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Teacher Investment grant

2007 Grant Award Application

Submission Instructions   - Please complete this grant application electronically. Save your file as Grant_Application_2007.yourname and forward to your school principal for approval.  Principals should Email completed applications directly to grants@panhandlealliance.org.  Original signatures will not be necessary if electronically submitted through Email by principals.  

Electronic submissions are preferred; however, if you must submit in hard copy form, signatures are required.  Mail completed application with signatures to: 

Panhandle Alliance for Education
PO Box 1675
Sandpoint, ID 83864

We no longer accept applications by FAX

All grants must be received by midnight, Friday March 30^th, 2007.

Applicant Information – Please assign a Project Director as the primary contact person for your grant.  All communication between the Alliance and your project team should be directed through this person.

Project Director’s Name: Sandy Ross           

Other Collaborators: Marcea Marine, Karen Remsen, Patrick Lynch

School/Facility Name: Sandpoint Middle School

Project Director’s Address: Sandpoint Middle School 310 Division Street, Sandpoint, Idaho 83864

Project Director’s E-mail Address: Sandy.Ross@lposd.org 

Project Director’s Phone Number(s):

 School: 265 4169                                                        home: 264 5637

Briefly describe Project Director’s current position with school district, grade or classes taught, years with school district, awards and grants received, and demonstrated ability to meet deadlines and complete projects.

Sandy Ross teaches 7^th grade math. She has previously received a PAFE grant,  grants from the J. A.  and Kathryn Albertson Foundation and others. She has demonstrated ability to meet deadlines with the last PAFE grant, and completed many projects in her 22 years of service with the district at Sandpoint Middle School and Clark Fork Jr./Sr. High School.

Grant Request Information

Grant Category:          _X_ Teacher Investment Grant 

            __ School Investment Grant

            __ Diehl Grant for Music & Arts Education 

            __ Master Class Grant

            __ Special Investment Grant

Number of students served or affected by proposed project:  at least 250

Number of teachers served by or involved in proposed project: 4 or more

Total grant amount requested: $2,933.92

Project Narrative

Project Purpose and Goal Describe the project in 250 words or less.  Define its scope and anticipated benefits in student achievement.  If a Master Class grant is proposed, describe the expert who will offer the class and the nature of the instruction.  You may provide supplementary articles or other material about the master teacher.

In  spring of 2002, Sandy Ross was granted 15 laptop computers, storage cart and other peripherals from the J A and Kathryn Albertson Foundation. The grant was called Equipping the Best project, and included extensive teacher training in creating, integrating and using technology in standards- based lessons.  The program ended in 2003. Sandy continued to use the equipment and teaching strategies from the grant when she transferred from Clark Fork Jr./Sr High School to Sandpoint Middle School in 2004.

In fall of 2005, the original computers were refreshed with even more powerful, faster Dell laptops, as part of the school district's technology refreshment program.  The computers were upgraded, but the refreshment program does not provide for upgrades peripherals, or new peripherals. With this grant, we hope to improve the peripherals that go with the laptop lab, and the improve the physical range of the wireless coverage in the school so even more teachers can utilize the laptop lab.

The laptop lab or cart, is usually housed in Sandy Ross's room. It is clear one teacher needs to schedule it, and be responsible for machine updates, general maintenance and security. Sharing the cart becomes especially important in early fall and late spring, because ISAT testing ties up our computer lab for 10 to 12 weeks during the year. It is vital teachers have access to powerful computers for integrated project as they occur in the curriculum. Teachers cannot postpone these projects until the curriculum lab opens up. Adding access points and upgrading the peripherals associated with the cart will inspire more teachers to schedule the cart for students to use.

Student Involvement Describe the number and type of students served by the project.  Define how often or the amount of time students will spend with the project.

Students will use the cart, and the peripherals from this grant as the teachers develop projects that use technology. Currently, students in Blue House use the cart for a project in a class about 2 times a month. One  8^th science class (just across the hall) uses the cart about once a semester for a project. Other science and Language Arts/Social students use the cart too. The length of the projects variy: some are just a class period, some projects are more extended.  In some projects the laptops are used for creating printed products or background research, and sometimes the laptops create digital presentations.  If we improve the access to the machines, we are quite sure we can easily double the current use. The Silver House (the other half of the seventh grade) surely use the cart in a similar manner. Peripherals that work better and better wireless coverage will help students use more of the features of the laptops to express their learning.

