new hampshire nclb title ii-d regular funds for round 9 ...report ending 6/30/2012 and expended and...

New Hampshire NCLB Title II-D

Regular Funds for Round 9 Competitive Grants – February 2011

Step 2: Application Narrative for Classroom Mini-Grants Program

(Please be sure to complete Step 1 online at: www.nheon.org/oet/nclb)

District:

Plymouth Elementary School

Date:

2/28/11

Project Manager: Russ Harland

Position Title: Technology Director

Mailing Address: 43 Old Ward Bridge Road

Email Address: [email protected]

Phone: 603.536.1152 x318

BE SURE TO READ ALL OF THE FOLLOWING STATEMENTS.

ASSURANCES

I hereby certify that:

1. To the best of my knowledge, the information contained in this application is correct,

and the school board of the district named above has authorized me as its

representative to submit this application.

2. The District has submitted to the New Hampshire Department of Education (NHDOE) a

General Assurances signature page for the current year.

3. The District has consulted with the appropriate non-public schools during the design and

development of this Ed Tech project prior to all decisions that affect the opportunities of

private school children to participate in the program.

4. All funding for this project will be obligated and reported no later than the quarterly

report ending 6/30/2012 and expended and reported no later than quarterly report

ending 9/30/2012.

5. The grant funds expended will supplement, not supplant, funds from non-federal

sources.

6. The District will keep records and provide information to the NHDOE as may be required

for program evaluation, consistent with responsibilities under NCLB Title II-D as outlined

within the Grant Application Guidance (e.g., annual tech survey, case study report).

7. The schools to be funded by this program are compliant with the Children’s Internet

Protection Act (CIPA) because the district employs a filtering mechanism for student

access or because Ed Tech funds referenced in this application will NOT be used to

purchase computers used to access the Internet or pay for direct costs associated with

accessing the Internet.

Superintendents: When you submit your final grant application in the online

grants management system, you will be certifying the above assurances.

http://www.nheon.org/oet/nclb

mailto:[email protected]

NCLB Title II-D Competitive Grants 2010-11 (Round 9)

Application Form for Classroom Tech Mini-Grant

Applicant: Plymouth Elementary School

Criteria

Applicants: Criteria used to review each grant application are listed in the left column. Please do not delete the criteria column. By using this right column to describe how your project proposes to meet the criteria, you can increase the likelihood that you won’t leave out important information. There is no page limit, but please be as clear and concise as possible.

Project Abstract (10 points) A clear and concise abstract (100-150 word limit) outlines the mini grant project and overall goals, along with the process for implementing it in the classroom.

1. Describes the project, including grade level(s) and content area(s), indicates how this project fits into school/district curriculum, indicates process for implementation and assessment, as well as how it would advance the achievement of students.

The Plymouth Elementary School ‘Leadership in Plymouth’ project is original and will integrate across curriculum areas, with technology and language arts as foci. This will be an 8

th-grade project. Primary integration will take place during scheduled

videography classes and in an afterschool intramural program. Assessment will include the student participants as well as the final product – the digital video. Students will not only work with technology but will practice teamwork, planning, implementation and problem-solving skills.

2. Abstract includes an essential question, connected to the state frameworks, which probes for deeper meaning and broader understanding of the framework content addressed by this project, fostering the development of higher order thinking and problem solving.

Plymouth Elementary School students will address the question “What is Leadership?” by creating a video program spotlighting leadership in Plymouth, NH – a detailed look at unsung heroes that comprise the Plymouth community. Using high-definition video cameras, audio equipment, AV mastering/editing software and hardware, and other resources, students will create, edit, produce, and release the program for use in the Plymouth community, other schools, and public access cable in the Plymouth area.

Project Description (50 points) Describes project in general terms and indicates whether it is a replicated project or an original project. Projects which can directly impact more than one classroom are preferred.

If project is replicated, proposal describes the intended changes to the project idea and how they will improve the project in order to be appropriate for the situation. Includes specific goals and objectives that relate to the essential question, and explains how those goals will be achieved by the project. Include a rationale for any changes made to the original project.

