated through the College of Agriculture, Natural
Resources, and Forestry. The program is designed to enhance college readiness and career
exploration and to acquaint students with campus life. Students participate in courses taught by
university faculty (e.g., Legal and Ethical Issues in the Life Sciences, Lasers in Medicine,
Forestry, Secrets of Wildlife, Recipe for Success, Hotel and Restaurant Management –
Designing a Business Plan, Veterinary Medicine) as well as field trips (e.g. tours of two of the
many University farms and of rare collections of species, waterfowl, and upland game birds),
team-building activities, extracurricular activities, and career exploration. Students also
Division of Enrollment prepared and made formal presentations to peer scholars and faculty members. Interaction
Assistant to the Vice Management at the with current undergraduate students is a vital part of the program. Undergraduate students live
Provost for Enrollment University of Missouri in the residence hall with scholars, mentor small groups of scholars, and share their personal
Kauffman Scholars DeAnglea Burns-Wallace Management 882-7651 (MU)
burnswallaced@missouri.edu college selection stories and experiences with them. 2007
Clinical Associate Dept of Physical this is a short one time program to fifth graders in clumbia Pulbic Schols thta invite us to come x
Know your Brain Karen Wingert Professor 882-7103 Therapy to the classroom. PT students provide a disucssion and dmeonstrtion of the brain.
Missouri’s Legislative Black Caucus Foundation sponsors an annual youth leadership conference.
For the past three subsequent years and many previous ones the University of Missouri (MU)
has been selected as the conference site. Through the program high school students from
state spend three days and nights in residence on the MU campus. In summer 2009, 83
students participated in the program. Participants were high school freshman, sophomores,
juniors, and seniors. Community leaders from across Missouri accompany the students, live in
residence with them, and serve as adult chaperones. Participants had been encouraged by their
home district legislators, church and community leaders, and family to participate in the
x
program. The conference is designed to enhance students’ college readiness, acquaint them
with college life, and build their leadership skills and capacity. Workshops offered included:
financial aid, college admission, taking the ACT test, college fair, leadership development, and
academic exploration. Presenters included MU faculty and staff and leaders from the Legislative
Division of Enrollment Black Caucus. Several state legislators and/or their staff participated in the program. MU
Assistant to the Vice Management at the undergraduate students mentored participants and lead structured ―Teen Talks‖ to share their
Legislative Black Caucus Provost for Enrollment University of Missouri own college selection and campus life experiences. All participants received detailed mentoring
Leadership Conference DeAngela Burns-Wallace Management 882-7651 (MU)
burnswallaced@missouri.edu on the college admissions process and financial aid. 2006
12
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
The MAC (Minority Achievement Committee) Scholars Summer Academy is conducted jointly by
the Columbia Public Schools (CPS) and the University of Missouri (MU). Students are invited to
apply for the academy based on grades, test scores, and recommendations from high school
teachers. Historically, approximately 50 students have participated in each summer program.
Historically, the program lasted two weeks; this past summer it was for the duration of one
week due to budget constraints. The program occurs on the MU campus, with students living in
residence. Students participate in courses taught by CPS teachers and MU faculty and graduate
assistants for which they earn ½ hour of CPS credit. The program is designed to enhance
college readiness and acquaint students with the resources of the university. Each summer’s
program features a thematic course that requires reading and discussing essays, short stories,
and editorials by notable authors. In addition to the courses, students are introduced to various
academic programs including medicine, law, business, education, journalism, and nursing.
Workshops are also taught in these areas: study skills, writing skills, career exploration, time
management, and research. Extracurricular activities such as field trips, team-building
exercises, movies, and a speaker series are also offered. Parents are also included in portions
of the program and receive information on the college admissions process and financial aid. A
closing graduation ceremony is attended by CPS and MU faculty and administration and by
parents of student participants. The MAC (Minority Achievement Committee) Scholars Summer x x
Academy is conducted jointly by the Columbia Public Schools (CPS) and the University of
Missouri (MU). Students are invited to apply for the academy based on grades, test scores, and
recommendations from high school teachers. Historically, approximately 50 students have
participated in each summer program. Historically, the program lasted two weeks; this past
summer it was for the duration of one week due to budget constraints. The program occurs on
the MU campus, with students living in residence. Students participate in courses taught by CPS
teachers and MU faculty and graduate assistants for which they earn ½ hour of CPS credit.
The program is designed to enhance college readiness and acquaint students with the
resources of the university. Each summer’s program features a thematic course that requires
reading and discussing essays, short stories, and editorials by notable authors. In addition to
the courses, students are introduced to various academic programs including medicine, law,
business, education, journalism, and nursing. Workshops are also taught in these areas: study
skills, writing skills, career exploration, time management, and research. Extracurricular
Division of Enrollment activities such as field trips, team-building exercises, movies, and a speaker series are also
Assistant to the Vice Management at the offered. Parents are also included in portions of the program and receive information on the
MAC (Minority Achievement Provost for Enrollment University of Missouri college admissions process and financial aid. A closing graduation ceremony is attended by CPS
Committee) Scholars DeAngela Burns-Wallace Management 882-7651 (MU)
burnswallaced@missouri.edu and MU faculty and administration and by parents of student participants. 2004
The Magic of Chemistry is a hands-on, inquiry-based educational program, designed to ignite
and retain girls’ interest in science at an age where national studies indicate they begin to lose
this curiosity. Three programs — ―Case of the Unsigned Letter‖, ―Fun with Polymers‖, and
―Chemistry of Color‖ — rotate annually, allowing children (10-12 year olds) to be exposed to
different science every year. Primarily serving junior Girl Scouts, workshops are held on
Saturdays, during National Chemistry (October) and Girl Scout (March) Weeks. Since 1998, x x
over 3100 girls and 1700 volunteers have participated in the MU program that has been
nationally recognized by the American Chemical Society, Girl Scouts of the USA, National
Science Foundation and White House. Program results have been published in Science (2008,
Department of vol. 319, p.1621), and it has been ported to several other sites, via program kits that are
Magic of Chemistry Sheryl Tucker Professor of Chemistry and Associate Dean
573-815-9937 TuckerS@missouri.edu Chemistry available. http://magicofchemistry.missouri.edu/index.shtml 1998
Maps in Medicine is a dynamic new program funded through a grnat from the Howard Hughes
Medical Institute (HHMI). The grant provides for a partnership consisting of the University of
Missouri, Columbia Public Schools, Normandy High School, and the Parkway School District and
folkw@missouri.edu / is designed to promote stronger interest in science among at-risk students, to develop
Maps in Medicine William / Marcelle Folk / Siegel PI / Co-PI 573-884-2921 siegelm@missouri.edu MUSEC innovative curricular materials, and to improve high school biolog learning 2007
Students from across Missouri participate in this week long residential program partnering with
members of the Missouri Realtors Association to develop business plans for new product x
Trulaske College of ventures. The objective is for students to gain an understanding of the various business
Missouri Business Week Mary Beth Marrs Assistant Dean, Undergraduate Programs
573.882.4562 marrsm@missouri.edu Business functions and apply them in a very practical way. 1985
13
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
The Missouri Scholars Academy (MSA) is a three-week academic program for 330 of Missouri's
gifted students who are ready to begin their junior year in high school. The academy is a
residential program held on the campus of the University of Missouri-Columbia. Funds to
support the Missouri Scholars Academy are appropriated by the Missouri Legislature following
State Board of Education recommendations. The academy also benefits from support of the
Gifted Association of Missouri, the Missouri Scholars Academy Alumni Association, the
University of Missouri-Columbia, the University of Missouri System, and tax-deductible
contributions made by alumni and parents to the Missouri Scholars Academy Development x
Fund. The State Board of Education is responsible for setting policies of the academy. Now in
the initial stages of planning for its 26th year, the program is administered by the Department
of Elementary and Secondary Education, in cooperation with University of Missouri officials.
With a carefully selected faculty and staff, a specially designed curriculum that focuses on the
liberal arts, and a variety of stimulating extracurricular activities, the academy enables students
to be part of a unique learning community. The academy provides a model that all schools can
Associate Dean of Arts University of Missouri- use in building or expanding their own programs for gifted students. Educators who have
Missouri Scholars Academy Theodore Tarkow and Science 573-882-4421 tarkowt@missouri.edu Columbia served as faculty members have used this experience to benefit students in their local schools. 1985
Project Science is a group of approximately 15 undergraduate students from the University of
Missouri here in Columbia. Each week we donate our time to teach an afterschool science x
waldrona@missouri.edu / program to approximately 15-20 students at the Blind Boone Community Center in downtown
Project Science Anna / Lianne Waldron / Hibbert Director / Program Coordinator
573-882-9435 hibbertl@missouri.edu MUSEC Columbia, ranging from 5-14 years of age. 2005
The QUEST program is a week-long science enrichment program that focuses on 1) providing
hands-on and inquiry-based experiences for elementary-age students to foster conceptual
understtanding; 2) encouraging students' positive attitude about science and themselves as x x
Quality Elementary Science hanuscind@missouri.edu science learners; and 3) promoting students' understanding of the nature of science, and the
Teaching (QUEST) Deborah / Anna Hanuscin / Waldron PI / Director 573-884-2527 waldrona@missouri.edu MUSEC relevance of science to their everyday life experiences.
QUEST is held in conjunction with a teacher professional development program that
emphasizes inquiry based instruction, formative assessment practices, and applying principles
of Universal Design for Learning (UDL) to support success of ALL students in science.
Elementary-age students attend a week-long half-day science program in which they receive x
one-on-one attention from teachers trained in the professional development program. The
MU Science Education QUEST Summer Science Academy for Students is designed to promote positive attitudes toward
QUEST Summer Science Academy Deborah Hanuscin Asst. Professor 573-884-2527 hanuscind@missouri.edu Center science and boost students' confidence in themselves as science learners. 2005
Missouri State Science Olympiad is a non-profit organization that operates under the National
Science Olympiad which is a national non-profit organization dedicated to improving the quality
of K-12 science education, increasing male, female and minority interest in science, creating a x x
director@moscioly.org / technologically literate workfoce and providing recognition for outstanding achievement by both
Science Olympiad Patty / Anna Palmietto / Waldron State Coordinator / Director816-930-2478 waldrona@missouri.edu MUSEC students and teachers 1984
Science talks to You is a new program with a goal of sharing the latest scientific discoveries
waldrona@missouri.edu / with communities across Missouri. Science Talks to You is based on the popular Saturdya x
Science Talks To You Anna / Lianne Waldron / Hibbert 573-882-9435
Director / Program Coordinator hibbertl@missouri.edu MUSEC of Agriuclture,
College Morning Science series at University of Missouri's Columbia campus.
High school juniors from Missouri are nominated by a high school science teacher. Nominees 2009
Food and Natural must then apply for the weeklong residential campus academy. Applicants also must submit an x
Sciences of Life Academy Cecilia Leslie Director of Student Recruitment
884-3244 lesliecj@missouri.edu Resources essay. Twenty-eight students are chosen for the tuition free academy to introduce them to the 2005
State 4-H Youth Extension, 4-H Center 4-H youth, ages 14-19, come from across Missouri to stay in the dorms on the MU Campus and x
State 4-H Congress Bradd Anderson Specialisst 573-884-0576 Andersonb@missouri.edu for Youth Development experience educational workshops over a 3 day period. 1950
State 4-H Fashion Review is a competitive event for youth enrolled in 4-H clothing and textile
projects. As a part of these projects, youth learn about habits, clothing selections and more. x x x
Youth have the opportunity to demonstrate what they've learned during county and state 4-H
Extension, 4-H Center FAshion REviews. In addition to attending hands-on, educational workshops, youth participate
State 4-H Fashion Revue Alison Copeland State 4-H Youth Specialist 573-882-8807 copelanda@missouri.edu for Youth Development in a session where an adult expert judges their made and purchased garment. 1950
Extension, 4-H Center x
State 4-H Photo Corps Bradd Anderson State 4-H Youth Specialist 573-884-0576 Andersonb@missouri.edu for Youth Development 2006
This contest is the culmination of similar county contests. Youth compete in 5 communication x
Extension, 4-H Center categories: a) Prepared Speech b) Extemporaneous Speech c) Technology-Assisted Speech d)
State 4-H Public Speaking Contest Bradd Anderson State 4-H Youth Specialist 573-884-0576 Andersonb@missouri.edu for Youth Development Interpretation (Dramatic, Humorous or Pantomin=me) e) Public Service Announcement 2008
Teen Conference is an overnight event for youth ages 11-13 that provides quality educational
experiences, focusing on: (a) developing leadership and other life skills, (b) linking x
Extension, 4-H Center youth with their 4-H peers, and (c) retaining them as teenagers in the Missouri 4-H
State 4-H Teen Conference Bradd Anderson State 4-H Youth Specialist 573-884-0576 Andersonb@missouri.edu for Youth Development program. 1995
14
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
x
Summer camp Lex Akers Associate Dean 573 882 4765 akersl@missouri.edu Engineering Educate students about Engineering 2004
Summers @ Mizzou is a career and college exploration program designed to bring youth age 12
and older to the University of Missouri campus. A selection of approximately six camps are
x x
offered giving youth a chance to explore different college majors and career opportunities.
Youth will have a chance to experience life as a college student by living in the dorms, eating in
a dining hall and exploring campus and Columbia. During the day, campers will be involved in
their individual camps. All campers will come together in the evenings for recreation, including
Summers At Mizzou 4-H Center for Youth a visit to the MU Rec Center, tours of campus and downtown and other activities. These camps
Teresa Bishop Project Coordinator 573-884-0554 bishopta@missouri.edu Development are great for those beginning to think about college and their future career. 2007
Students interested in Health Care professions from Cristo Rey High School in Kansas City were
in Columbia for several days over the summer to explore their interests. Specifically, in the
School of Health Professions, we had the students rotate through each of our departments to
gain hands-on experience with our programs. The students did gait analysis (PT), sampled
assistive devices (OT), and performed sound recordings to analyze their voices (Communication
Science and Disorders). For Ultrasound, they did an ultrasound to see their lungs and kidneys.
x
For Respiratory Therapy, they practiced intibating a mannequin. For Clinical Laboratory
Sciences and Radiography, they rotated through those departments at University Hospital.