We need two wireless access points. The north end of the 7^th grade hall is well covered. The computers easily pick up the wireless and run on the network well. As the cart is moved south, however, the access point becomes less reliable. We think this happens because the west side is the older part of the school. Wireless works well, but can be blocked by thick cement, rebar and metal. We think the wireless runs into the old school walls and banks of lockers.  An access point at the south end of the east hall, and in the middle of the west hall would allow any classroom in both halls to use the laptop cart.

We have excellent and very useful still photo cameras, but our digital video cameras are old and primitive. Sandy Ross uses digital video cameras for a project on chance devices. In Social Studies, students use video cameras to make short re-enactments of historical events. We think digital video cameras would be used even more if they were a little easier to use with our new computers. The old ones we have utilize balky drivers, and are incompatible with some video programs. We propose purchasing new digital cameras that are simple to use, and compatible with the refreshed computers.

Collaborative Model Describe the anticipated interaction between the teacher(s) and students, and between other teachers/administrators, in the development and implementation of the project.  If a Master Class grant is proposed, carefully describe the intended interaction between the students and master teacher.

Wireless slates are an important peripheral we would like to add to our classrooms. The wireless slate works with a Smartboard, or just a projector. It allows the user to be anywhere in the classroom to control the computer and Smartboard. In mathematics, it has a very specific use. Marcea Marine and Sandy Ross use Geometer Sketch Pad software to illustrate and teach geometry concepts. This program is installed schoolwide. It has very tiny buttons that are difficult to use on the Smartboard. Once the tools are selected, the program works very well on the Smartboard, but the drawing tool buttons are so small, they are hard to press accurately. Both math teachers must use their mouse to push the buttons, at the back of the class. This splits the students' atttention, and is less effective.  A wireless slate allows the user to be anywhere in the room, including close to the Smartboard, to keep the students focused in the correct place. A similar problem occurs when using Excel software application.  The tools are just too small to be effectively demonstrated by touching the Smartboard, the instructor must resort to the mouse.

We would like to purchase a site license for another software program called Tinkerplots. Marcea and Sandy  learned to use this program as part of the North Idaho Mathematics (NIM) Project class they are currently enrolled in through the U of  I. Marcea and Sandy each have one copy of the program installed on their teacher workstation, and are comfortable in using it. Furthermore, they have prepared lessons for Tinkerplots as part of the NIM project. Tinkerplots is a data and statistics graphing program especially designed for students in middle and elementary grades. It helps students enter data quickly, and shows it in multiple entry forms (table, spreadsheet and single record) and multiple display (bar graph, pie graph, box and whisker). The program is compatible with Excel spreadsheet, but goes much further than Excel in how the data is displayed. Data and Statistics are a curriculum strand and section of the ISAT exam that students need to practice previous learning and master new concepts. Lessons using Tinkerplots are a  fast, high interest way to accomplish that goal.

Marcea and Sandy collaborate and share lessons currently by using Geometer Sketch pad. They learned that program in NIM class, together. That successful collaboration indicates they will use the Tinkerplots program in the same way. Marcea and Sandy established the need for the wireless slates by collaborating (commiserating!) about how difficult is was to pick up the Geometer Sketch pad tools when teaching a shared lesson.  Marcea and Sandy currently share Smartboard lessons developed for another class they took together, different than NIM. They have a well-established  pattern of working together. Common tools, like the wireless slate, digital video cameras, TinkerPlots sortware and the cart will promote fidelity  between them and further collaboration. The other Math teachers, Patrick Lynch and Karen Remsen, are also looking forward to learning about TinkerPlost software. Marcea and Sandy expect to help them learn it during Wednesday in service days.  Patrick and Karen have also asked to use the laptop cart in the past, but have been unable to use it in their rooms because the wireless access point does not reach them. They are looking forward to collaborating with Marcea and Sandy, and have quite a few lessons just waiting for the right equipment. Patrick is especially looking forward to students getting the Barbie Bungee Jump project on video!

Evaluation Plan Describe the plan and timeline for assessing and evaluating the project’s success in meeting its student achievement goals.