If your project is original, proposal describes how the project is appropriate for current situation. Includes specific goals and objectives that relate to the essential question, and explain how those goals will be achieved by the project.


1. Proposal generally discusses how implementing this project will improve technology integration within classrooms and in the core content areas. Indicates the need for technology integration in school or district. Describes the determination of need for this project and includes one or more examples of data that support the rationale of need for the project, such as NECAP assessment or other data. This explains to the reviewer why the project is worthy of funding as it relates to student achievement.

Plymouth Elementary students currently enjoy a strong ICT education program, with a 25-seat computer lab, HD video cameras, and other equipment for audio/video editing and production. The middle school also creates a print newspaper with student-created content that includes interviews and other reporting. The Digital Video Project will give PES a unique opportunity to integrate technology with the language arts curriculum and combine these two types of media into an engaging, fresh and timely production that will showcase our school, students, and community. This initiative will also allow our school to transition from a ‘computers in the computer lab’ methodology into a more integrated, transparent and modern approach to further engage our students. Plymouth is a K-8 school of approximately 425 students with a F/R percentage of 40.05% and a Sp. Ed. percentage of 18%. Based on analysis of NECAP and other data, we have a school-wide goal of raising proficiency in writing and language arts and this project will be a uniquely engaging way of improving those metrics.


2. Project is focused on one or more content areas, with the proposal indicating which content area and associated standards are the main focus. Proposal indicates how the project will address ICT literacy skills without focusing solely on the acquisition of ICT literacy skills devoid of core content learning.

Language Arts Common Core Standards: 1. Writing

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Communication & Collaboration

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 2. Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Technology Foundation Standards 1. Basic operations and concepts • Students demonstrate a sound understanding of the nature and operation of technology systems. • Students are proficient in the use of technology. 2. Social, ethical, and human issues • Students understand the ethical, cultural, and societal issues related to technology. • Students practice responsible use of technology systems, information, and software. • Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. 3. Technology productivity tools • Students use technology tools to enhance learning, increase productivity, and promote creativity. • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. 4. Technology communications tools • Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 5. Technology research tools • Students use technology to locate, evaluate, and collect information from a variety of sources. • Students use technology tools to process data and report results. • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. 6. Technology problem-solving and decision-making tools • Students use technology resources for solving problems and making informed decisions. • Students employ technology in the development of strategies for solving problems in the real world.


3. Proposal describes in detail the project based learning unit(s) that will encompass the project, and project features support acquisition of digital and media literacy skills. Project based learning (or problem based learning) with a constructivist approach and essential questions are the heart of these projects. Team projects must show evidence that these pedagogies are clearly understood and applied.

Plymouth Elementary School students will create a digital video program spotlighting Leadership in Plymouth, NH - a detailed look at the unsung heroes that comprise and shape the Plymouth community. The program’s filming will be based on the journalistic style of news television’s 60 Minutes consisting of student reporter-centered investigations that profile interviews from the Plymouth community; examines story topics with our the school, community, and state; consists of a “point/counterpoint” segment in which students debate a particular issue; and concludes with an “Op-ed” program ending voicing a featured student’s opinion of an interesting teen topic. As a follow-up, students around the school will be encouraged to participate in the online poll to voice their opinions in either support or against the Op-ed piece that was presented. The results would be graphed by students and posted in the next program’s opening sketch. The main focus of the digital video project is to engage students in a meaningful authentic project within a supportive environment where they can actively and collaboratively construct digital video production knowledge and represent the learned knowledge with technology. The students will be requested to produce video collaboratively, to show a comprehensive approach which integrates graphics, sound, drama and reconstruction. The project-based learning outcome of the video production will be a public artifact, which will be presented to the community, and will be uploaded to appropriate websites for sharing.

4. Proposal identifies and explains at least three specific learning goals the team needs to address in its professional development activities and how the proposed professional development will address these.

Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens. Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication. To that end, teachers will:

1. Attend workshops/collaborative learning activities that will focus on developing personal abilities in creating video, supporting student video production and the application of filmmaking to project-based learning

2. Develop an understanding of the elements of mass-media communication through a combination of analysis and practice

3. Develop in-depth media literacy strategies.

5. Proposal indicates that support has been obtained from the superintendent AND the principal, preferably by attaching letters of support within the grant application pages (not as separate files). Such support acknowledges that he/she has read the RFP, understands the requirements, and will allow the applying team to fulfill the requirements, if they are awarded the grant.

Our principal and superintendent support our project and the attendant PD our teachers will receive, and are cognizant and in agreement on all matters relating to the project our students will complete. Please see attached letters from Principal Julie Flynn and Superintendent Mark Halloran.

6. Proposal supports schools, teams, or districts that haven’t participated in mini-grants previously or partners with such entities.

This is the first proposal for a PES team in service of advanced technology integration for language arts. It is our desire to replicate the ideas and concepts to carry out this project successfully to all of the schools in SAU48.

7. Proposal indicates partnerships which involve NH teacher preparation program faculty.

Our school hosts student teachers every year from Plymouth State University’s education program and our school enjoys a productive and positive relationship with the University. Among our parent/community members are PSU personnel with strong audio/video expertise who have generously contributed their time and care into helping our students excel.

8. Proposal indicates thoughtful inclusion of students with special needs and uses appropriate technology to assist those learners in order to promote the achievement of all students.

The Leadership in Plymouth project will be an opportunity for ALL students to actively participate and shine. The project will engage students in many activities that are inclusive of students who may encounter challenges with conventional classroom tasking (camera/boom operation, editing, interviewing, decision-making and planning).


9. Proposal indicates plans for dissemination of the project to other schools and districts throughout the state, including presentations at 2 or more venues.

Our team will disseminate finished episodes to other schools in SAU48 and will actively seek out non-SAU school partners to share resources, expertise, and experience. Presentations will be made for our School Board, the Plymouth Senior Center, and will be distributed to Plymouth Public Access CATV.

10. Proposal indicates specific plans for video production training as needed and an outline for the promotional video that describes the various stages of design and implementation of the project.

Each step during the student process will be documented using video clips, lesson plans, and narratives to share the project activities and objectives with other students, as well to produce a step by step guide for other schools to replicate the project. We envision a high-caliber product and hope to present at CMTC 2011 or other relevant educational conferences.

Capacity for Success (35 points) Describes the capacity of each team member to achieve meaningful success at achieving the goals of the Tech Mini-Grant Program in the school or district. Clearly articulates the program and policies in place that will support success in terms of professional development, technology leadership, and how this program would meet specific achievement needs of the students.

1. Proposal demonstrates capacity for success by providing strong evidence that school/district and the individual team members are willing and able to conduct the scope of work involved in implementing this project.

Our technology integration teacher works closely with content-area instructors with good success, and this project is a natural extension of that cross-content collaboration to enhance learning.

2. Proposal describes why participation in this effort is appropriate for district and the capacity the school or district has that will insure the success of the project.

Our students are already creating print publications and videos. This presents a great opportunity for our students to create high-visibility, high-quality video presentations for our school population. Our students and staff clamor for more technology to implement ideas and strategies they already possess – this project will directly support those initiatives.

3. Proposal describes any structures, policies, and/or procedures already in place in school or district that support the project and the project-based learning philosophy.

Plymouth Elementary School will complete Phase 2 of a total-building renovation in the summer of 2011. When complete, all classrooms will have an LCD projector, interactive whiteboard, and ample network connectivity for both wired and wireless computing devices. This robust infrastructure will allow us to extend further flexibility in providing quality technology hardware and software to our students and assist us in providing 21

st-century instruction for 21

st-century learners. In addition, we have

digital cameras, HD video cameras, color HD scanners and other resources to ensure that our source materials are the highest of quality.