That was the extent of the Health Professions portion of the program, though they also
Health Professions, practiced with many things at the Simulation Center and visited the Schools of Nursing and
Summer @ Mizzou Camp - Scrup- working with Nursing Medicine. The idea was to give the students as much hands-on experience as possible, so they
in to a Health Career Jill Diener Academic Advisor II 573.882.8012 and
dienerjs@health.missouri.edu AHEC could actually see and experience these fields in practice. 2007
This program uses the 7 Habits of Highly Effective People as the foundation for building
effective, high-performing cultures in elementary schools. Teachers and administrators are
provided an extensive training process which prepares them to teach the foundational
principles to students in their schools. These principles are used to build productive academic x
and personal habits and thinking in students. Schools which have been using this process for a
College of Education, minimum of 4 years demonstrate consistent academic improvement and a significant reduction
The Leader in Me Paul Pitchford Clinical Assistant Professor 573.882.0862 pitchfordp@missouri.edu ELPA in student behavioral problems. 2008
Tiger Artist Program is an additional experience for Art Education students during their
TDP4730/4734 Overview of Art Education/Field Course. Children aged 8-12 attend four
Saturday sessions from 9:30am-12:00pm. During each session children view and inquire into
art objects at the University of Missouri Museum of Art and Archaeology and return to the art
education studio classroom to respond to the works visually by creating art. This program
x x
gives art education students the opportunity to plan, prepare, teach, and reflect upon art
lessons with the assistance of and feedback from a panel of master art educators in Columbia
Public Schools/Columbia community and the MU course instructors. Additional experience with
Tiger Artist Program in Art Assistant Teaching Learning, Teaching, & multi-aged children, master-level art teachers, parents, and instructors is gained by art
Education Belinda Smith Professor 573-289-1807c smithbel@missouri.edu Curriculum Department education students. 2004
The Trulaske Summer Business Academy works with minority high school students to expose
them to careers in business. It is a week-long residential program involving activities and
programs relevant to the business disciplines as well as providing opportunitites for interaction x
Trulaske Summer Business Trulaske College of among participants and faculty/staff within the college. The goal of the program is to
Academy Susan Klusmeier Coordinator, Diversity Programs
573.882.7073 klusmeiers@missouri.edu Business promote the pursuit of an education in business among minority youth. 2008
Each spring we have preservice teachers team up with 5th graders at West Blvd. Elementary
school to create a children's museum for the community. Last year the exhibit was also x
WBE Children's Museum Eryca Neville Dr. 882-0560 nevillee@missouri.edu COE displayed at the National Churchill Museum and the Youzeum. 2006
The Youth Civic Leaders Summit is a statewide weekend retreat for young people who are
active or aspiring leaders and decision-makers in their communities. Young people ages 13-18
who are involved through 4-H Councils, Junior/Senior Leaders, Youth EXCEL, Youth Summit,
and similar leadership programs are encouraged to attend, as well as the adults who support x x
them. The Summit engages young community leaders and adult sponsors in meeting, learning
alongside, and having fun with peers from around the state. Highlights include youth and adult
Extension, 4-H Center motivational speakers, outdoor challenge course, team talent showcase, and group action
Youth Civic Leaders Summit Steve Henness Extension Associate 573-884-6618 hennesss@missouri.edu for Youth Development planning for youth-adult partnerships. 2006
15
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
EXCEL, an EXperience in Community Enterprise and Leadership, is a process for community
leadership rather than a prepackaged program. What distinguishes EXCEL from other
approaches to leadership development is its high degree of flexibility, local control,
inclusiveness, and focus on the future of community governance. Communities investing in an
EXCEL program can expect to see new and younger people running for public office, more
involvement in community activities and organizations, improved community appearance, and
boards and commissions functioning more smoothly. A community should allow 6 to 12 months
for planning and organizing an EXCEL program. Ongoing support and assistance is provided by
a local University Extension specialist or another technical assistance provider. Membership is
limited to about 30 participants per class to ensure that an active and effective learning
experience occurs. The program budget is developed by a steering committee. Funding usually
comes from fees--generally $100-300 per participant and/or scholarships from local firms,
government, and organizations. A handbook, ―Community Leadership Development: The EXCEL
Approach,‖ extensive website and training for extension specialists provides program guidance.
The purpose of the Youth EXCEL program is increase the capacity of youth to address
community problems effectively by mobilizing the community human and social capital for
common purposes. Youth EXCEL strengthens: personal growth and self-efficacy; community
commitment; shared future and purpose, community knowledge and civic engagement. One
of the most pressing issues facing Missouri communities is how to best facilitate the
Extension Assistant development of our youth. To become productive and contributing individuals who can be
Youth EXCEL (EXperience in Professor and State effective and proactive in determining the course of their communities, today’s youth must
Community Enterprise and Leadership Development University of Missouri develop positive leadership knowledge, attitudes, skills and aspiration. Graduates from
Leadership) Johanna Reed Adams Specialist 573-882-3978 adamsjr@missouri.edu Extension established EXCEL programs discovered through their learning experiences that youth would
This workshop is designed for high school juniors and their parents to help them begin the
college search process. It is a generic workshop to talk about the steps in planning and
preparing for college. Admissions representatives host three large events in Missouri and also x
present many in workshops in high schools for sophomores, juniors, seniors and their parents.
Some of the topics include 1. Student goals and narrowing the college search, 2. How students
can prepare for college 3. How to investigate & compare colleges. 4. Applying to college. 5.
College Planning Workshops Chuck May Senior Associate Director 573-882-2457 mayc@missouri.edu Office of Admissions Financing college 6. Time Management 1994
There are number of locally driven educational programs targeted at this age group. Four
examples are: Garden and Grow - Gardening program for 9 to 13 year old youth. Participants
learn not only vegetable gardening, but also develop science, math, team building, and
language skills. Missouri Show Me Quality Assurance – Programming covers information on
daily care and management, reading feed labels, withdrawal times and bio-security for
livestock. Also focuses on animal health products, and carcass quality. Program develops
production managment skill sets but also science & team building skills. Water Awareness x x x
Festival - Informational educational workshop stressing the importance of water sanitation,
clean water, and protection methods. Focuses on the science section of the MO Basics. Rural
Agriculture Safety and Health - Preventative educationaL program to help reduce the number of
deaths and disabling injuries sustained by rural Missourians. Educates youth about workplace
safety and occupational health for agriculture, small business and rural living. Missouri Master
MU Agriculture & Natural Assistant Dean & Program College of Agriculture & Naturalist - Educational program to improve the understanding of natural resource ecology and
Resource Extension Program David Baker Director 573-882-6385 bakerd@missouri.edu MU Extension management, and enhances existing natural resource education. 2000
16
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
CATEGORY 6: Research Centers for Policy regarding P-20 efforts
The IE Lab is a university-based usability lab that provides services to companies and
organizations. We evaluate websites, web applications, and software and provide
recommendations for changes to the site/application to better serve your user base. For
example, the IE Lab evaluates school websites to see if it meets the needs of parents, teachers,
students and administrators. Since the IE Lab is used as a teaching and research facility, our
pricing is very competitive, and our services are research based. IE Lab services are available x x x
on the MU Campus or at any client-selected location. These services include Expert Evaluation
College of Education, by IE Lab staff to assess compliance of a website or software application with accepted
School of Information usability standards, User Interviews with current or potential users in focus group or individual
Information Experience Science & Learning settings, and User Observations collecting all computer interface data in real-time including
Laboratory- Usability Services Neeley Current Lab Coordinator 573-884-2737 currentn@missouri.edu Technologies cursor movement and facial expressions. 2003
The Instructional Materials Laboratory (IML) produces print-based and electronic instructional
materials in a wide variety of subject areas. IML also develops databases for the managmeent x
Instructional Materials Laboratory Dana Tannehill Director (573) 882-2883 tannehilld@missouri.edu College of Education of instructional related data.
Every organization is trying to accomplish something. And every organization experiences
performance problems that get in the way of the accomplishments. Identifying, understanding,
and addressing those performance problem can be confusing and frustrating. That's where
needs assessment comes into play -- needs assessment guided by the Performance Pyramid.
The Performance Pyramid is based on the belief that, in order to accomplish something of
x x x x
significance, three factors - Vision, Resources, and Support System - must be in place and
aligned with each other. The Support System includes six major components and recognizes
Needs Assessment Model and School of Information the influence of Organizational Culture on performance. Consisting of a simple model and a set
Tools Science & Learning of data-gathering tools, the Performance Pyramid helps identify the barriers to good
(relation to P-20 not clear) John Wedman Director 573-882-4546 wedmanj@missouri.edu Technologies performance and guides performance improvement efforts. 1998
The P-20 Education Research Center is intended to support high quality quantitative education
Truman School of Public research on the MU campus that makes use of large longitudinal administrative data files from x x x x
P-20 Education Research Center Michael Podgursky Professor of Economics 884-7741 PodgurskyM@missouri.edu Affairs pre-school, thorough K-12, to higher education, and into the labor market. 2009
With a focus on the integration of research, policy, and practice, the Center for Family Policy &
Research: • conducts research and disseminates evidence-based findings to inform
policymakers and to enhance program development, • facilitates collaboration and provides
leadership for systems-building efforts at the local, state, and national levels, and • works in
communities to provide education and support services to programs that serve children, youth,
and families. The researchers and policy analysts conduct research primarily looking at the x
education experiences of young children—birth to kindergarten entry. We write policy briefs to
inform policymakers about good investments in early childhood based on our research. In
Department of Human addition, last year we worked with many state and national organizations and agencies in
Research and Policy Activities in Director, Center for Family Development and relation to policy development. As an example, Dr. Thornburg serves on the executive
Early Childhood Education Kathy Thornburg Policy & Research 573 882-9998 ThornburgK@missouri.edu Family Studies (HES) committee of the governor-appointed Coordinating Board for Early Childhood. 1997
Using hierarchical linearl modeling with a first-ever, linked MO student data records over a four-
Statistical Modeling of year period (2006, 2007, 2008 & 2009) to examine growth trajectories for individual students
x x
Longitudinal MO School (16,000 cohort group). Other, non-school data bases (e.g., health records, SES data) are being
Achievment Steven Osterlind Professor 882-0248 OsterlindS@missouri.edu OSEDA integrated into the statistical models, too. Again, this is a first of its kind study. 2009
OTHER
MUSEC, Learning,
Addressing the Assessment Gap Teaching, & Curriculum
in Undergraduate Science: Department, and We are developing innovative classroom assessments for biotechnology courses. These
Development of Innovative Biochemistry assessments are products of research-based development to ensure that they meet strict x
Assessments for Learning in Department, and standards of technical and practical quality. This project will: 1. create a resource bank of
Biotechnology (DIAL-B) College of Education assessments and related scoring rubrics, 2. develop a model for how to conduct assessment
(missing data) Marcelle Siegel Assistant Professor of Science Education
573-882-8695 siegelm@missouri.edu (and CAFNR) design, and 3. disseminate strategies for implementing these assessments. 2009
17
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
Recognizing that new approaches to rural economic development are essential to ensure a
strong economic future, the University of Missouri, through its Extension Community Economic
and Entrepreneurial Development program (ExCEED), partners with rural communities to
identify and implement new strategies for community economic development. ExCEED uses an
engagement and collaborative learning model to re-energize local communities and regions to
build and further develop sustainable economies based on strengths and assets identified
locally. ExCEED currently works with Missouri citizens in 11 regional projects to identify
challenges in today's economy, and reach goals set by the community. University of Missouri
Extension and the ExCEED program are dedicated to assisting Missouri citizens face the
ongoing challenges brought on by difficult economic situations. Through intensive, long-term
partnerships University of Missouri Extension faculty help regional groups develop new
strategies for economic development that focus on the assets and talents within the region.
Through this place-based approach to economic development, rather than traditional x x x
"attraction" approach, the region defines its future and creates a more stable economic future.
Extension focuses on development of entrepreneurship and local business development, youth
engagement, leadership and community development. Through knowledgeable and dedicated
Extension faculty, ExCEED and University of Missouri Extension works to promote expanding
economic development, create processes through which communities can access the
University's resources to assist their local economies, as well as provide entrepreneurial
education, research and assessment services to Missouri citizens. As the state continues to
grow, the need to address growing economic climates remains a necessary service that
ExCEED (Extension Community University of Missouri Extension is pleased to provide. Engagement with the community
Economic and Entrepreneurial University of Missouri focuses on building leadership capacity, youth entrepreneurship, community capital, and
Development) Sharon Gulick Director 573-882- gulicks@missouri.edu Extension support systems for entrepreneurship. 2005
Clinical Associate Dept of Physical this is a short one time program to fifth graders in clumbia Pulbic Schols thta invite us to come x
Know your Brain Karen Wingert Professor 882-7103 Therapy The Sinclair School of Nursing provide a disucssion and dmeonstrtion of the brain.
to the classroom. PT studentsand the MU Honors College offer the Nursing Scholars Program
for exceptional students interested in becoming a nurse. Qualified high school seniors, current
pre-nursing Mizzou students and transfer students can be guaranteed admission to the clinical
nursing major (last 60 hours of BSN) if they meet the following Honors College criteria (and
then apply and are accepted into Nursing Scholars): *High school seniors accepted to MU as
pre-nursing must have an ACT composite score of 29 or higher, or an equivalent SAT score,
and rank in the top 10 percent of the graduating high school class. * Current pre-nursing
students must have a 3.5 GPA after 30 hours of MU college credit. * Transfer pre-nursing
students must have a 3.5 cumulative GPA after 15 hours of MU college credit. After being x
admitted to the MU Honors College, pre-nursing students must apply for the Nursing Scholars
Program and be accepted as a Nursing Scholar to receive the guaranteed admission into the
nursing clinical major. Once accepted as a Nursing Scholar, the student must maintain Honors
College status, a cumulative GPA of 3.3 or higher and a term GPA of 3.0 and must complete a
minimum of 12 hours of Honors College courses before starting the clinical nursing major.
MU Nursing Scholars MU Sinclair School of Nursing Scholars must apply for the nursing clinical major in order to be permitted to begin
(focus 13-16) Lanelle Baskett Executive Staff Assistant (573)882-0228 baskettl@missouri.edu Nursing clinical coursework. 1996
The NGCP is designed to reach girl-serving STEM organizations across the United States. An
intense recruitment and selection process began Fall 2005 to identify sponsoring organizations
to lead local collaboratives. The organizations selected to host local collaboratives are
impressive in their knowledge, experience, and diversity. As a group, the local collaboratives x x
have an extensive network of organizations and individuals engaged in pursuing this common
goal and the opportunity to share with and learn from each other. They vary in focus areas and
National Girls Collaborative College of education, populations served and include higher education institutions, community-based organizations,
project Rose Marra Associate Professor 573 882 2877 rmarra@missouri.edu SISLT private non-profits, but all work to increase gender equity in STEM fields. (see ngcproject.org) 2004
Through a number of activities, I have worked to engage learners at all levels in problem
solving and problem-based learning. These activities include NSF grants to study problem
solving processes, working with 40 faculty members around the university to design and
develop problem-based learning environments to support their classroom instruction, a
Department of Labor grant to support the development a a problem-based curriculum for
x
radiation protection technicians, and the design of master's and doctoral programs in clinical
and translation sciences in the School of Medicine. The rationale is simple: no none gets paid
for taking exams. People in their everyday and professional lives solve problems constantly.
Problem-based learning in all However, in universities, we do not teach students how to solve meaningful problems or to
curricula David Jonassen Distinguished Professor 882-2832 Jonassen@missouri.edu SISLT meaningfully solve problems. That is too bad. We are failing an important mission. 2003
Researching the Transition into We work with graduate students transitioning into university teaching. We simultaneously
the Teaching of University collected data to research: What challenges do graduate students face as they transition into
x x x
Mathematics Methods Courses Learning, Teaching, and university teaching? What knowledge do graduate students draw upon and need to develop to
(N/A) Kathryn Chval Assistant Professor 884-2656 chvalkb@missouri.edu Curriculum prepare and teach university courses to future elementary mathematics teachers? 2006
18
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Middle/Junior High School (ages 12-14)
High school (ages 15-18)
Elementary (ages 5-11)
Pre-K (birth-age 4)
Phone number
Email address
First name
Last name
Title
What is the P-12 student target age
Sponsoring unit, group/grade level that you help?
Program title department, division Briefly explain how your program operates and what it is expected to achieve Year program (Please check all that apply.)
Open-Ended Response Primary Contact Person or college (please limit your response to 1000 characters or less). Bullet points are welcome. initiated
The Mission of the University of Missouri Respiratory Therapy Program is to coordinate superior
classroom, laboratory, and clinical experiences to prepare advanced Respiratory Care
Practitioners, develop learners who will effectively engage in professional leadership roles, and
provide an environment where research and service are expectations. The program offers a x
Cardiopulmonary and multitude of clinical, administrative, educational and research opportunities. The curriculum
Diagnostic was designed not only to expose students to traditional respiratory care as it is applied in the
Sciences/School of hospital setting, but to include other opportunities in sleep medicine, air transport, pulmonary
Respiratory Therapy Shawna Strickland Program Director 573-882-9722 Health
StricklandSL@health.missouri.edu Professions rehabilitation, asthma education, smoking cessation, service learning and research. 1969
School of health Professions Dept. of Physical The Dept particpates in a number of events that are sponosered by the School of health
Recrutiment of HS students Therapy, School of Professions to encourage HS students from around the state to consider the health professions
(incomplete - delete?) Ruth Crozier Director of Student Affairs 573-884-3295 crozierr@missouri.edu Health Professions as a career.