Evaluation of most of this plan will be quite simple. The laptop lab will be used more. When two teachers ask for the lab in the same week, that will be the gold star of success. To evaluate Tinkerplots, we expect higher scores than students in 2006-2007 in curriculum classroom based measures of student achievement in data and statistics. We also expect students in 2008 ISAT exam to score, as a group, in the proficient category on the data and statistics section of the exam. 

Project Budget Describe how the requested money will be used.  Include as much detail as possible within the defined space.  Include any anticipated funding or in-kind services from other sources.

In kind donation:

School District IT staff will install and configure access points, record license and help install Tinkerplots software.

Previous Grants   Have you or any of your team members received a Panhandle Alliance for Education grant before?  If so, did you file an interim or final evaluation?  If not, why?

Yes, Sandy received a PAFE grant in 2005-2006. The grant money has been spent, and a final evaluation was sent on March 9, 2007.

Project Acknowledgments

Signature of Project Director ________________________ date  ___________

Signature of Applicant _____________________________ date  ___________

(If the applicant is different than the project director)

Signature of School Administrator ____________________ date ___________

School Investment Grant

2007 Grant Award Application

Submission Instructions   - Please complete this grant application electronically. Save your file as Grant_Application_2007.yourname and forward to your school principal for approval.  Principals should Email completed applications directly to grants@panhandlealliance.org.  Original signatures will not be necessary if electronically submitted through Email by principals.  

Electronic submissions are preferred; however, if you must submit in hard copy form, signatures are required.  Mail completed application with signatures to: 

Panhandle Alliance for Education
PO Box 1675
Sandpoint, ID 83864

We no longer accept applications by FAX

All grants must be received by midnight, Friday March 30^th, 2007.

Applicant Information – Please assign a Project Director as the primary contact person for your grant.  All communication between the Alliance and your project team should be directed through this person.

Project Director’s Name: Sandy Ross                       

Other Collaborators: Frank Cafferty

School/Facility Name: Sandpoint Middle School

Project Director’s Address: 301 Division, Sandpoint, Idaho 83864

Project Director’s E-mail Address: Sandy.Ross@lposd.org 

Project Director’s Phone Number(s):

 School: 265 4169                                                        home: 264 5637

Briefly describe Project Director’s current position with school district, grade or classes taught, years with school district, awards and grants received, and demonstrated ability to meet deadlines and complete projects.

Sandy Ross teaches seventh grade Math at Sandpoint Middle School. She has taught in the district for over 22 years, 18 or so at Clark Fork Jr./Sr. High School, and then Sandpoint Middle School for the latest 3 years. During that time, Sandy has received quite a few honors. The honor with the most impact was being chosen J. A. and Kathryn Albertson Foundation Technology Fellow in 2001-2002.  During her Fellow experience, Sandy handled a small budget to create teacher-training classes, purchase hardware and software, and travel reimbursements. Later, the Albertson Foundation granted Sandy and the district a mobile laptop lab, and presentation teaching equipment. Sandy has worked on numerous grant applications, curriculum committees, demonstrating her ability to meet deadlines. Most of Sandy's projects have been in the classroom with her students, and integrated with her house teachers. Examples of those types of projects are Brain Activities, Fale Hut construction, Abacus construction and Chance Devices.

Grant Request Information

Grant Category:          __ Teacher Investment Grant 

            __X School Investment Grant

            __ Diehl Grant for Music & Arts Education 

            __ Master Class Grant

            __ Special Investment Grant

Number of students served or affected by proposed project: All students at SMS, about 450 to 500

Number of teachers served by or involved in proposed project:  All

Total grant amount requested: $3,000

Project Narrative

Project Purpose and Goal Describe the project in 250 words or less.  Define its scope and anticipated benefits in student achievement.  If a Master Class grant is proposed, describe the expert who will offer the class and the nature of the instruction.  You may provide supplementary articles or other material about the master teacher.

The focus of this grant is to improve auditory learning in two rooms at Sandpoint Middle School (SMS).  We want to do this using high and low technology improvements.  We want to purchase and install an infrared flat screen speaker and microphone system that uses wave bending technology to improve the audio input in the curriculum lab. The audio system will amplify multiple media sources as well as the presenter’s voice. In room 11, we want to put in a similar audio system, plus a low technology solution to muffle the furniture noise. We want to add tennis balls to the bottom of the chair legs to defeat the clatter, screech and rattle of mostly metal chairs on the tile floor. In general, SMS has made many improvements in the visual learning channel for our students. Our students use well regarded technology tools like Smartboards and projectors to augment their visual learning. Auditory learning is a major learning path, and for many students, their strongest learning channel. Yet, we neglect basic improvements for that mode of learning. This grant will directly improve auditory input, and help all students improve their learning. Frank Cafferty experienced this remarkable technology at the Northwest Conference of Computer Education workshop in Spokane in March 07. As a resource room teacher and expert in modifications of teacher input, he recommends this system highly.