4. Proposal discusses the abilities and expertise of the individual team members with respect to their ability to collaborate, organize, schedule, and deliver a successful project to their students.

Jeff Lines is our technology teacher and has over 20 years of experience both in the classroom and computer lab. His strong skillset with audio/video processing and production is invaluable to this project, and the essential idea of our digital video project is his. Elizabeth Cahoon is our Grade 6 language arts teacher and student newspaper mentor/editor and a strong, proactive supporter of technology integration into curriculum. Russ Harland is the Technology Director for Plymouth Elementary School. He has worked in IT for close to two decades and in academic IT since 1999. Collaboration in planning will take place through summer and during common planning times.


5. Proposal indicates team member and district/administrative support with respect to:

implementing the project in classrooms,

supporting the professional development opportunities necessary to successfully participate in the Mini-Grant program,

participating in required mini-grant meetings,

producing the 3 minute documentary video for presentation,

preparing the lesson plans and materials necessary for sharing with other,

attending the Mini-Grant celebration day,

presenting the project within the district and at a regional or state venue, and

participating in post-project evaluations for program improvement.

The Digital Video Production project will be a jumping-off point for our school. Completion of this project will serve as the seed for a higher level of technology integration across our school. Our team feels that as other students and teachers view our completed program for the first time, they’ll feel galvanized and excited to bring rich-media applications such as this to all grade levels and areas. All team members are firmly committed to helping our students create an excellent product that will demonstrate a high level of proficiency and engagement. Each step during the student process will be documented using video clips, lesson plans, and narratives to share the project activities and objectives with other students, as well to produce a step by step guide for other schools to replicate the project.

6. Proposal discusses the Extent of Impact within the School – indicates the anticipated number of staff that will be directly and indirectly impacted by the project, as well as the number of students that will be directly and indirectly impacted, along with supporting explanations for each.

There will be three staff directly impacted by the project: two teachers and the technology director. There will be ~50 8

th-grade students directly impacted by the

project. Four 8th

-grade classroom teachers will be indirectly impacted in aid of their students’ efforts. All staff and students from kindergarten through grade 8 will be able to view bi-weekly programming in the school, and we’ll use the engagement and publicity created by the programming to interest all learners.

7. Proposal discusses the Extent of Impact to Other Schools – Describes how the project will involve or include outreach to multiple schools, or multiple districts, in order to increase the impact of the project.

The team will disseminate programming to all schools within our SAU. In addition the team will craft and present a PD session to teams/teachers from other districts eager to begin programming of their own, and will publicize the effort at our all-SAU workshop days. We’ll also investigate opportunities to present our work at conferences where appropriate, and will publicize and present our programming to the community via our website.

Budget (5 points) Budget contains a narrative and justification of expenses regarding equipment, supplies, travel, and professional development expenses appropriate to carry out the proposed project. The total for professional development is at least 25% of the total budget requested. Include $100 per team member for each teacher to attend the spring 2012 celebration event.

Budget is formatted with the narrative in left column and total amounts in right column. Within the narrative, proposal describes a logical connection to district goals and shows how costs were calculated. Proposal includes $100 per teacher for attendance at celebration event.

Narrative Costs

Purchases for this project connect directly to PES’ goal of furthering our technology integration, modernizing hardware and software to enrich and simplify student implementations, and creation of digital artifacts for our students to take onto their 9-12 digital portfolios.

Two 27” iMac workstations for video production/rendering/processing

5,000.00

LCD TV/monitor for broadcasting content @ school main entrance (includes mounting accessories, wiring)

1,500.00

Team attendance costs for celebration event (three teachers plus two administrators)

500.00

PD - Attendance of team teachers to ‘Instructing Modern Knowledge’, Manchester, NH (7/11-14/2011) @ 600.00/per

1200.00

PD - CMTC attendance for all team members plus two administrators (includes travel, registration costs)

1200.00

Total

9,400.00

new hampshire nclb title ii-d regular funds for round 9 ...report ending 6/30/2012 and expended and...

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