19
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that apply.)
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Open-Ended Response Open-Ended Response
CATEGORY 1: Preparing and Retaining High Quality PK-12 Educators for Missouri
x x x x
A Study of Strategies and Social
Processes that Facilitate the
Participation of Latino English
Language Learners in Elementary
Mathematics Classroom
Communities
(also category 2) Latinos
x x x
A TIME for Physics First 9th grade students - diverse population throughout Missouri
State and National
Professional
Organizations: Missouri
x x x x x x
Art Education Association
& National Art Education
Association
Art Education Teacher
Certification, K-12 Diverse socioeconomic, gender, ethnicity, ages, and ability.
x x x x
Both genders, varied ethnicities/races, autism spectrum disorders, other
Child Development Laboratory disabilities.
Parents partake in
partnership activities
Columbia Public Schools Partners x x x such as concerts, but we
in Education - Lee Expressive Arts don't work with them
Elementary School and MU School directly. Approximately 50% free or reduced lunch (low income); an
of Music ethnically/internationally and socioeconomically diverse population.
CSMC Mathematics Curriculum x x
Leadership Cohort all students in K-12 in Columbia Public Schools
DESE Approved Certificate
Program [Advanced Programs]:
Counselor
DESE Approved Certificate
Program [Advanced Programs]:
Counselor-Non Teaching
Background
DESE Approved Certificate
Program [Advanced Programs]:
English for Speakers of Other
Languages
20
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that apply.)
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Open-Ended Response Open-Ended Response
DESE Approved Certificate
Program [Advanced Programs]:
Gifted Education
DESE Approved Certificate
Program [Advanced Programs]:
Principal
DESE Approved Certificate
Program [Advanced Programs]:
School Psychologist
DESE Approved Certificate
Program [Advanced Programs]:
Special Reading
DESE Approved Certificate
Program [Advanced Programs]:
Speech/Language Specialist
DESE Approved Certificate
Program [Advanced Programs]:
Superintendent
DESE Approved Certificate
Program [Baisc Program]: Middle
School (Language Arts,
Mathematics, Science and Social
Science)
DESE Approved Certificate
Program [Basic Program]: Early
Childhood
DESE Approved Certificate
Program [Basic Program]:
Elementary
DESE Approved Certificate
Program [Subject Specific
Program]: Agriculture
DESE Approved Certificate
Program [Subject Specific
Program]: Art
DESE Approved Certificate
Program [Subject Specific
Program]: Biology
DESE Approved Certificate
Program [Subject Specific
Program]: Chemistry
DESE Approved Certificate
Program [Subject Specific
Program]: Earth Science
DESE Approved Certificate
Program [Subject Specific
Program]: English
DESE Approved Certificate
Program [Subject Specific
Program]: Family and Consumer
Science
DESE Approved Certificate
Program [Subject Specific
Program]: Journalism (Graduate
Level)
DESE Approved Certificate
Program [Subject Specific
Program]: Library Media
Specialist
DESE Approved Certificate
Program [Subject Specific
Program]: Mathematics
DESE Approved Certificate
Program [Subject Specific
Program]: Music-Instrumental
21
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Open-Ended Response Open-Ended Response
DESE Approved Certificate
Program [Subject Specific
Program]: Music-Vocal
DESE Approved Certificate
Program [Subject Specific
Program]: Physics
DESE Approved Certificate
Program [Subject Specific
Program]: Social Science
DESE Approved Certificate
Program [Subject Specific
Program]: Special Education-Early
Childhood Special Education
DESE Approved Certificate
Program [Subject Specific
Program]: Special Education-
Mild/Moderate: Cross Categorical
DESE Approved Certificate
Program [Subject Specific
Program]: Unified Science-Biology
DESE Approved Certificate
Program [Subject Specific
Program]: Unified Science-
Chemistry
DESE Approved Certificate
Program [Subject Specific
Program]: Unified Science-Earth
Science
DESE Approved Certificate
Program [Subject Specific
Program]: Unified Science-Physics
DESE Approved Certificate
Program [Subject Specific
Program]:Foreign Language
(French, German, Latin, Spanish)
x x x MU Partnership for Educational Renewal (MPER) Demographics MPER
has 22 partner School Districts serving over 194,000 students. School
Districts are grouped in three Tiers according to their size. Included in Tier
II are community colleges. * Nine Tier I School Districts with student
populations between 7,000 and 44,000; * Seven Tier II School
Districts with student populations between 1,651 and 6,999, and
Elementary Education – Senior Community Colleges, and * Six Tier III School Districts with student
Year On-Site Program (SYOSP) populations between 1 and 1,650
school library media
x x
specialists
eThemes resources are applicable regardless of socioeconomic status,
eThemes gender, ethnicity, disability, and other demographic considerations.
22
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that apply.)
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Open-Ended Response Open-Ended Response
x x x x
Heart of Missouri RPDC (Regional K-12 students in public schools including students in all socioeconomic &
Professional Development ethnic groups including blind students and students involved in special
Organization) education.
state educational
agencies, national
x x x x
experts in mathematics
education
missourimath.org The entire P-12 student population.
x x x Teacher trainers
Multimedia Case-based
Instruction for Educators in
Emotional and Behavioral
Disorders Educators of P-9 Students with Emotional and Behavioral Disorders
DESE Division of Career
x x x
Education
Online Master of Education in
Business and Marketing Education
x x x x state policymakers
OPEN does not directly serve the P-12 student population. Instead, we
Opportunities in a Professional focus on the populations that impact the quality of the ―P‖ and after-
Education Network (OPEN) school experiences: early learning and after-school teachers,
Initiative administrators, state department personnel, researchers. etc.
staff, graduate students,
x x
post-docs, faculty
Partnership for Research and
Education with Plants (PREP) Diverse
Pierremont Elementary x x
Professional Development Caucasian
23
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served by the program (i.e., socioeconomic status, gender,
that apply.)
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Open-Ended Response Open-Ended Response
x x
Problem-based learning in all
curricula
x x x
Full range of schools from affluent communities to high poverty, from
urban and suburban to rural, from large to small, and from elementary to
high school. Often schools ask to particiapte because their school is in
"academic jeopardy" and they are looking for a comprehensive, systemic
Project ASSIST process to change.
x x x x
Originally focused on five school systems in and around Kansas City, this
Project Whistlestop program now reaches students and teachers from across the globe.
Researching the Teaching of a
Mathematics Content/Methods
x
Course Sequence and Its Impact
on Future Elementary Teachers
School-wide Positive Behavior x x x x
Supports All students across the state of Missouri and the nation.
x x x
The Senior Year On-Site Program serves rural, urban, and suburban male
Senior Year On-Site Program and female students throughout the state of Missouri. Disabilities vary as
(SYOSP) well as ethnicities and socioeconomic status.
24
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that apply.)
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Open-Ended Response Open-Ended Response
x x x
Senior Year On-Site Program in Our program serves all the demographics in the student population in the
Special Education Columbia Public Schools
x
2
SMAR T Program Diverse
Supporting Teachers-Amplifying x
Children’s Knowledge all students in grades 6-12
This academic year, we serve 12 school districts from St. Louis City
Liaisons--bridge the (urban, 71% FRL, 81% black, 13% white) to So Boone Co R-I (rural
x x x public school-university 18%FRL, 2% black, 96% white), from Moberly (rural 56% FRL, 10%
gap black, 87% white) to Lee's Summit (suburban 13% FRL, 12% black, 81%
white). Other districts include Blue Springs (18% FRL), Columbia (33%
FRL) Hallsville (29% FRL), Hazelwood (46% FRL), Independence (47%
FRL), Lindbergh R-VIII (14% FRL), Mexico (49% FRL), and Parkway C-2
(17% FRL). We could serve up to 22 school districts depending on their
Teaching Fellowship Program needs.
Overseas students,
x x x
faculty, and staff
TESOL English Language Learners
25
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Open-Ended Response Open-Ended Response
CATEGORY 2: Serving Populations with Special Needs
x x x x Teacher trainers
Electronic Performance Support
Systems for At-Risk Students and
Those with Learning Disabilities
and Behavioral Disorders P-12 Students with High Incidence Disabilities P-12 At-risk Students
x x x x state departments
We support all Head Start programs around the state. They serve children
from birth to kindergarten entry. Actually, Early Head Start begins working
with pregnant woman! Head Start serves children and families with low
Head Start-State Collaboration incomes, including children of all races/ethnicities and disabilities. In fact,
Project HS is required to serve at least 10% chldren with disabilities.
- Directors, teachers, family child care providers serving children birth to
x x x x State Agencies kindergarten entry with the primary focus on low-income children and
children with special needs. - All services are sensitive to cultural, ethnic,
Institute for Professional religious, and diversity issues including the appropriateness of staff,
Development materials, and approach.
iSocial: Developing a 3D-based x x x
virtual learning environment for
use in schools to enhance the The project is an R&D project and does not serve any students at this
social competence of youth with time. Once implemented the targets are youth with ASD who are high
an Autism Spectrum Disorder functioning.
x x x x x
Missouri Comprehensvie Guidance The Missouri Comprehensive Guidance Program is designed to serve all
Program students K-12 regardless of age or circumstance.
therapists, psychiatrists,
psychologists, case
x x x x x
managers, foster care Our cleintele is very diverse with regard to age range (5 to 80), ethnicity,
MU Assessment & Consultation system disability and SES strata. Our clients literally represent all demographic
Clinic groups. We specifically target marketing efforts and interventions toward
(also category 1) underserved populations.
26
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served by the program (i.e., socioeconomic status, gender,
that apply.)
Program title ethnicity, disability, etc.)?
Open-Ended Response Open-Ended Response
x x
The demographics vary year to year. If I had to generalize, I would say
we serve mostly male White Caucasian children who range from poverty
MU Robert G. Combs Language level (using guidelines established by the Federal Government) to middle-
Preschool high income. The vast majority of those served are diagnosed with an
(also category 1) organic or functional speech and/or language disorder.
related health
x x x
professionals
MU Speech and Hearing Clinic all
x x x x it is not socioeconomic specific or gender specific. a predominent number
of students with autism or asperger syndrome are in the program but not
exclusively. We are starting to admit students with similar social
characteristics regardless of diagnosis to see the extent the curriculum
demonstrates gains.
Although our programs are open to all populations, many of our programs
serve the underserved, low income populations. Several grants we hold
are to provide educational programming, such as nutrition education, are
students themselves focused on the limited resource audience--predominantly those who live at
x x x x x x from Pre-K through high 185% of poverty or less. We do offer programs and have educational
materials for the Spanish speaking audience and are working to translate
school
materials into Bosian and other languages as requested. We have also
Human Environmental Sciences adapted several of our programs to work with those who have physical
Extension challenges.
CATEGORY 3: College and Career Planning
27
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that apply.)
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Open-Ended Response Open-Ended Response
x x x x x x
MCAC guides potentially serve 8,906 students, grades 9-12 or an average
of 891 students per guide. Of these students, approximately 2,000 are in
small or medium sized rural high schools and the remaining approximate
7,000 are in urban high schools. MCAC guides potentially serve 1,748
high school seniors or an average of 165 seniors per guide. Sixty-nine
(69.13%) of high school students being served through program are
Missouri College Advising Corps ethnic minority and 30.87% are White.
CATEGORY 4: College and Career Readiness
x x x
A Way With Words & Numbers Any student in Elementary or Middle school in the Columbia Public Schools
28
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served by the program (i.e., socioeconomic status, gender,
that apply.)
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Open-Ended Response Open-Ended Response
x x
Department of Occupational
Therapy and Occupational
Science White middle to lower class families. More males than females.
x x x
Mathematics in Life Sciences All students, but particular outreach to underrepresented racial and ethnic
Program groups and women who are underrepresented in STEM.
CATEGORY 5: Academic Enrichment
4-H Agriculture Contests
Architectural Studies
x Extension faculty and
staff
The Architecture and Interior Design workshop reflects Missouri 4-H Youth
Development demographics: 40% cities 40% small towns 20% farms
4-H Architectural & Design Participants in this program are predominantly Caucasian
x Of the 50 youth who participate annually, approximately 30 (60%) are
female and 20 (40%) are male. Race/Ethnicity demographics include 35
4-H Camp Food & Fitness (75%) Caucasian and 15 (25%) African - 18 and limited resource families
The target audience is 4-H youth age 8 American.
Extension regional who purchase Habitat for Humanity homes. To be eligible for SMCHFH,
4-H Habitat: Building a Better x a family of four must have an income between $18,600 and $31,000
faculty and volunteers
Future (Show Me Central Habitat for Humanity, 2008). From the pool of families,
youth and adult
x x x
volunteers
Gegraphic: 18% Farms 38% Rural and Towns less than 10,000 28%
Cities and Towns 10 - 50,000 8 % Suburbs 7% Cities larger than 50,000
Race and Ethnicity: White 78% Black 12% Asian 0.7% Native
4-H Youth Development American 2% Pacific Islander 0.4% Multi Racial 1% Hispanic 3%
29
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Open-Ended Response Open-Ended Response
Lincoln University
x x
Cooperative Extension
Demographic Information The sixth annual conference was held July 28 –
31, 2008 on the MU and LU campuses. Fifty-eight youth from Kansas
City, St. Louis, Jefferson City, and Columbia participated in ongoing local
mentoring programs and attended the conference. Of these, 39 (67%)
are female and 19 (33%) are male. The mean age is 15.83 years (age
range 13-19). Racial/ethnic data: • 54 (93%) - African American • 2
(3%) - Caucasian • 1 (2%) – Hispanic/Latino • 1 (2%) - Bosnian
Family structure data: • 23 (40%) live in a two-parent household • 22
4-H Youth Futures College Within (38%) live in single-parent households • 13 (22%) live with relatives or
Reach foster families
x x x x
Adventures in Graduate Education Mid-Missouri children in public schools, private schools, and home schools.
(etc.) We advertise the event as widely as possible.
Center for Multicultural Research,
Training, and Consultation x x x x x x
(CMRTC) ethnicity, gender, ses, sexual orientation.
Faculty in the School of
x x x
Health Professions
We had approximately 3 males, 10 females, 1 Caucasian student, 5
Cristo Rey Health Professions Hispanic students, and 7 African American students. They all have a
Summit lower than average socioeconomic status.
x x
Exploring Life Sciences Day Diverse
Graduate Student Science x K-12 students
Outreach (GSSO) Diverse
30
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that apply.)
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Open-Ended Response Open-Ended Response
x
High school juniors throughout the state of Missouri are welcome to apply.
We strongly encourage students from underrepresented minority groups
and from rural communities to apply to the High School Mini Medical
H.S. Mini Medical School School. We offer scholarships to those with financial need.
x x x x x x
This covers a broad range or spectrum of students from all ages,
K-12 Initiative socioeconomic and ethnic backgrounds.
x x x x x
Urban youth in the Kansas City area who are enrolled in the Kansas City
Missouri or Kansas City Kansas School Districts are eligible to participate in
the Kauffman Scholars Program. Students begin participation when
entering the 7th grade and remain involved in the program’s many
components through college admission, enrollment, and completion, a
Kauffman Scholars period of 10 years.
Know your Brain
x x x x x x
The Legislative Black Caucus Foundation serves disadvantaged youth
throughout the state of Missouri by providing educational opportunities.
The motto of the foundation is Building a Brighter Future for African
American Families. While participants hailed from across the state, the
Legislative Black Caucus majority were African American students from Kansas City and St. Louis,
Leadership Conference Missouri.
31
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that apply.)
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Open-Ended Response Open-Ended Response
x x x x x x
Students eligible to participate are ethnic minority students from Hickman
and Rockbridge High Schools who will be entering the 10th grade.