Student Involvement Describe the number and type of students served by the project.  Define how often or the amount of time students will spend with the project.

Auditory improvements to the curriculum lab will serve about 120 students every single day. Our curriculum lab is booked with users every day. Every student as SMS uses the curriculum lab a few times per year, sometimes even more. From Social Studies to Math to Science, different instructors use it with their classes each day. Improvements to that room will impact every student and instructor in our school.

Installation of the wireless flat-panel speaker system is simple. It mounts high on the wall of the classroom. The system has a switching box that should be near input devices, like the computer the teacher uses. Other than a computer, DVD or VCR, all other inputs are wireless, through infrared technology that will not cut out or drop. The wireless speaker system is easy to use. The lightweight microphone is on a lanyard. It easily unclips if a student needs to use it to share input with the entire class. Or, a student may use a second microphone that is included with the system. But it is the output of the system that is so unusual. The special technology, designed specifically for schools with high ceilings and flat surfaces, makes it seem as if the teacher is right near the student. The teacher's voice is heard at conversation level, not lecture level. Group instruction is perceived as a nearly personal conversation with the teacher.   While teacher to student input is important, equally important is the feedback teachers hear from their students. The microphone is designed with student (and klutzy teachers!)  use in mind, as it is nearly unbreakable.  The wireless speaker system will help all listeners and learners.

The other system will be used in room 11, Ms. Ross's math classroom. Mrs. Ross serves about 115 students. Room 11 has a Smartboard and projector to improve visual input. But this year, Ms. Ross and her students became additionally sensitive to noise and auditory issues for several reasons. First, a nearly deaf student joined the class, and second, Mrs. Ross lost her voice for a few days ( due to a head cold). Also, the 7^th grade section of the Math department attended a seminar about helping struggling math learners. Each event put new emphasis on the auditory characteristics of learning.

Our deaf student has some hearing, and clearly benefits from a reduction in extra noise. The other students in class tried to modify their noise levels. When they tried to use lower voices, the other types of noises from chairs, squeaky table legs and hollow tables became more evident. Improving the auditory environment is clearly a combination of muffling noise with the tennis balls and improving how the teacher's voice carries throughout the classroom. When Ms Ross lost her voice, she realized how much fidelity, or consistency of lessons from one class to another, is dependent upon the teacher. On the days her voice was weakened from the cold, the last 2 classes of the day simply did not get the same lesson as the earlier periods. While the cold was the problem, it made her realized how important fidelity is to consistent student progress. Acoustic improvements will promote fidelity because the lesson will sound the same from class to class. How a student hears the lesson will not depend on the physical energy, or lack of it, from the teacher.  Furthermore, all learners benefit from a personal tone of voice. A speaker system and muffled chair legs will help Ms. Ross keep her voice tone and volume much more personal so her input to students is improved, and it will help her hear her students better as well. At the Math seminar, we learned that direct math instruction from the teacher can be a critical key to student improvement. This year, we instructed our students more, asked for their responses more. We integrated this technique with our continued commitment to clear and useful hands on lessons. The result-room 11 was busier, and nosier than ever before. Students talk about their learning with each other, Ms. Ross redirects learners, students move about the room and use manipulatives on a daily basis. The metal chairlegs and glides, tile floors, hollow tables, cement walls, glass block and high ceilings make room 11 truly reverberate with learning. While it is often a joyful noise, it can be a racket that makes a headache, or result in Ms. Ross shouting to return all students to a unified and teacher directed path.  Students in room 11 make steady academic progress, but the benefits to students by simply helping them hear better are irresistible. A combination of the high tech wireless speakers and the low tech tennis balls on the bottom of the chairs will result in a classroom with better acoustics.

Collaborative Model Describe the anticipated interaction between the teacher(s) and students, and between other teachers/administrators, in the development and implementation of the project.  If a Master Class grant is proposed, carefully describe the intended interaction between the students and master teacher.