Students who participate in the summer academy remain involved in the
program at the school level throughout their high school career, taking
MAC (Minority Achievement advantage of various structured activities planned specifically for MAC
Committee) Scholars Scholars.
x x x
Align with the census data for the female children in the counties served
Magic of Chemistry listed below
x x
Maps in Medicine Diverse at-risk students
x x
Missouri Business Week Varies across the state of Missouri
32
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that apply.)
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Open-Ended Response Open-Ended Response
x x x x x
High school sophomores are eligible to apply, and are selected by a
committee selected by the Missouri Commissioner of Elementary and
Secondary Education. A typical MSA "class" consists of 55% females,
45% males; 10-12% are of minority classification. The large majority of
MO counties have at least one participant each year. Obviously, the
Missouri Scholars Academy majority come from the major metropolitan areas.
after school provider
Project Science low-income at risk minority students
x x
Quality Elementary Science
Teaching (QUEST) Diverse
Community assistance QUEST welcomes ALL students regardless of gender, ethnicity, or
x x x x
programs/ local schools disability. A modest tuition fee is charged; however, fees are waived for
students who could otherwise not afford to attend. QUEST works with
local schools and community assistance programs to identify students to
QUEST Summer Science Academy receive scholarships.
University faculty and
x x
staff
Science Olympiad Diverse
extension directors and
x x x partner university
Science Talks To You administrators Diverse
x x x x The program typically attracts more females, than males. Students tend
Sciences of Life Academy to have high ACT scores and top 10-15% high school rank.
University colleagues and
x x
State 4-H Congress other subject matter Similar to Missouri 4-H demographics.
experts
Extension faculty, staff
x
and volunteers Participants reflect Missouri 4-H demographics: 40% cities, 40% small
towns, 20% farms. Participans in this event are predominantly Caucasian
State 4-H Fashion Revue and female.
State 4-H Photo Corps
x University colleges
Predominantly Caucasion. Approx 40% from cities, 40% from small towns
State 4-H Public Speaking Contest and 20% from farms.
4-H volunteers, the
Mizzou 4-H organization, Predominantly Caucasian. Otherwise, reflective of 4-H program
x x
and Extension faculty demographics: Approximately 40% from small towns, 40% from cities,
State 4-H Teen Conference members. and 20% from farms.
33
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that apply.)
Program title ethnicity, disability, etc.)?
Open-Ended Response Open-Ended Response
x
Summer camp all
x x x x x x
Most participants are in the middle to upper socioeconomic levels. Some
Summers At Mizzou scholarships are offered. For 2009 there were 20 males and 19 females.
One boy was autistic.
other faculty in the
x School of Health
Professions
Summer @ Mizzou Camp - Scrup-
in to a Health Career 16 Female and 4 Male
x x x x x
The Leader in Me all demographic groups
x x x x x
Tiger Artist Program in Art
Education Diverse socioeconomic, gender, ethnicity, ages (8-adult).
x x x x x
Trulaske Summer Business
Academy Minority students from the Parkway School District
x x
WBE Children's Museum African American students in a local Title I school.
Participants are Missouri teens, ages 13-18, who have had some prior
Community and youth leadership training and are currently involved in a leadership role in their
development communities, through 4-H youth development programs, or other
professionals, community or school-based programs. Adult program staff and volunteers
x x x volunteers, youth accompany youth participants as team leaders and chaperones.
leadership and civic Youth/adult teams are mostly from rural counties, low-to-middle income,
engagement program more females than males, and primarily Caucasian. Some teams have
contacts represented St. Louis and Kansas City metro areas. Approx. 10-15% of all
Youth Civic Leaders Summit Summit attendees are minorities, with African Americans the largest sub-
34
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that apply.)
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Open-Ended Response Open-Ended Response
local extension
x x x x
specialists
Youth EXCEL (EXperience in 90% are White Caucasian (this is mostly in rural areas) and 10%
Community Enterprise and minorities, 64% are female and 36% are male, 1% are Hispanic. The
Leadership) programs are open to all socioeconomic status and disabilities.
x x
College Planning Workshops High school students and their parents living in Missouri and Illinois.
x x x
MU Agriculture & Natural
Resource Extension Program These programs are targeted at all groups identified above.
35
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other (please specify)
college student
administrator
counselor
teacher
parent
none
What are the demographic(s) of the P-12 student population
What other groups do you work with to achieve the program goals? (Please select all
served by the program (i.e., socioeconomic status, gender,
that apply.)
Program title ethnicity, disability, etc.)?
Open-Ended Response Open-Ended Response
CATEGORY 6: Research Centers for Policy regarding P-20 efforts
x x x x x
Information Experience We can serve any demographic of the P-12 student population. It is
Laboratory- Usability Services based upon the request of the school seeking services
x x x
Instructional Materials Laboratory The material can serve all student populations.
x x x x x x
Any educational organization that: 1) wishes to accomplish something of
Needs Assessment Model and significance; and 2) is encountering individual and group performance
Tools problems along the way. The Performance Pyramid needs assessment
(relation to P-20 not clear) process provides the perspective needed for data-driven decision making.
DESE, Mo. Dept. of
Higher Education, KC-
P-20 Education Research Center Area Education Research all
government personnel
x x x x and community
agencies/organizations Our research and policy work influences all children birth through 5 years,
with a focus on young children and their families who live in poverty. One
research project we are currently involved in evaluates programs that
Research and Policy Activities in serve children and youth with autism, including experiences in elementary
Early Childhood Education and secondary schools.
MO Department of
Statistical Modeling of
x Elementary & Secondary
Longitudinal MO School many demographic variabels (e.g., gender, SES, ethinit, IEP) are included
Education
Achievment in the statistical models
OTHER
Addressing the Assessment Gap
in Undergraduate Science:
Development of Innovative x college professors
Assessments for Learning in
Biotechnology (DIAL-B)
(missing data)
36
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Access to quality early childhood education
business/community leaders
other (please specify)
college student
administrator
counselor
teacher
parent
none
What are the demographic(s) of the P-12 student population
What other groups do you work with to achieve the program goals? (Please select all
served by the program (i.e., socioeconomic status, gender,
that apply.)
Program title ethnicity, disability, etc.)?
Open-Ended Response Open-Ended Response
local extension
specialists, SBDCs, local
x x parent x
economic development
organizations
96% of participants are White, 4% minorities; 51% female and 49%
ExCEED (Extension Community male. As these regions are predominantly rural, socioeconomic status
Economic and Entrepreneurial varies. Many of the communities include a high percentage of students
Development) participating in the free and reduced lunch program in the schools.
Know your Brain
x x
MU Nursing Scholars
(focus 13-16)
x x non -profits
National Girls Collaborative Targets women and girls and working towards targeting underrepresented
project minorities.
x x
Problem-based learning in all
curricula
Researching the Transition into
the Teaching of University
Ph.d students
Mathematics Methods Courses
(N/A)
37
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Access to quality early childhood education
business/community leaders
other (please specify)
college student
administrator
counselor
teacher
parent
none
What are the demographic(s) of the P-12 student population
What other groups do you work with to achieve the program goals? (Please select all
served by the program (i.e., socioeconomic status, gender,
that apply.)
Program title ethnicity, disability, etc.)?
Open-Ended Response Open-Ended Response
x
All SES, genders and ethnicities are served, though the nature of the
profession prohibits persons with significant physical and mental
Respiratory Therapy disabilities from participation.
School of health Professions
Recrutiment of HS students
(incomplete - delete?)
38
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
CATEGORY 1: Preparing and Retaining High Quality PK-12 Educators for Missouri
x x x x
A Study of Strategies and Social
Processes that Facilitate the
Participation of Latino English
Language Learners in Elementary
Mathematics Classroom
Communities
(also category 2)
x x x x x x x x x x
A TIME for Physics First
Professional
Development
x x x x x x x x x
Involvement and
Opportunities
Art Education Teacher
Certification, K-12
x x x x x x x x x x x x x x
Child Development Laboratory
Lack of
Columbia Public Schools Partners x x x x constructive use of
in Education - Lee Expressive Arts leisure time.
Elementary School and MU School
of Music
CSMC Mathematics Curriculum x x x x
Leadership Cohort
DESE Approved Certificate
Program [Advanced Programs]:
Counselor
DESE Approved Certificate
Program [Advanced Programs]:
Counselor-Non Teaching
Background
DESE Approved Certificate
Program [Advanced Programs]:
English for Speakers of Other
Languages
39
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
DESE Approved Certificate
Program [Advanced Programs]:
Gifted Education
DESE Approved Certificate
Program [Advanced Programs]:
Principal
DESE Approved Certificate
Program [Advanced Programs]:
School Psychologist
DESE Approved Certificate
Program [Advanced Programs]:
Special Reading
DESE Approved Certificate
Program [Advanced Programs]:
Speech/Language Specialist
DESE Approved Certificate
Program [Advanced Programs]:
Superintendent
DESE Approved Certificate
Program [Baisc Program]: Middle
School (Language Arts,
Mathematics, Science and Social
Science)
DESE Approved Certificate
Program [Basic Program]: Early
Childhood
DESE Approved Certificate
Program [Basic Program]:
Elementary
DESE Approved Certificate
Program [Subject Specific
Program]: Agriculture
DESE Approved Certificate
Program [Subject Specific
Program]: Art
DESE Approved Certificate
Program [Subject Specific
Program]: Biology
DESE Approved Certificate
Program [Subject Specific
Program]: Chemistry
DESE Approved Certificate
Program [Subject Specific
Program]: Earth Science
DESE Approved Certificate
Program [Subject Specific
Program]: English
DESE Approved Certificate
Program [Subject Specific
Program]: Family and Consumer
Science
DESE Approved Certificate
Program [Subject Specific
Program]: Journalism (Graduate
Level)
DESE Approved Certificate
Program [Subject Specific
Program]: Library Media
Specialist
DESE Approved Certificate
Program [Subject Specific
Program]: Mathematics
DESE Approved Certificate
Program [Subject Specific
Program]: Music-Instrumental
40
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
DESE Approved Certificate
Program [Subject Specific
Program]: Music-Vocal
DESE Approved Certificate
Program [Subject Specific
Program]: Physics
DESE Approved Certificate
Program [Subject Specific
Program]: Social Science
DESE Approved Certificate
Program [Subject Specific
Program]: Special Education-Early
Childhood Special Education
DESE Approved Certificate
Program [Subject Specific
Program]: Special Education-
Mild/Moderate: Cross Categorical
DESE Approved Certificate
Program [Subject Specific
Program]: Unified Science-Biology
DESE Approved Certificate
Program [Subject Specific
Program]: Unified Science-
Chemistry
DESE Approved Certificate
Program [Subject Specific
Program]: Unified Science-Earth
Science
DESE Approved Certificate
Program [Subject Specific
Program]: Unified Science-Physics
DESE Approved Certificate
Program [Subject Specific
Program]:Foreign Language
(French, German, Latin, Spanish)
x x x x x x x x x
Elementary Education – Senior
Year On-Site Program (SYOSP)
Immediate access
to online resources
x x x x
for teaching and
learning
eThemes
41
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
x x x x x x x x
Heart of Missouri RPDC (Regional
Professional Development
Organization)
Low quality of
national and state
x x x x x x x x x x x
mathematics
standards
missourimath.org
Inservice teacher
x x
preparation
Multimedia Case-based
Instruction for Educators in
Emotional and Behavioral
Disorders
x x
Online Master of Education in
Business and Marketing Education
x x x x
Opportunities in a Professional
Education Network (OPEN)
Initiative
x
Partnership for Research and
Education with Plants (PREP)
Pierremont Elementary x
Professional Development
42
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
x x x x
Problem-based learning in all
curricula
All comprehensive,
school
improvement
components are
addressed, from
curriculum,
instruction and
x x x x x
assessment to
personnel and
leadership to
organizational
structures that
support studetn
success.
Project ASSIST
x x
Project Whistlestop
Researching the Teaching of a
Mathematics Content/Methods
x x
Course Sequence and Its Impact
on Future Elementary Teachers
School-wide Positive Behavior x x x x x
Supports
x
Senior Year On-Site Program
(SYOSP)
43
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
x x x x
Senior Year On-Site Program in
Special Education
x
2
SMAR T Program
Supporting Teachers-Amplifying x x x x x
Children’s Knowledge
Liaisons --bridge
x x x x x x x x x x x the public school-
university gap
Teaching Fellowship Program
x x x x x x x x x x
TESOL
44
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
CATEGORY 2: Serving Populations with Special Needs
Individualized
x x x x x x x education for
special needs
Electronic Performance Support
Systems for At-Risk Students and
Those with Learning Disabilities
and Behavioral Disorders
Impacts of poverty
x x x x x x x x x x x on well-being of
children
Head Start-State Collaboration
Project
x x x x x x x x x
Institute for Professional
Development
social competence
iSocial: Developing a 3D-based that impacts
x
virtual learning environment for academic
use in schools to enhance the performance
social competence of youth with
an Autism Spectrum Disorder
x x x x x x x x x x x
Missouri Comprehensvie Guidance
Program
connection
x x x x x x x between school
and mental health
MU Assessment & Consultation
Clinic
(also category 1)
45
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
Using research-
based curriculum
x x x x x x
and techniques to
improve progress
MU Robert G. Combs Language
Preschool
(also category 1)
appropriate speech
and language skills
x
necessary for
MU Speech and Hearing Clinic academic and
social success
social competence
to navigate the
environmental
demands of post
x x x x x
school settings,
including
interactions and
problem solving
skills.
x x x x x x x x x x x x x
Human Environmental Sciences
Extension
CATEGORY 3: College and Career Planning
46
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Program title
Open-Ended Response
A Way With Words & Numbers
Missouri College Advising Corps
Access to quality early childhood education
CATEGORY 4: College and Career Readiness
Quality of teacher preparation
Curriculum alignment
x
Culture of K-12 education: low expectations
Lack of community and industry involvement in schools
Effective use and integration of technology
Proper collection and integration of data
x
Lack of understanding of college readiness
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Mental health issues
x
Math and science education
x
Literacy/communication skills
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category.
Guidance counseling
x
improve students progression to the next phase. (Please select all that apply.)
Parental involvement (lack)
x
Money and finances
x
General information on colleges
x
Lack of role models or mentors
Physical health related issues
Other (please specify)
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
UM-Columbia
47
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
x x x x x x x x x
Department of Occupational
Therapy and Occupational
Science
x x x x x
Mathematics in Life Sciences
Program
CATEGORY 5: Academic Enrichment
x x x x x x x
4-H Agriculture Contests
x x x x x
4-H Architectural & Design
x x x
4-H Camp Food & Fitness
4-H Habitat: Building a Better x x x x x
Future
x x x x x x x x x x x x x x x
4-H Youth Development
48
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
x x x x x
4-H Youth Futures College Within
Reach
x x x x x
Adventures in Graduate Education
(etc.)
Center for Multicultural Research,
Training, and Consultation x x x x x x x
(CMRTC)
x x x
Cristo Rey Health Professions
Summit
x
Exploring Life Sciences Day
Graduate Student Science x
Outreach (GSSO)
49
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
x
H.S. Mini Medical School
Value and
x x x x x x x x x significance of
Public Health
K-12 Initiative
x x x x x x x x x x x x x x x x x x x
Kauffman Scholars
Know your Brain
x x x x x x x x x x x x x x x x x x x
Legislative Black Caucus
Leadership Conference
50
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Program title
Maps in Medicine
Magic of Chemistry
Committee) Scholars
Missouri Business Week
Open-Ended Response
MAC (Minority Achievement
x
Access to quality early childhood education
x
Quality of teacher preparation
x
Curriculum alignment
x
Culture of K-12 education: low expectations
x
x
Lack of community and industry involvement in schools
x
Effective use and integration of technology
x
Proper collection and integration of data
x
Lack of understanding of college readiness
x
Proper assessment systems and longitudinal data
x
Capacity and quality of educational leadership
x
Mental health issues
s
x
x
Math and science education
x
Literacy/communication skills
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category.
x
Guidance counseling
x
improve students progression to the next phase. (Please select all that apply.)
Parental involvement (lack)
x
Money and finances
x
x
General information on colleges
x
x
x
Lack of role models or mentors
x
Physical health related issues
Other (please specify)
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
UM-Columbia
51
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
Emphasis on "no
child left behind
has reduced
x opportunities for
academically
talented high
school students
Missouri Scholars Academy
x
Project Science
x
Quality Elementary Science
Teaching (QUEST)
x x x
QUEST Summer Science Academy
x
Science Olympiad
x
Science Talks To You
x x x
Sciences of Life Academy
x x x x x
State 4-H Congress
x x x x x x x
State 4-H Fashion Revue
x x x x x x x
State 4-H Photo Corps
x x x x x x x
State 4-H Public Speaking Contest
x x
State 4-H Teen Conference
52
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
x x x
Summer camp
x x x
Summers At Mizzou
x x
Summer @ Mizzou Camp - Scrup-
in to a Health Career
x x x x x
The Leader in Me
x x x x
Tiger Artist Program in Art
Education
x x x
Trulaske Summer Business
Academy
x x x x
WBE Children's Museum
How higher
education can help
x x x x x x young people
achieve their life
goals
Youth Civic Leaders Summit
53
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Leadership)
Program title
MU Agriculture & Natural
Open-Ended Response
Community Enterprise and
Youth EXCEL (EXperience in
College Planning Workshops
Resource Extension Program
Access to quality early childhood education
Quality of teacher preparation
x
x
Curriculum alignment
x
Culture of K-12 education: low expectations
x
x
Lack of community and industry involvement in schools
Effective use and integration of technology
Proper collection and integration of data
x Lack of understanding of college readiness
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Mental health issues
x
Math and science education
x
Literacy/communication skills
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category.
x
Guidance counseling
x
improve students progression to the next phase. (Please select all that apply.)
Parental involvement (lack)
Money and finances
General information on colleges
x
Lack of role models or mentors
x
Physical health related issues
Other (please specify)
leadership skills
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
UM-Columbia
54
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
CATEGORY 6: Research Centers for Policy regarding P-20 efforts
x x x x
Information Experience
Laboratory- Usability Services
x x x x
Instructional Materials Laboratory
x x x x x x x x x x x x x x x x x x x
Needs Assessment Model and
Tools
(relation to P-20 not clear)
x x x x x x
P-20 Education Research Center
x x x x x x x x x
Research and Policy Activities in
Early Childhood Education
Statistical Modeling of
x x x x x
Longitudinal MO School
Achievment
OTHER
Addressing the Assessment Gap
in Undergraduate Science:
Development of Innovative x x x
Assessments for Learning in
Biotechnology (DIAL-B)
(missing data)
55
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Lack of community and industry involvement in schools
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Culture of K-12 education: low expectations
Access to quality early childhood education
Effective use and integration of technology
Lack of understanding of college readiness
Proper collection and integration of data
General information on colleges
Lack of role models or mentors
Quality of teacher preparation
Literacy/communication skills
Physical health related issues
Math and science education
Parental involvement (lack)
Other (please specify)
Curriculum alignment
Guidance counseling
Mental health issues
Money and finances
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
improve students progression to the next phase. (Please select all that apply.)
Program title
Open-Ended Response
x x x x x x x x
ExCEED (Extension Community
Economic and Entrepreneurial
Development)
Know your Brain
x x x x
MU Nursing Scholars
(focus 13-16)
x x x x x
National Girls Collaborative
project
x x x x
Problem-based learning in all
curricula
Researching the Transition into
the Teaching of University
x x
Mathematics Methods Courses
(N/A)
56
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
Program title
Respiratory Therapy
(incomplete - delete?)
Open-Ended Response
Recrutiment of HS students
School of health Professions
Access to quality early childhood education
Quality of teacher preparation
x
Curriculum alignment
Culture of K-12 education: low expectations
Lack of community and industry involvement in schools
Effective use and integration of technology
Proper collection and integration of data
x
Lack of understanding of college readiness
Proper assessment systems and longitudinal data
Capacity and quality of educational leadership
Mental health issues
Math and science education
Literacy/communication skills
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category.
x
Guidance counseling
improve students progression to the next phase. (Please select all that apply.)
Parental involvement (lack)
Money and finances
x
General information on colleges
Lack of role models or mentors
x
Physical health related issues
Other (please specify)
We know that students can face significant barriers as they progress from early child development through their high school years. Please identify which, if any, barriers this program addresses to
UM-Columbia
57
What evidence do you have or What notable achievements would you like to highlight
What geographic region is served (e.g., plan to collect that regarding this program? (Due to space limitation please
Program title school district, city, county, campus, demonstrates this initiative is keep your response to bullet points only and provide no more
Open-Ended Response Please identify any program partners. system, regions, state)? What are the specific goals of the program? achieving its goals? than 5 major achievements.) Campus
CATEGORY 1: Preparing and Retaining High Quality PK-12 Educators for Missouri
Data will be collected from multiple
sources including the use of head-
mounted cameras to videotape
mathematics classrooms, student
interviews and assessments in both
English and Spanish, teacher and
parent interviews, lesson debriefing
sessions with teachers, and student
A Study of Strategies and Social work and standardized test results.
Processes that Facilitate the The research team will then use the
Participation of Latino English existing research base and data
Language Learners in Elementary from the 4 classrooms to develop,
Mathematics Classroom test, and publish case-based PD
Communities Improve the teaching and learning of mathematics materials for preservice and
(also category 2) Two School Districts School district * Latino students.
forStrengthen 9th grade science teachers' and their practicing elementary teachers. This project began July 15, 2009. No major achievements to date. Columbia (MU)
students' understanding of physics and the
application of physics to the world around them.
* Create a solid base of knowledge for students’
subsequent science coursework. * Build a
strong learning community among research faculty
Core Partner School Districts: * Columbia (Columbia 93) (Lead School District) * and high school teachers to enable year-round
Center * Chillicothe * Hazelwood * Hickman Mills * Kirkwood * North professional development. * Create leaders
Kansas City * eMINTS--Missouri Virtual Instructional Program Supporting Partners: who will become advocates for excellence in
* Lincoln University * William Woods University * MU Partnership for Educational mathematics and science. * Increase interest
Renewal * MU Saturday Science Lecture Series * MU Cosmic Conversations Lecture of students in future science coursework and
Series * Missouri Virtual School * Central Missouri Astronomical Association * toward their career choice. * Provide PD Extensive evaluation will be The program is just starting. Our previous program with similar
Columbia Water and Light * Science Teachers of Missouri * Heart of Missouri through three years of summer academies and conducted of teachers and their professional development goals achieved: Gains in teacher content
A TIME for Physics First Regional Professional Development Center state-wide academic yearthat art education is inquiry based
1. We believe support. students. knowledge and in student content knowledge Columbia (MU)
and learner centered. 2. The disciplines of art
should be learned in a creative and meaningful
way. 3. Art teacher candidates reflect on issues of 1) Additional Field, past College of Education required service hours,
culture, diversity, multiple intelligences and with opportunity for experience with children (K-12), certified art
Columbia Public School District, surrounding learning styles when developing solutions to teachers, parents, and administrators. 2) Frequent access to local
school districts, other counties, Kansas City & problems of practice. 4. Theory is translated into Collection of reflective/qualitative and campus art museums and galleries to extend learning and
St. Louis School Districts for student field practice. 5. Technology is an important data from students in all phases of practice. 3) Opportunities for research as theory is translated into
Art Education Teacher Lee Expressive Arts Elementary School-Columbia, MO Rock Bridge High School-Columbia, experience; Graduates are employed as art component to understanding the visual world. 6. their art education program through practice. 4) Technology is practiced and an important component in
Certification, K-12 MO educators in most counties in Missouri. Art teacher candidates have many diverse College student get good jobs upon our program and in our students' preparation for teaching. 4)
digital/Blackboard delivery. Columbia (MU)
graduation. Plans to collect short-
Other departments on the campus (Psychology, Education, Nursing, Psychiatry, Social Work, and long-term outcome of the -University students receive excellent education in the provision of
Marketing, Textiles and Apparel Management, Nutrition, Architectural Studies, Art Education, children are afoot. Formal and care for infants and young children. -The center has a stellar
Music Education). There are plans to partner with Head Start and the Thompson Center for To provide teacher education, a research facility, informal assessment tools will be reputation in the community (the longest waiting list in the city) -
Child Development Laboratory Autism and Neurodevelopmental Disorders. MU campus, city of Columbia and high quality care for children. used. Infants and children are well-prepared for further education.
• provides regular access to high quality musical performances:
MU Columbia (MU)
1) MU faculty and students provide a concert series, as assemblies
4. To provide opportunities for on-site teacher There is a joint Lee/School of Music during the school day, of a caliber and variety that most of the
Columbia Public Schools Partners education for MU teacher education students 5. PIE leadership committee that children would otherwise never have an opportunity to experience,
in Education - Lee Expressive Arts Two MU School of Music and 2 Lee School faculty serve on the Partnership steering To promote music education research 6. To meets monthly for ongoing and 2) MU provides complimentary admission to School of Music
Elementary School and MU School committee. Approximately 60 additional undergraduate and graduate music students will Lee Expressive Arts Elementary School student provide opportunities for professional development planning, coordination, feedback, Concerts for Lee children and families 3) MU welcomes Lee to use
of Music participate in classrooms, concerts, and other projects at the school in any given year. and faculty, MU music students and faculty. for prepare school-based leaders with the expertise and assessment.
To both Lee teachers and MU faculty the School assumed leadership roles including department chairs,
Participantsof Music recital hall so the children can perform in a high Columbia (MU)
CSMC Mathematics Curriculum and knowledge to initiate and support school Interviews of participants, mathematics coaches, and administrative roles in their school
Leadership Cohort Columbia Public Schools Center for the Study of Mathematics Curriculum school district improvement efforts related to the teaching and coursework, surveys district. Many of them published manuscripts in peer reviewed Columbia (MU)
DESE Approved Certificate
Program [Advanced Programs]:
Counselor
DESE Approved Certificate
Program [Advanced Programs]:
Counselor-Non Teaching
Background
DESE Approved Certificate
Program [Advanced Programs]:
English for Speakers of Other
Languages
58
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
What evidence do you have or What notable achievements would you like to highlight
What geographic region is served (e.g., plan to collect that regarding this program? (Due to space limitation please
Program title school district, city, county, campus, demonstrates this initiative is keep your response to bullet points only and provide no more
Open-Ended Response Please identify any program partners. system, regions, state)? What are the specific goals of the program? achieving its goals? than 5 major achievements.) Campus
DESE Approved Certificate
Program [Advanced Programs]:
Gifted Education
DESE Approved Certificate
Program [Advanced Programs]:
Principal
DESE Approved Certificate
Program [Advanced Programs]:
School Psychologist
DESE Approved Certificate
Program [Advanced Programs]:
Special Reading
DESE Approved Certificate
Program [Advanced Programs]:
Speech/Language Specialist
DESE Approved Certificate
Program [Advanced Programs]:
Superintendent
DESE Approved Certificate
Program [Baisc Program]: Middle
School (Language Arts,
Mathematics, Science and Social
Science)
DESE Approved Certificate
Program [Basic Program]: Early
Childhood
DESE Approved Certificate
Program [Basic Program]:
Elementary
DESE Approved Certificate
Program [Subject Specific
Program]: Agriculture
DESE Approved Certificate
Program [Subject Specific
Program]: Art
DESE Approved Certificate
Program [Subject Specific
Program]: Biology
DESE Approved Certificate
Program [Subject Specific
Program]: Chemistry
DESE Approved Certificate
Program [Subject Specific
Program]: Earth Science
DESE Approved Certificate
Program [Subject Specific
Program]: English
DESE Approved Certificate
Program [Subject Specific
Program]: Family and Consumer
Science
DESE Approved Certificate
Program [Subject Specific
Program]: Journalism (Graduate
Level)
DESE Approved Certificate
Program [Subject Specific
Program]: Library Media
Specialist
DESE Approved Certificate
Program [Subject Specific
Program]: Mathematics
DESE Approved Certificate
Program [Subject Specific
Program]: Music-Instrumental
59
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
What evidence do you have or What notable achievements would you like to highlight
What geographic region is served (e.g., plan to collect that regarding this program? (Due to space limitation please
Program title school district, city, county, campus, demonstrates this initiative is keep your response to bullet points only and provide no more
Open-Ended Response Please identify any program partners. system, regions, state)? What are the specific goals of the program? achieving its goals? than 5 major achievements.) Campus
DESE Approved Certificate
Program [Subject Specific
Program]: Music-Vocal
DESE Approved Certificate
Program [Subject Specific
Program]: Physics
DESE Approved Certificate
Program [Subject Specific
Program]: Social Science
DESE Approved Certificate
Program [Subject Specific
Program]: Special Education-Early
Childhood Special Education
DESE Approved Certificate
Program [Subject Specific
Program]: Special Education-
Mild/Moderate: Cross Categorical
DESE Approved Certificate
Program [Subject Specific
Program]: Unified Science-Biology
DESE Approved Certificate
Program [Subject Specific
Program]: Unified Science-
Chemistry
DESE Approved Certificate
Program [Subject Specific
Program]: Unified Science-Earth
Science
DESE Approved Certificate
Program [Subject Specific
Program]: Unified Science-Physics
DESE Approved Certificate
Program [Subject Specific
Program]:Foreign Language
(French, German, Latin, Spanish) 22 Missouri School Districts Blue Springs R-
IV School District Centralia R-VI School MU
• student, elementary school
District Chillicothe R-II School District The
• program provides broad based elementary teacher & principal surveys &
Columbia School District Hallsville R-IV school clinical experience & professional First
interviews • & second year
School District Hannibal 60 School District coursework that puts theory into practice teacher surveys • Comparisons for
Hazelwood School District Independence 30 Through rigorous, extended and continual clinical
• traditional student teaching
School District Jefferson City School District experiences the students further their development experience and yearlong experience
Jennings School District Kansas City 33 as teachers University faculty, school
• Student teaching evaluations from
•
School District Lee’s Summit R-VII School administrators and classroom teachers collaborate cooperating elementary teachers
District Lindbergh R-VIII School District to determine the appropriate content and form of Comparisons of MU graduates to
• Over
• 400 MU students & 45 MO School are impacted each year
Maplewood-Richmond Heights School District educator preparation. High
• quality field all Missouri Teacher Education Undergraduate elementary students wrote and received grants to
•
Mexico 59 School District Moberly Area experiences in partnering school districts Programs related to teaching • High benefit MO schools • Renewal process with a focus on literacy at
Community College Moberly School District Provide opportunities for collaborating and
• employment numbers of graduates MU and in Partner School Districts • One-third of the elementary
University of Missouri-College of Education-Teacher Development Program-Department of New Franklin R-I School District Parkway C-2 sharing knowledge and skills of effective practice Research, grants, and other
• education graduates enroll in the MU Teaching Fellows Program
Elementary Education – Senior Learning, Teaching & Curriculum-MU Partnership for Educational Renewal (MPER)- School District Pilot Grove C-4 School District in local schools and to facilitate practitioner-led opportunities that are a result of the Principal & Host Teacher rate year-long internship higher than
•
Year On-Site Program (SYOSP) Department of Elementary and Secondary Education-MU College of Arts and Science Sedalia 200 School District Southern Boone inquiry program semester long internship Columbia (MU)
All states are served by eThemes. During the To provide a free and searchable online database
Spring 2009 semester, the states showing the of content-rich, kid-safe websites to meet K-12 Extensive evaluations of the eMINTS - eThemes recently reached a significant milestone in terms of the
most frequent visitors to the eThemes website education standards. To leverage the information program in general and the value of size of collection, now containing over 1,750 thematic topics
were from California, Texas, New York, requests of individual teachers, resulting in eThemes in particular have shown containing thousands of website that passed eThemes extensive
Florida, Georgia, Illinois, and Missouri (with significant savings in time for all teachers. To the instructional strategies review process. - eThemes Internet traffic statistics show
California #1 and Missouri #7). During that improve student performance and change teacher advanced by eMINTS and enabled approximately 6,000,000 visitors last year. If only 0.075% of these
same time period,Google Analytics recorded practices through the use of an inquiry-based by eThemes can have a positive visitors were classroom teachers who used an eThemes resources,
eThemes eThemes is a joint venture of the MU College of Education and the eMINTS National Center. visitors from every state in the nation. approach to teaching in K-12 classrooms. impact on student performance. the annual savings in terms of teacher time is 18,000 hours. Columbia (MU)
60
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
What evidence do you have or What notable achievements would you like to highlight
What geographic region is served (e.g., plan to collect that regarding this program? (Due to space limitation please
Program title school district, city, county, campus, demonstrates this initiative is keep your response to bullet points only and provide no more
Open-Ended Response Please identify any program partners. system, regions, state)? What are the specific goals of the program? achieving its goals? than 5 major achievements.) Campus
Improvement in MAP scores in
multiple districts we have served.