While the speaker systems and other auditory improvements will help students hear their instructors better, it is nearly as important for the teachers to hear the students.  In the curriculum lab, the room is very big. Students must turn around to direct questions to the teacher, and they turn away from their peers. Students learn from each other as well as their teachers. In fact, they usually find what their peers ask is their question too. If they can't hear the questions, they lose that chance to learn from a peer. In just a heartbeat, a teacher can unclip the microphone and give it to the student. Then everyone can hear the question or input just as if they were sitting next to each other. In room 11, it seems as if a student's voice just vaporizes up to the ceiling. In that room especially, the microphone and speaker would be a great help.

Outfitting the curriculum lab with wireless speakers system is important to adult learners too. Our curriculum lab is often used for training teachers. This year alone, teachers used SMS curriculum lab to learn Geometer Sketch Pad software, preview the ISAT test, learn the new Language Arts software and learn details about the  levy through digital  presentations. A presenter raised their voice to convey the material in each case, as the room is large, and a few people came in after the presentation started. There is always background noise in the curriculum lab: the air conditioner runs most of the time, the fan on the projector is noisy, and the ceilings are high. The microphone and wireless speaker system will promote  more personal delivery, and will help adult learners as well as students.

Both classrooms will serve as a model for the district. Our buildings will not be physically redesigned in the near future.  To improve them, we must use whatever tools we can find to help our students in every learning channel.

Evaluation Plan Describe the plan and timeline for assessing and evaluating the project’s success in meeting its student achievement goals.

We should be able to order the Classroom Amplification systems in the spring, install them in the summer and have them in working order for the first day of class next fall (07).

Evaluating the amplification systems and reduction in background noise in room    11 will be by subjective experience.  However, we hope to notice less repeating of directions and smoother transitions from one activity to another in classrooms, and less fatigue in teachers using the devices.

Project Budget Describe how the requested money will be used.  Include as much detail as possible within the defined space.  Include any anticipated funding or in-kind services from other sources.

Previous Grants   Have you or any of your team members received a Panhandle Alliance for Education grant before?  If so, did you file an interim or final evaluation?  If not, why?

Sandy received a Panhandle Alliance grant last year. The final evaluation was turned in around March 16, 2007.

Project Acknowledgments

Signature of Project Director ________________________ date  ___________

Signature of Applicant _____________________________ date  ___________

(If the applicant is different than the project director)

Signature of School Administrator ____________________ date ___________

Special Investment Grant

2007 Grant Award Application

Submission Instructions   - Please complete this grant application electronically. Save your file as Grant_Application_2007.yourname and forward to your school principal for approval.  Principals should Email completed applications directly to grants@panhandlealliance.org.  Original signatures will not be necessary if electronically submitted through Email by principals.  

Electronic submissions are preferred; however, if you must submit in hard copy form, signatures are required.  Mail completed application with signatures to: 

Panhandle Alliance for Education
PO Box 1675
Sandpoint, ID 83864

We no longer accept applications by FAX

All grants must be received by midnight, Friday March 30^th, 2007.

Applicant Information – Please assign a Project Director as the primary contact person for your grant.  All communication between the Alliance and your project team should be directed through this person.

Project Director’s Name: Sandy Ross

Other Collaborators: Deborah McShane, Irene Adler, Todd Riley, Patrick Lynch

School/Facility Name: Sandpoint Middle School                 

Project Director’s Address:  301 Division Sandpoint, Id 83864

Project Director’s E-mail Address: Sandy.Ross@lposd.org

Project Director’s Phone Number(s):

 School: 265 4169                                                        home: 264 5637

Briefly describe Project Director’s current position with school district, grade or classes taught, years with school district, awards and grants received, and demonstrated ability to meet deadlines and complete projects.

Sandy Ross teaches seventh grade Math at Sandpoint Middle School. She has taught in the district for over 22 years, 18 or so at Clark Fork Jr./Sr. High School, and then Sandpoint Middle School for the latest 3 years. During that time, Sandy has received quite a few honors. The honor with the most impact was being chosen J. A. and Kathryn Albertson Foundation Technology Fellow in 2001-2002.  During her Fellow experience, Sandy handled a small budget to create teacher-training classes, purchase hardware and software, and travel reimbursements. Later, the Albertson Foundation granted Sandy and the district a mobile laptop lab, and presentation teaching equipment. Sandy has worked on numerous grant application and curriculum committees, demonstrating her ability to meet deadlines. Most of Sandy's projects have been in the classroom with her students, and integrated with her house teachers. Examples of those types of projects are Brain Activities, Fale Hut construction, Abacus construction and Chance Devices.

Grant Request Information

Grant Category:          __ Teacher Investment Grant 

            __ School Investment Grant

            __ Diehl Grant for Music & Arts Education 

            __ Master Class Grant

            _X Special Investment Grant

Number of students served or affected by proposed project: About 400 (all students at Sandpoint Middle School)

Number of teachers served by or involved in proposed project: 4 to 6, possibly all teachers

Total grant amount requested: $3,898

Project Narrative

Project Purpose and Goal Describe the project in 250 words or less.  Define its scope and anticipated benefits in student achievement.  If a Master Class grant is proposed, describe the expert who will offer the class and the nature of the instruction.  You may provide supplementary articles or other material about the master teacher.

The State of Idaho is currently highly focused to get more high school graduates to college. The State has made major investments into this goal, from mandating more math and science classes, special grants to districts and schools that sponsor Advanced Placement classes to even paying student fees for college entrance exams. We simply must help more of our students see themselves as college bound.  The majority of students in Lake Pend Oreille school district pass through Sandpoint Middle school. We are a critical crossroads of a student's life because here they set goals for their future.

Currently in our district, the major endeavors to promote students to become college bound focus upon upper quartile students. This creates a limited number of candidates for high school Advanced Placement courses. We need to promote college aspirations, and the needed work ethic, in all our students.

The following is from the AVID website: www.avidonline.org

"AVID is a fourth- through twelfth-grade system to prepare students in the academic middle for four-year college eligibility. It has a proven track record in bringing out the best in students, and in closing the achievement gap. AVID stands for Advancement Via Individual Determination."

The collaborators of this grant want to attend an Awareness and Planning Seminar about AVID in Seattle in October 2007.  The focus of this grant is to find out if AVID is for Sandpoint Middle School, and if it is suitable for our school, how to implement it.

Student Involvement Describe the number and type of students served by the project.  Define how often or the amount of time students will spend with the project.

From the AVID website:

What AVID is...

·         AVID is an acronym that stands for Advancement Via Individual Determination.

·         AVID is an in-school academic support program for grades 5-12 that prepares students for college eligibility and success.

·         AVID places academically average students in advanced classes.

·         AVID levels the playing field for minority, rural, low-income and other students without a college-going tradition in their families.

·         AVID is for all students, but it targets those in the academic middle.

·         AVID is implemented schoolwide and districtwide.

According to the AVID website, students take courses that use AVID teaching techniques. If we just consider the target group of students that AVID reaches, it will be about 200 students. Again, from the website, students must spend at least one class period a day in an AVID class.

Collaborative Model Describe the anticipated interaction between the teacher(s) and students, and between other teachers/administrators, in the development and implementation of the project.  If a Master Class grant is proposed, carefully describe the intended interaction between the students and master teacher.

Of course our district and school goals support academic achievement and success. Two quotations from the district web site apply to the AVID program."We are here to encourage students to reach their highest potential.", and “Educators adjust their teaching methods to address individual learning styles."  Sandpoint Middle School Mission statement from our web site also supports the AVID philosophy: "To involve students, staff, parents and the community in an environment which supports Sandpoint Middle School goals to instill a desire for lifelong learning and a commitment to excellence." At the AVID seminar, we will preview teaching techniques and strategies that will reach our middle students and help them move towards college level work in their future. Furthermore, several of these specific teaching techniques are used at Sandpoint High School now.  The AVID website speaks about creating a college bound environment.  The collaborators on this grant will use the techniques from the seminar, and have been carefully chosen for their ability to share, and lead, with their peers. From this initial group, the collaborators should be able to help other teachers use AVID teaching methods.   We do breakout sessions on WICR (Writing, Inquiry, Collaboration, and Inquiry), Socratic Seminar, Cornell Notes, and tutoring.  These teaching strategies by themselves are important because they are similar to those used at Sandpoint High School.  But the major purpose of Awareness and Planning Seminar is to give districts background knowledge about the AVID program and its components along with historical research and data regarding the effectiveness of the program. We will receive DVDs that can be shared back in the district as well as an overview book about the program and articles that have appeared in many publications beyond those from AVID.  In addition, we will visit AVID Demonstration schools so that we can see AVID working in real life and visit with the site teams (administrators, counselors, and teachers) and students.  There are many opportunities to ask questions that fit our site. 