Establish a "culture of learning" in public schools Sight reviews show progress in the
through Professional Learning Communities. 7 PLC criteria Positive Program
Improve student learning by providing professional Evaluations Collecting data on
development services. Assess visually impaired decrease in office referrals in
students. Provide assistance and trainings to SWPBS schools we serve. SWPBS
teachers of visually impaired students. Provide self assessment surveys indicate Quadrupled number of schools served by the School Wide PBS
leadership development trainings to school leaders PBS structures and processes in program in four years. SETs data indicate over 80% of schools in
Heart of Missouri RPDC (Regional DESE (Missouri Department of Elementary and Secondary Education) NASA (National and potential school leaders. Improve academic place. Special Education District our region now implement PBS with fidelity. Fifteen new schools
Professional Development Aeronautics and Space Administration) Department of Social Services (DSS) PIRC (Parent School districts in Central Missouri in a 19 engaged time by reducing unproductive student Profiles indicate progress in a have joined Missouri Professional Learning Communities Project in
Organization) Information and Resource Centers) Multiple School Districts Brookdale Foundation AARP county region behavior. number of districts at various
Missourimath.org has our region this year. Columbia (MU)
stages helped facilitate the input of
To ensure that the state and local standards for expert mathematicians in the
mathematics education are consistent with reviews and rewrites of proposed
practices based on scientifically valid research, and state mathematics standards.
State, and parent/teacher groups at school to ensure that districts do not make math Missourimath.org has helped
districts seeking to improve mathematics curricular choices based on incomplete or biased provide information for local groups
missourimath.org Missouri Math Coalition (http://missourimath.webs.com/) education. information. seeking to improve mathematics
The U.S. Department of Education Columbia (MU)
has provided $1.7 million in funding
1.Develop series of state-of-the-art interactive, during the period 1993-2007 to
multimedia cases for use in teacher preparation in support the development of these
emotional and behavioral disorders; 2.Conduct interactive, multimedia cases and to Technology can be effectively used to create realistic practice fields
•
national-level research examining the efficacy examine their efficacy in teacher for training teachers to solve problems of teaching by linking
multimedia case-based instruction in higher preparation in higher education. multiple media such as images, videos, and sound within a case
education; 3.Support effective implementation Major findings demonstrate that: environment. • Interactive, multimedia cases with technology
of multimedia case-based instruction in teacher 1.Multimedia, case-based supports provide new, effective ways of teaching and learning in
Multimedia Case-based preparation through professional publications, instruction is an effective teacher education. • Research demonstrates that teacher educators
Instruction for Educators in Research was conducted in IHEs in the states presentations, web-based resources, and instructional medium for all learners can enhance learning from cases by providing scaffolds to support
Emotional and Behavioral California University of Pennsylvania West Virginia University University of Central Florida of Pennsylvania, West Virginia, Florida, dissemination of the multimedia cases in CD regardless of differences among use of knowledge and by providing bridges to authentic problems of
Disorders Andrews University (MI) Missouri, and Michigan. format. learners except in course where practice. Columbia (MU)
To improve the quality of high school business and
marketing teachers who provide instruction in
computer applications, personal finance,
entrepreneurship, accounting, marketing, sales,
Online Master of Education in business communications, and numerous other
Business and Marketing Education Statewide area served. business-related subjects. Notable achievements by focus area include but are not limited to: Columbia (MU)
a. Standards Development i.Shared early childhood and youth
development standards with Kansas. This is the only bi-state
document in the nation. ii.Release of the Infant/Toddler
Each project administered by OPEN relates directly Responsive Caregiving Checklist is garnering national interest.
to our vision and mission. Vision: Competent, b.Workforce Data: i.As part of our registry projects, we
reflective, and equitably compensated OPEN identifies benchmarks to participate and provide leadership in The National Registry Alliance,
professionals will provide high quality early determine the success of each which is an alliance of 25 states that collect workforce data. In
childhood and school age/afterschool education for project and collects and monitors August 2009, Missouri provided data for the 2009 National
Program partners include but are not limited to: the Departments of Health and Senior Missouri's young children and youth. Mission: To data regarding these benchmarks. Workforce Dataset that includes over 33,000 records of data on
Services, Elementary and Secondary Education, Social Services, and Mental Health, Head implement a career development system for Data are reported to the OPEN early childhood and school-age workers. These data are being used
Start-State Collaboration Office, Association for the Education of Young Children, Missouri Missouri's early childhood and school Executive Committee and MO QRS to inform policymakers and researchers at the national level on the
Opportunities in a Professional Head Start Association, Missouri School-Age Community Coalition, Missouri Child Care age/afterschool professionals. Each project State Committee to evaluate the Early
―P‖ workforce. c. Childhood Program Assessment: i. MO The
Education Network (OPEN) Resource and Referral Network, United Way, and the Metropolitan Council on Early administered by OPEN has specific goals by which overall effectiveness of the Quality Rating System, developed at the Center for Family Policy &
Initiative Learning. OPEN is a statewide initiative. we are measured Initiative. is a valid and reliable assessment involved with the
Research, program has 25 teachers currentlytool for early childhood
The PREP Columbia (MU)
Virginia Polytechnic Institute faculty; University of Missouri faculty; high school teachers number of teachers, number of HS program with representatives from six plant science research labs in
from Mexico, Jefferson City, Elsberry, Francis Howell, Blue Springs, Columbia Independent students, number of University the Bond Life Science Center. The PREP program offers professional
School, Southern Boone County, Moberly, Herman, Belle, Northeast R-IV, Hickman, faculty, number of graduate development for partner teachers through three annual workshops in
Partnership for Research and Columbia Career Center, Lafayette, North Kansas City, Fulton, Normandy, Booneville, to support the integration of student-led research students and post-docs, number of the fall, winter, and summer. Teachers are paid stipends and have
Education with Plants (PREP) Trenton, Mount Vernon, Shawnee Mission South, and Blair Oaks Middle School statewide into the secondary biology curriculum University staff support from the research labs to assist with the impleentation of Columbia (MU)
Pierremont Elementary quality of science instruction by
Professional Development Pierremont ES, MPER Parkway School District to improve inquiry-based science instruction. elementary teachers new program, no notable achievements at this point Columbia (MU)
61
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
What evidence do you have or What notable achievements would you like to highlight
What geographic region is served (e.g., plan to collect that regarding this program? (Due to space limitation please
Program title school district, city, county, campus, demonstrates this initiative is keep your response to bullet points only and provide no more
Open-Ended Response Please identify any program partners. system, regions, state)? What are the specific goals of the program? achieving its goals? than 5 major achievements.) Campus
Problem-based learning in all
curricula
The successes of the Project have
been documented in dissertations,
manuscripts, and presentations at
national and international
conferences. Given the many
confounding variables that influence
student academic success, including
particularly the leadership and
resources in academically struggling
The desired outcomes of participation in the participating schools and the
Project include: • Increased academic success for capacity of teachers throughout The ongoing development of faculty capacity in school of academic
students across the school, as measured by the academically schools, some, but not need and poverty has been one of the more rewarding aspects of
state’s high-stakes assessment and/or other all, schools have achieveed their our ASSIST work. The development of a cadre of doctoral
measures of academic work used in the school or academic goals during the two-year studetns who have worked wiht the Project Director over the years
district. • Development of the capacity for plus work with the Project. has been a positive by-product of the Project. Those individuals
organizational learning, a school culture that is However, the contextual non- have gradauted and moved into major university and college roles
caring and collaborative, and a climate that is academic goals of organizational and into leadership roles in the public schools across the state.
trusting and respectful. • Increased levels of learning, culture and climate Most importantly, through the work in some 60 Project schools,
student engagement in learning, particularly development, and increased hundreds of thousands of students over the past 14 years have been
The Missouri State Department of Educaiton was instrumental in seed funding in 1996-98 to Schools from across all regions of the state increases in higher-order/deeper learning time for academic engagement have been positively affected by the changes that have occurred in their
Project ASSIST initiate the first cohort of schools in the proejct. have participated in the Project students across the school. achieved almost without exception schools, and thus in their educaitonal experiences. Columbia (MU)
The website developed by SISLT
and maintained at Mizzou (through
DoIT supported servers)
experiences some 77,000,000 hits Originally funded for $1.96 million through Dept. of Education
annually. The Truman Library Challenge Grant Has won several awards for web design and
To provide digitized educational materials to a Institute supports educational development Continuous funding since 1995 in support of design
wide array of end users, including scholars, programs based on this digitized and development of website Experiences very high traffic (77
Project Whistlestop Truman Library Institute, National Archives and Records Administration (NARA). See previous. teachers, students and many others. content.
We videotaped 115 class sessions million hits per year) Columbia (MU)
Researching the Teaching of a over a two-year period. In addition,
Mathematics Content/Methods we collected the resulting student
Course Sequence and Its Impact Improve the teaching and learning of mathematics work and conducted interviews with
on Future Elementary Teachers campus for all students. course participants. The primary Columbia (MU)
Increase pro-social behavior among all students, Multiple data points including
School-wide Positive Behavior reduce risk among vulnerable populations, discipline infractions, attendance, The initiative is currently in over 500 schools across the state of
Supports The OSEP Center on Positive Behavioral Interventions and Supports All areas of Missouri. increase student academic and social behavioral achievement, reductions in referral Missouri and continues to grow. Columbia (MU)
Four principals, four host teachers Principals in participating districts statewide have stated how
The Senior Year On-Site Program focuses on and four student interns per year valuable the Senior Year On-Site Program is and how they prefer to
Senior Year On-Site Program Student interns are placed in various school preparing quality pre-seervice teachers for have been interviewed. All have hire these interns over other applicants. Many of our interns
(SYOSP) SYOSP partners with MPER districts throughout the state of Missouri. teaching in grades one through six. heavily praised the program. become Fellows. Columbia (MU)
62
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
What evidence do you have or What notable achievements would you like to highlight
What geographic region is served (e.g., plan to collect that regarding this program? (Due to space limitation please
Program title school district, city, county, campus, demonstrates this initiative is keep your response to bullet points only and provide no more
Open-Ended Response Please identify any program partners. system, regions, state)? What are the specific goals of the program? achieving its goals? than 5 major achievements.) Campus
* 100% satisfaction with program components for the past three
Provide a year-long teaching experience in order years as measured by participating teachers and students. * 100%
Senior Year On-Site Program in Columbia Public Schools, Columbia, MO Boone to assure high quality teacher education to meet MU Students and district teachers of graduating students meeting career goals of employment or
Special Education MU-College of Education; Department of Special Education; MPER; Columbia Public Schools County, MU the MO-Standards Teacher Education Program complete surveys on program goals. acceptance into post-graduate programs. Columbia (MU)
Most of the program graduates teach To create an accelerated post-baccalaureate Action research project; certification One hundred thirteen students have graduated from the program
Missouri Partnership for Educational Renewal (MPER), a coalition of 22 school districts trhoughout Missouri. Graduates are also certification program for middle and secondary portfolio; PBIE form. These are all and become certified to teach mathematics or science at the middle
2
SMAR T Program including Columbia, Fulton and Moberly School Districts. teaching in Virginia, South Carolina, Illinois, level mathematics and science teachers at the related to MOSTEP standards. and/or high school level since the program's inception in 2003. Columbia (MU)
Provided 2 weeks of professional development related to teacher
Supporting Teachers-Amplifying Improve the teaching and learning of mathematics Student achievement data and leadership Provided 4 weeks of professional development to
Children’s Knowledge Columbia Public Schools, Columbia College and Christian Chapel Academy School School district for all students videotapes of classrooms teachers during summer 08 and 09 and monthly seminars during the Columbia (MU)
We keep in touch with our past
Fellows. Out of 648 Past Fellows
('95-'08), 95% are still in education.
In addition we have published
research findings: ACTION IN
TEACHER EDUCATION (Gilles, * Gilles, C. Davis, B., McGlamery, S. (Oct. 2009). Induction
Cramer & Hwang, 2002), programs that work! Phi Delta Kappan. (Nationally recognized
Current program regions: West: Blue Springs, MENTORING & TUTORING (Gilles & education journal, 150,000 readers) *Celebration of Excellence,
R-IV, Independence 30, Lee's Summit R-VIII The goal of the program is to give new teachers a Wilson, 2004), SCHOOL- Region IV, ―Creative Program‖ Award. For the Teaching Fellows
East: Hazelwood, Lindbergh R-VIII, Parkway strong induction program so that they 1) provide UNIVERSITY PARTNERSHIPS (Gilles, Program. University Continuing Education Association, Fall, 1998.
There are 22 partner school districts within MPER. Other partners of MPER are the C-2, St Louis City Central: Columbia, the highest quality education to their students, 2) Wilson & Elias, 2009), TEACHER * Dissertation (Kaiser, 2004) written about the Teaching Fellows *
Department of Elementary and Secondary Education, State Fair Community College, and Hallsville R-IV, Mexico 59, Moberly, So Boone remain in education, and 3) become leaders in EDUCATION QUARTERLY (Gilles, We've made over 25 national presentations about the program at
Teaching Fellowship Program Moberly Community College. Co. R-I education. Wilson & Elias, accepted 2009). that
Currently research is underway AERA, AACTE, ATE, etc. Columbia (MU)
The TESOL program's goals are to: 1. Build the measures both pre and post-
capacity of Missouri public schools to meet the knowledge of the TESOL content
increasing need for highly qualified teachers to area as well as a ESOL practicum 1. By 2012, 100 K-12 teachers will have been certified to teach ESOL
work with English Language Learners in schools that measures teacher in the state of Missouri through the TESOL program at MU. 2. At
2. Educate and train in-service general education effectiveness. Additional research is present, there are over 150 Masters of TESOL students, 10
and content area teachers to become ESL teachers in the planning stages for examining Education Specialist students in TESOL, and 50 certification
Geographic regions include school districts 3. Educate and equip students who wish to teach in-service ESOL public school students. 3. The TESOL program at MU has a flourishing face-to-
throughout Missouri as well as students living in both ESL and EFL settings to children and adult teacher's work with linguistically and face and online program that serves ESOL educators for children and
TESOL overseas in China and Korea. language learners culturally diverse students. adults all over the world. Columbia (MU)
63
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
What evidence do you have or What notable achievements would you like to highlight
What geographic region is served (e.g., plan to collect that regarding this program? (Due to space limitation please
Program title school district, city, county, campus, demonstrates this initiative is keep your response to bullet points only and provide no more
Open-Ended Response Please identify any program partners. system, regions, state)? What are the specific goals of the program? achieving its goals? than 5 major achievements.) Campus
CATEGORY 2: Serving Populations with Special Needs
The U.S. Department of Education
has provided $2.8 million in funding
since 1998 to support the EPSS approaches appear to have excellent potential to support at-
•
development of these software tools risk students and those with special needs develop skills and
and to establish and support its improve behavioral and academic success needed to successfully
efficacy in public school classrooms. move beyond high school to access training programs and higher
Results gathered from a The
education. • EPSS tools being disseminated through this
1.Assist at-risk students and those with high randomized, delayed intervention USDOE project that is located at MU focus on development of self-
incidence disabilities in the development and use study in special and general regulation, strategic learning, and self-actualization—critical goals
Research has been conducted primarily in of skills needed for success in P-12 schools; education classrooms for ALL students—and are easy to integrate into all levels of
classrooms in the states of Pennsylvania, West 2.Provide resource supports to parents and demonstrated: 1) students learned instruction through current technologies. • Armed with efficacy and
Electronic Performance Support Virginia, Florida, and New York. The software educators through informationbases and training to use the tools successfully; 2) feasibility results from our research, web-based supports for
Systems for At-Risk Students and can be downloaded from the MU project web and practice web sites. 3.Work with state and student behavior improved as implementation, and research-ready computerized tools, the fully
Those with Learning Disabilities site and contacts for its use have been local educational agencies to provide outreach compared to classroom peers; 3) developed package is ready for widespread implementation in
and Behavioral Disorders California University of Pennsylvania Buffalo State College received throughout the U. S. support and build sustainability. grades showed a small but
To indicate our measure of Missouri schools for P-12 students. Columbia (MU)
effectiveness, we track the number The Missouri Head Start State Collaboration Office does not directly
According to the broad description of Collaboration of partners, scope of interaction, serve any clients. However, there are approximately 17,000 children
Office functions, partnerships must be built with depth of partnership and outputs in Head Start or Early Head Start in Missouri that benefit from the
organizations within the priority areas outlined from each. Developing, maintaining work of the Collaboration Office. In addition, many thousands more
Since we are a "collaboration" project, we have 32 active partners related to our priority below to integrate service, function, and efficiently and enhancing partnerships are children are in Missouri Preschool Projects, Parents as Teachers,
goals. Below is a partial list of partners: Mo Department of Elementary and Secondary of early care and education systems as they critical in measuring the success in child care programs that receive subsidies from the state and/or fall
Education MO Primary Care Assocation MO Department of Mental Health MO Council on interact with HS systems. The priority areas are: meeting needs of Missouri and under the jurisdiction of child care licensing regulations and who
Activity and Nutrition MO Department of Social Services MO Coordinating Board for Early Health Care; Welfare; Child Welfare; Child Care; coordinating an early childhood receive service from the variety of partners with whom the
Childhood (member) Parent Information Resource Centere Office of Head Start MO Education; Professional Development; Community system. Each of these can be Collaboration Office works. Early childhood professionals and parents
Head Start-State Collaboration Department of Corrections Parents as Teachers National Center MO Department of Health Services; Family Literacy; Services for Children considered as indicators of the goal throughout the state benefit from the work of the Collaboration
Project and Senior Services MO Department of Higher Education and many more . . . . The entire state of Missouri. - To Disabilities; and Homelessness.
with coordinate community resources - To - enhancing the quality of
ofUse a nationally-recognized Office. Columbia (MU)
provide a system for the development and training assessment to monitor program
of early childhood teachers resulting in raising the improvement in early childhood
quality of child care and improving the school classrooms - Help teachers to set
- DECA - four states (Iowa, Kansas, Missouri, readiness of children. Specific goals include the and reach individual goals - Collect Each year, - services are provided to over three hundred (300)
and Nebraska) - ELLC - National Training following topics: - developmentally appropriate feedback from an early childhood programs that include approximately 6,000 hours of on-site
Institute for Professional - Head Start - Mental Health Consultants - Speech Pathologists - Thompson Center for Center - three projects serving 35 counties in practice - implementing curriculum - teacher "Evaluation of Services" mentoring - thousands of children are helped to be successful in
Development Autism and Neurodevelopmental Disorders - MU Extension - Parents as Teachers - Schools Missouri (during 2008-2009) strengthening families - business planning and
1. Develop the Social Competence Intervention survey
4. Monitor the development and school the later in life
* Over and past year iSocial has received support from the University Columbia (MU)
based on a framework of Cognitive Behavioral implementation of the SCI-S of Missouri Research Board, The Thompson Center Scholars
Intervention (SCI-CBI) curriculum as a 3D-VLE. program to gain understanding Program, Autism Speaks and a private donation. The support has
Key elements of this objective are to develop about student response to allowed the project to build and test a first prototype of the
iSocial: Developing a 3D-based iSocial in a way that models the cognitive and intervention. To what degree do envisioned system to explore how best to use the 3D virtual
virtual learning environment for behavioral activity of the original curriculum and students improve on global technology to meet the special needs of youth with an ASD. The
use in schools to enhance the does so in a way that is easy to use and engaging assessment scores (i.e., SRS, support is also allowing the project to test key new innovations in
social competence of youth with for the target students and their teachers. Key BRIEF, MindReading) after how to help the youth learn within a 3D VLE. * The iSocial project
an Autism Spectrum Disorder Janine Stichter in special ed Thompson Center na human-computer interaction (HCI) attributes for intervention participation, over and
Three statewide studies, 1997, The Missouri a new award of 3 years of funding 1. The Institute
has just won Comprehensive Guidance Program:from theprogram Columbia (MU)
The Missouri Comprehensive Guidance The major goals of the Missouri Comprehensive 2001, 2007 reported similar results. was approved by the state of Missouri 2. The program served as the
The Guidance, Counseling, & Placement Section of the Department of Elementary and Program is a state approved/required program Program include: 1. facilitating the academic, Students in schools with more fully foundation for the American School Counselor Association National
Secondary Education, the Missouri School Counselor Association (MSCA), and Missouri and is being implemented or is the process of career, and personal/social development of all implemented guidance programs: Model for School Counseling 3. Most states in the United States
Missouri Comprehensvie Guidance Counselor Educators from all of the higher education institutions that train school being implemented in all of the school districts students 2. assisting those students in need of earned higher grades, felt safer in have adopted/adapted the program as have schools in Hong Kong,
Program counselors. in the state of Missouri special help to remove barriers to learning school, earned higher scores on Turkey, and American Samoa Columbia (MU)
Currently, the ACC is emerging as a general mental health resource
in the community. - providing on-site parenting and family services -
1. Provide comprehensive, integrative conducting individual and family therapy, facilitating groups in local
While we clients who come from multiple psychological services to meet the educational, schools and local agencies - consulting with local school staff
states to our clinic, most of our clients come developmental and psychosocial needs of children, - Increased referral base - members regarding atypical student behavioral concerns - providing
MU Assessment & Consultation from a 100 mile radius around Columbia, adults, families, schools and communities. 2. Increased external funding - staff training and professional development and conducting
Clinic Missouri. Our services reach into 49 Missouri Provide high quality student training for graduates Increased client hours - Increased workshops and seminars in the community - providing high quality
(also category 1) Missouri Prevention Center - ESCP Department, College of Education counties. students in the department and college. visibility in the community psychological evaluations and academic recommendations Columbia (MU)
64
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
What evidence do you have or What notable achievements would you like to highlight
What geographic region is served (e.g., plan to collect that regarding this program? (Due to space limitation please
Program title school district, city, county, campus, demonstrates this initiative is keep your response to bullet points only and provide no more
Open-Ended Response Please identify any program partners. system, regions, state)? What are the specific goals of the program? achieving its goals? than 5 major achievements.) Campus
We informally and formallyassess
MU Robert G. Combs Language every child every semester and are
Preschool able to show their individual * We are considered a model program by our sponsor, the Scottish
(also category 1) MU Speech and Hearing Clinic Adult Day Connection MU Occupational Therapy Clinic Central Missouri Stated earlier progress. Rite's RiteCare. Columbia (MU)
Primarily Columbia and surrounding 1. Train graduate students as speech-language The success of our graduates. They
communities but evaluations are offered for pathologists. 2. Serve the community by offering are highly sought upon graduation.
individuals across the state and surrounding affordable and excellent diagnotic evaluations and Additionally, the satisfaction of 1. Outstanding service to the community 2.Outstanding training of
MU Speech and Hearing Clinic states treatment of speech and language disorders clients and of data utilizing
three years their families. this speech-language pathologists. 3. Affordable treatment Columbia (MU)
curriculum in an afternoon program
has yielded impressive and Strong data to support the effectiveness of this curriculum to date
statistically significant growth in One of the first curricula to be developed specifically for a sub
several areas within a short duration population as opposed to having a subpopulation fit previously built
(10 weeks). We continue to utilize curricula Establishment of strong integrated working relationships
To demonstrate the need and effectiveness of these same standardized as well as with local schools Manualized form and training others of the
Columbia Public Schools, Department of Education- Institute of Education Sciences in Coumbia Public Schools- the grant after this social competence curriculum tailored to specific curriculum based measures and curricula 1.1 million in federal funding with expectation of the
Washington DC one would extend regionally. As our mission states, " . . our curricula. individualized measures to assess
social skills deficits within .schoolprograms strive to Each of our programs has an * Our programs reach3over 250,000 Missouri youth annually and
federal funder that in years we will applyfor continued funding Columbia (MU)
maximize the quality of human and family life, with evaluation component. We track their parents. * For every dollar invested in our Family Nutrition
special attention to the needs of socially and not only participant information but Education Program, an average of $8.74 is saved annually in future
economically vulnerable populations. Our realm of also how well our programs are healthcare costs, due to improved diet quality and increased physical
Our faculty partner with many state and local agencies. We provide nutrition education expertise is far reaching. It includes family and doing to meet specific program activity. * Focus on Kids, our divorce education program, improves
through the Supplemental Nutrition Assistance Program (formerly Food Stamps) and WIC. HES Extension programs are provided financial education; design of living and working objectives. many of our programs the lives of children whose parents are divorcing or modifying a
We also partner with Community Action; Missouri Departments of Health and Senior statewide. MU Extension has offices in almost environments; family and human development; focus on specific behavior changes, divorce decree. It also reduces the rate of recitivism. * Our 4-H
Human Environmental Sciences Services, Mental Health, and Social Services; local health departments; family and drug all of the 114 counties throughout the state as community support systems; and nutrition, health such as increased fruit and LIFE program and Building Strong Families works within the
Extension courts; and other agencies who serve family needs thorughout the state. well as the City of St. Louis. and physical activity. vegetable intake, increased physical correctional system to reconnect children whose parents are Columbia (MU)
CATEGORY 3: College and Career Planning
65
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
What evidence do you have or What notable achievements would you like to highlight
What geographic region is served (e.g., plan to collect that regarding this program? (Due to space limitation please
Program title school district, city, county, campus, demonstrates this initiative is keep your response to bullet points only and provide no more
Open-Ended Response Please identify any program partners. system, regions, state)? What are the specific goals of the program? achieving its goals? than 5 major achievements.) Campus
Data Collection – Because NCAC has
not fully integrated into the
ConnectEDU platform,
advisers/guides are using an Excel
Purpose of MCAC: 1.To help Missouri students spreadsheet to track their service to
and their families see college as an attainable goal, students. In addition, MU has put in
2.To provide information about the college place various measures so that
application and financial aid process to students outcomes can become more known
and their families, 3.To increase college to us. For example, we have
enrollment and graduation among high-ability, low- compiled numbers on potential
income high school students, and 4.To service this year, tracked how many
encourage community college students to continue students who worked with
their studies toward completion of a bachelor’s advisers/guides last year enrolled in
degree. In addition, two of the three grants have and are attending college at MU,
identifiable and measurable deliverables. For gathered testimonials from
example, the Missouri Department of Higher advisers/guides and from students
Education College Access Challenge Grant is who worked with guides last year
intended to achieve these deliverables: 1.Increase and are now attending MU (for use
the % of students applying for FAFSA, applying for in publications and on our Web
college admission, and enrolling in college; 2.Hold site), and compiled a listing of all
2 financial literacy workshops, with parent colleges to which students who
participation and provision of a workbook to worked with guides last year applied
participants; 3.Hold at least 6 small group and on which campuses students
meetings for seniors, one of which is the financial enrolled and are attending. We
literacy workshop including parents; 4.Hold at know that during the 2008-09
least 5 small group meetings for juniors; 5.Hold at school year: •3,732 students
least one group meeting of underclassmen, with received one-on-one services from a
the one meeting minimum including parents (if you college guide (duplicated students
hold more than one, parents are not required to be as some met with a guide multiple
included but you may wish to do so); and 6.Plan times), •1,757 students attended a
and facilitate bus trips for seniors to visit at least 3 group session facilitated by the
campuses. And, the Texas Guarantee Public college guide (duplicated students
Benefit Program grant expects that these as some attended multiple
deliverables be achieved: 1.Increase the % of sessions), •1,555 students who
The annual cost of each college guide in the Missouri College Advising Corps is students applying for FAFSA, applying for college worked directly with college guides
approximately $45,000. The total annual cost of 13 college guides is approximately admission, and enrolling in college; 2.Hold 2 intended to, applied to, enrolled in,
$455,000. The NCAC began with a $12 million grant from the Jack Kent Cooke financial literacy workshops, with parent and/or were accepted to a
Foundation. The MCAC received $1 of this to support the program over a four-year period. participation and provision of a workbook to postsecondary institution, •13 of
MCAC secured additional funding for the 2009-2010 year through a grant from the Texas participants; 3.Hold at least 6 small group MU’s entering freshmen in fall 2009
Guarantee Public Benefit Program and an Access Challenge Grant administered through the meetings for seniors, one of which is the financial had worked directly with college Major Accomplishments include: •For the current school year and as
Missouri Department of Higher Education. The University of Missouri has dedicated literacy workshop including parents; 4.Hold at guides during the 2008-09 school of October 23, 2009, college guides have met individually with 1,097
approximately $1 million in matching funds. In addition to funding partners, MCAC works The MCAC program provides college access least 5 small group meetings for juniors; 5.Hold at year; in four schools, 100% of and 2,015 students in group workshops, and have 50 campus tours
closely with an Advisory Committee comprised of individuals across the state. Members services across the state, working in both least one group meeting of underclassmen, with students who enrolled at MU had planned to occur in the fall 2009 semester. •We have been able to
represent state associations as well as other college access provider programs. We are rural and urban high schools and community the one meeting minimum including parents (if you worked with the college guide, •15 expand the program in year two and have added 4 new high
currently working collaboratively with the Missouri Department of Higher Education to colleges. Currently, our concentration is in the hold more than one, parents are not required to be campus tours were planned by schools, two in urban areas and two in rural or medium-sized
deliver a statewide college access providers conference and build a state network. Various Kansas City and St. Louis metro areas, as well included but you may wish to do so); and 6.Plan advisers/guides, •High school communities. •High school seniors that worked with college guides
campus partners work closely with the program: Dr. Ehlert of the Economics Department as in Dent and Crawford Counties. Our and facilitate bus trips for seniors to visit at least 3 seniors who worked with during the first year of this program applied to 139 distinct
with our assessment component, MU Development Officers with our fundraising efforts, Dr. memorandums of agreement are between MU campuses. Our overarching aim is to increase advisers/guides applied to 139 institutions of higher education and enrolled at and are attending 73
Weagley of the Personal Financial Planning Department with our development of financial and the school districts, schools themselves, college-going behavior in the high schools and to distinct postsecondary institutions, colleges or universities. •The program is gaining more attention as
literacy programs. We are actively seeking to identify other partnerships with community college systems, and community increase transfer to a 4-year insitutions at and •High school seniors who a result of increased public awareness activities – something that will
Missouri College Advising Corps organizations or individuals aligned with the mission and goals of the MCAC program. colleges themselves. community colleges where guides are placed. worked with advisers/guides ultimately lead to funding to sustain and expand the program. Columbia (MU)
CATEGORY 4: College and Career Readiness
Columbia Public Schools, two community This is a win, win, win ,win program as it helps children in Columbia
programs (Boys & Girls Club and Moving Some research has been done at Public Schools , University of Missouri students, the Columbia
A Way With Words & Numbers Ahead) and the Columbia Public Library Helping students with literacy and math one of the elementary schools Community and the Universtiy of Missouri. Columbia (MU)
66
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
What evidence do you have or What notable achievements would you like to highlight
What geographic region is served (e.g., plan to collect that regarding this program? (Due to space limitation please
Program title school district, city, county, campus, demonstrates this initiative is keep your response to bullet points only and provide no more
Open-Ended Response Please identify any program partners. system, regions, state)? What are the specific goals of the program? achieving its goals? than 5 major achievements.) Campus
The students perform well on
national certification exams, 100 Good Public relations for MU Good publicity for the profession of OT
Department of Occupational percent are employed, children Faculty publications Faculty and student professional presentions at
Therapy and Occupational To provide students with good learning show improvement on standardized state and national conferences Recognition by parents in the form
Science The Speech Communication Department at MU. The Thompson Center. Primarily Boone County experiences and to serve the community. tests. of small gifts to the clinic. Columbia (MU)
Focus group and survey evaluation,
demographic and descriptive
Mathematics in Life Sciences state, but special attention to urban schools in statistics of participants as MLS
Program KC and St. Louis See earlier question (#4) scholars. Columbia (MU)
CATEGORY 5: Academic Enrichment
4-H Agriculture Contests Columbia (MU)
Statements from participants about
what they liked about the program:
The sketch up program, working
with other kids, and everything!
To learn more about architecture and design The computer work. Learning how
processes - To engage in hands-on architecture to use sketch up and making 3D
and design experiences - To explore college drawings. To build the house we
majors and careers related to architecture and made. I like to help design stuff. I
design - To meet youth throughout Missouri who really had fun. I liked when I
share an interest in architecture and interior turned one little square into a big
4-H Architectural & Design Architectural Studies Extension faculty and staff statewide design
Objectives: Learn more about personal health and 3D house. Columbia (MU)
well-being Engage in hands-on activities that
promote better nutrition and physical fitness Exit surveys reveal that 40 out of 50
Human Environmental Sciences Extension, Nutrition Science Department - College of Explore college majors and careers in food, youth (80%) identified that the
Agriculture, Foods and Natural Resources, Food Science Department and Hotel and nutrition and fitness Meet youth throughout camp experiences were "great" or
4-H Camp Food & Fitness Restaurant Management Program statewide share an interest in food, nutrition
Missouri who has short-term, intermediate and
The program "good". Evaluation
Outcome Youth Service and skill development are integral components of the 4-H Columbia (MU)
long-term goals for both the 4-H youth who Youth Development program. 4 Habitat provides an opportunity for
4-H Habitat: Building a Better Human Environmental Sciences Extension, Architectural Studies Department College of statewide - local 4-H clubs plan and participate and a Habitat for Humanity family who Achieved: Increase youth youth to learn about and engage in home environment design while
Future Agriculture, Foods and Natural Resources Extension implement 4 Habitat programs complete
works alongside the youth tonon-formaltheir new
H will: • Provide formal and of low-income families
awareness of Positive Youth
4-H Study providing service to others. It is a powerful combination that Columbia (MU)
community-focused experiential learning. • Help Development The longitudinal 4-H
youth develop skills that benefit them throughout Study of Positive Youth
life. • Foster leadership and volunteerism in youth Development involves more than
and adults. • Build internal and external 4,400 youth and 2,000 parents from
partnerships for programming and funding. • 25 states. The 4-H Study measures
Strengthen families and communities. • Use the a variety of personal and social
research-based knowledge available from the land- factors that impact a young person’s Nationally Recognized Programs as National Program of Distinctions:
grant university system and other sources. The development. Overall, study 4-H Living Interactive Family Education (LIFE) Working With
overnment Relations University of Missouri – St Louis: Continuing Education Department - accomplishments of this mission will result in researchers are finding that Children of Offenders and Their Families 4Habitat 4-H Members
Character Plus University of Missouri-Kansas City: Cooperative evaluation projects capable, competent and caring citizens. Goals participating in high-quality youth work a Habitat for Humanity family to help design interios rooms
University of Missouri-Rolla-Continuing Education Department: Aerospace Camp University The goal of 4-H is to assist youth in acquiring development programs like 4-H and landscape the exterior 4-H members are more likely to be
of Nebraska: 4-H Science, Engineering and Technology Mission Mandate Team University knowledge, developing life skills, and forming plays a critical role in helping young ready to go into Science, Engineering and Technology Careers than
of Wisconsin: Dairy Conference, 4-H Science, Engineering and Technology Mission Mandate attitudes that will enable them to become self- people achieve success. For an their non-4-H Peers 4-H members are 70% more likely to go onto
4-H Youth Development Team Washington State University: Operation: Military Kids State of Missouri directed, productive members of society. A overview and reports, see 4-H Study higher education than their non-4-H peers. Columbia (MU)
67
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
What evidence do you have or What notable achievements would you like to highlight
What geographic region is served (e.g., plan to collect that regarding this program? (Due to space limitation please
Program title school district, city, county, campus, demonstrates this initiative is keep your response to bullet points only and provide no more
Open-Ended Response Please identify any program partners. system, regions, state)? What are the specific goals of the program? achieving its goals? than 5 major achievements.) Campus
Overall Program Status - 2002-
2008 Since the inception of Youth
Futures, 242 youth (duplicates
University of Missouri Extension/4-H Center for removed) have participated in the
Youth Development and Lincoln University program (41 youth in 2002; 61 in
Cooperative Extension developed the Youth 2003; 57 in 2004; 48 in 2005; 47 in
Futures College Within Reach Program to promote 2006; 57 in 2007; and 58 in 2008).
college as an obtainable goal for high school youth These numbers represent total
who are not typically encouraged to attend college participants each year and reflect
(i.e., ethnic/minority groups, first-generation duplicate youth. The same youth
students, etc.). Youth Futures College Within may participate in the program
Reach is an extensive college orientation program multiple years. Where Are They Quotes from participants: • ―I would like to thank you for giving
that includes on-going local mentoring and a Now? Ninety-two participants are me a chance to be part of Youth Futures. I love how you think of
college orientation conference on the MU and LU currently in high school. Of the 123 the children in need and much more. I am now a student in college
campuses. The goal of the program is to help participants scheduled to graduate and I look forward to going far because of you.‖ • ―I would like to
youth go to college and stay in college. The from high school from 2002 to thank everyone who dedicated their time and money for us.‖ • ―My
program has been on-going since 2002 and each 2007: • 16 (13%) have graduated interest in attending college is to make my life better, learn new
year targets 60 high school youth that meet the from college • 64 (52%) are things, and get a career because a career is better than a job any
following criteria: • Engaged in an MU or LU currently college sophomores, day.‖ • ―I am in Youth Futures because I want to score a high score
St. Louis city and county (St. Louis City Public Extension/4-H program • Current high school juniors or seniors • 10 ( 8%) on the ACT test and I want to get better study habits and a higher
Schools) Kansas City - Jackson County student that has completed at least the 9th grade entered but later dropped out of GPA.‖ • ―I am doing everything in my power to go to college. I
(Kansas City School District) Columbia - In addition, the conference specifically targets college • 2 ( 2%) joined the want to go to college so I can have a good life and a career.‖ • ―My
Boone County (Columbia School District) youth that: • Have financial need • May be a first- military after high school graduation interest in college is high. I want to attend MU, KU or CMSU. Most
4-H Youth Futures College Within Jefferson City - Cole County (Jefferson City generation college student • Need assistance in • 11 ( 9%) entered the work force likely MU. I want to attend college because I want to better my life.
Reach Lincoln University Cooperative Extension School District) understanding the steps to be successful in college • 15 (12%) were unable to be I need an education so I can go farther than a $7 hour job.‖ Columbia (MU)
Adventures in Graduate Education To introduce children to the possibility--and the Increasing attendance and
(etc.) Graduate programs across campus. Region joys--of graduate education. enthusiasm each year. Columbia (MU)
Center for Multicultural Research, 1.The Center promotes cutting-edge applied A wide array of formal and informal 1. Received national award for diversity training of the next
Training, and Consultation city, campus, regions, state, nationally, cross- programmatic research related to the cultural data suggests that our work is generation of counseling psychologists. 2. Recipient of national level
(CMRTC) nationally competency of those who work with issues effective. small grant to increase number of Missouri Latino/as in graduate Columbia (MU)
Students write essays at the end of
Cristo Rey Health Professions These students were from the Kansas City the program about what they
Summit We worked with the Schools of Nursing and Medicine and AHEC. area. Increase awareness of the Health Professions learned and are interested in. Columbia (MU)
1. our first goal is to engage high school students
in a discussion of scientific research and
applications for that research into the lives of the
students.
2. Our second goal is to provide an opportunity for goal assessment is determined The Exploring Life Sciences Conference at MU has been very well
high school students to talk to undergraduate and through feedback from students and attended with between 150 and 220 students attending the
Exploring Life Sciences Day University of Missouri faculty Statewide graduate reseachers about their research during teachers following the conference conference for the past three years Columbia (MU)
number of K-12 teachers, number of
Graduate Student Science to be a resource for K-12 teachers for hands-on K-12 students, number of graduate
Outreach (GSSO) CPS CPS science activities and science lectures students Columbia (MU)
68
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
What evidence do you have or What notable achievements would you like to highlight
What geographic region is served (e.g., plan to collect that regarding this program? (Due to space limitation please
Program title school district, city, county, campus, demonstrates this initiative is keep your response to bullet points only and provide no more
Open-Ended Response Please identify any program partners. system, regions, state)? What are the specific goals of the program? achieving its goals? than 5 major achievements.) Campus
Participation in medical school style curriculum
Introduction to Problem Based Learning (PBL)
Special sessions with clinical and research
specialists Hospital tours Hands-on experience
in anatomy, microbiology, and clinical skills
Meaningful interactions with current medical
students, faculty, and staff of the School of
Medicine Seminars on college and medical school We survey the participants at the
H.S. Mini Medical School State of Missouri entrance and medical school life end of the program. Columbia (MU)
With the cooperation of the Science
Teachers and Science Coordinator,
we will identify those students who
have a specific interest in veterinary
medicine and continue to monitor -
and mentor them to ensure their
college preparation is in alignment
To bring awareness to students about veterinary and consistent with the academic
medicine, it's importance & relevance in their and non-academic requirements for
everyday lives, procure their interest and begin the the College of Veterinary Medicine.
preparation process. The secondary objective is to Combined with this will be a
inspire students to be or become career focused tracking mechanism used to identify
and initiating that preparatory process what students were exposed to Program is still in it's planning and implementation stages.
K-12 Initiative Columbia Public Schools, Columbia, MO academically and non-academically. veterinary medicine through our K- Anticipate a launch date in the next 30 days. Columbia (MU)
Student participants complete an
evaluation of the program and the
results are used by MU staff to
strengthen future summer
programs. The Kauffman
Foundation also tracks scholars’
This program serves students in the Kansas participation activities, college-going
City Missouri and Kansas City Kansas School rates, and college completion rates.
Districts. In the KCMSD, 85.50% of students In fall 2009, the first class of Of
• the 125 inagarual Kauffman Scholars students, 95% were
are from ethnic minority communities and Kauffman Scholars began their accepted into colleges and universities and 85% went to a four-year
80% are eligible for free and reduced lunch. 1.To expose Kauffman Scholars to the campus college career. Of the 125 students, postsecondary institution. • Participants are better prepared for and
Eighty-three percent (83%) of the Kansas City environment and assist with their college selection 95% were accepted into colleges adept at navigating the college experience. • Participants are
Kauffman Scholars Program administrators and staff •
• Kansas City area business partners Kansas School District students are from and career exploration process. 2.To provide and universities and 85% went to a exposed to the college environment and college-level academic
Various units on the MU campus (e.g., College of Agriculture, Natural Resources, and
• ethnic minority communities and 80% are Kauffman Scholars with exposure to academic four-year postsecondary institution. expectations beginning in the 7th grade, providing them time to
Forestry; Department of Engineering; Conference Services; Admissions Office; Financial Aid eligible for free and reduced lunch. Thus, the programs uniquely offered at a research university In fall 2009, eight entering successfully plan and prepare for college enrollment and success.
Office; graduate students and faculty from a variety of academic disciplines, and program primarily serve economically and those specifically offered at MU. 3.To freshmen at MU were Kauffman Current MU undergraduates serve as mentors to and develop
•
Kauffman Scholars undergraduate students who serve as counselors during the summer academy) disadvantaged ethnic minority students. showcase MU as a potential college of choice. Scholars. relationships with participants. Columbia (MU)
Know your Brain
1.To encourage disadvantaged youth from
across the state to build leadership skills and
capacity, 2.To expose disadvantaged youth
from across the state to a college environment,
3.To expose disadvantaged youth from across
the state to legislators and the legislative process,
4.To provide disadvantaged youth from across
Missouri Legislative Black Caucus Foundation •
• Missouri Legislative Black Caucus members the state with educational opportunities, 5.To Participants experience a college campus, many for the first time.
•
Community leaders from across the state who serve as chaperones and
and their staff • provide disadvantaged youth from the across the Student participants complete an Participants are exposed to multiple academic disciplines to aid in
•
adult mentors • Various units on the MU campus (e.g., Black Culture Center, Conference state with college knowledge (e.g., how to apply evaluation of the program and the career exploration. • Participants are better prepared for navigating
Legislative Black Caucus Services, Admissions, graduate students and faculty from a variety of academic disciplines, for college admission, how to prepare for the ACT, results are used to strengthen the college application experience. • Current MU undergraduates
Leadership Conference and 15 undergraduate students who serve as counselors during the leadership conference) State of Missouri how to access financial aid) future programs. serve as mentors to and develop relationships with participants. Columbia (MU)
69
The UM System P-20 Task Force forced an activity or program into one of the six categories knowing that there may be more than one applicable category. UM-Columbia
What evidence do you have or What notable achievements would you like to highlight
What geographic region is served (e.g., plan to collect that regarding this program? (Due to space limitation please
Program title school district, city, county, campus, demonstrates this initiative is keep your response to bullet points only and provide no more
Open-Ended Response Please identify any program partners. system, regions, state)? What are the specific goals of the program? achieving its goals? than 5 major achievements.) Campus
Student participants complete an
evaluation of the program, from
which an annual outcomes report is
prepared by the Columbia Public
School District’s MAC Scholars
Activities Counselor. The annual Participants are better prepared for and adept at navigating the
•
outcomes report is shared between college experience. • Participants enroll in honors and Advanced
1.To introduce students to the rigors of honors the Columbia Public School District Placement courses during high school so that they are better
and AP classes, 2.To help students view and MU Enrollment Management prepared to enter and succeed in college. • Participants are exposed
Columbia Missouri School District (CPS has designated an Activities Coordinator and
• academic achievement as a basis for positive staff and is used to strengthen to the college environment and college-level academic expectations
approximately 10 CPS teachers and staff participate in the summer academy) • Various identities, 3.To build a support network with future programs. The Columbia Current MU undergraduates
after their first year of high school. •
units on the MU campus (e.g., Black Culture Center, Conference Services, Admissions, parents, 4.To build a cohort of students with a Public School District also tracks serve as mentors to and develop relationships with participants.
MAC (Minority Achievement graduate students and faculty from a variety of academic disciplines, and undergraduate personal commitment to ac