Evaluation Plan Describe the plan and timeline for assessing and evaluating the project’s success in meeting its student achievement goals.

This grant is to investigate and evaluate the AVID program. It seems perfectly suited to our school, district and even State goals.  It has great statistics behind it, and is used in 2,700 schools. There are 2 AVID schools in Spokane, one in Southern Idaho.  The question becomes- Is Sandpoint Middle School an AVID school? Would this program help our school and district reach its goals? Fortunately, we can investigate the program by attending the Awareness and Planning Seminar before we adopt the program. We use the PAFE Interim report to discuss the program in further detail. The Final Evaluation report will recommend or decline the AVID program.  AVID provides on the website clear implementation guidelines. The collaborators on this grant will decide if AVID is a program to pursue.

In addition to evaluating the AVID program, the collaborating teachers listed in this grant will help their peers use the teaching techniques and strategies learned at the AVID seminar. They will also look for signs of improved college aspirations in our students through a simple survey. Finally, we should be able to see improvement in curriculum or classroom-based measures.

Project Budget Describe how the requested money will be used.  Include as much detail as possible within the defined space.  Include any anticipated funding or in-kind services from other sources.

Mileage and meal reimbursement estimates from district policy, posted on district internal website www.intranet

The District in kind donation will be substitute support on Friday, October 19, 2007.

Previous Grants   Have you or any of your team members received a Panhandle Alliance for Education grant before?  If so, did you file an interim or final evaluation?  If not, why?

Sandy Ross received a Pandhandle Alliance for Education grant in 2005-2006. The final evaluation was submitted on March 9, 2007.

Project Acknowledgments

Signature of Project Director ________________________ date  ___________

Signature of Applicant _____________________________ date  ___________

(If the applicant is different than the project director)

Signature of School Administrator ____________________ date ___________

Grants 08

ETQ2.0

2008 Grant Award Application

Submission Instructions   - Please complete this grant application electronically. Save your file as Grant_Application_2008.yourname and forward to your school principal for approval.  Principals should Email completed applications directly to grants@panhandlealliance.org.  Original signatures will not be necessary if electronically submitted through Email by principals.  

Electronic submissions are preferred; however, if you must submit in hard copy form, signatures are required.  Mail completed application with signatures to: 

Panhandle Alliance for Education
PO Box 1675
Sandpoint, ID 83864

We do not accept applications by FAX

All grants must be received by midnight, Friday March 14^th, 2008.

Applicant Information – Please assign a Project Director as the primary contact person for your grant.  All communication between the Alliance and your project team should be directed through this person.

Project Director’s Name: Sandy Ross                       

Other Collaborators: Site Technology Coordinators of Lake Pend Oreille School District

School/Facility Name: Lake Pend Oreille School District                 

Project Director’s Address: Sandpoint Middle School  310 South Division

Project Director’s E-mail Address: Sandy.Ross@lposd.org

Project Director’s Phone Number(s):

 School:265 4169                                                         Home:264 5637

Briefly describe Project Director’s current position with school district, grade or classes taught, years with school district, awards and grants received, and demonstrated ability to meet deadlines and complete projects.

Sandy Ross teaches Seventh grade Math at Sandpoint Middle School. She is a former Albertson Technology Foundation Fellow. During that year, Sandy handled a small budget, organized and taught integration-of-technology classes, purchased technology equipment, software and peripherals. Sandy has been with Lake Pend Oreille School district for over 22 years. 

Site Technology Committee (STC) is a standing committee in the district who meet on a monthly basis to discuss technology issues, technology professional development as well as training to promote classroom integration of technology.  Members of the STC are district employees who have taken on the responsibility of being the front line assistance with technology issues in all of the district buildings.  Members’ stipends are funded through the 2007-2009 supplemental levy.

Grant Request Information

Grant Category:          __ Teacher Investment Grant 

            __ School Investment Grant

            __ Diehl Grant for Music & Arts Education 

            __ Dave and Laurie Wall Grant for Math and Science

            __ Master Class Grant

            __ Special Investment Grant

            _X_ BIG Idea Grant

Number of students served or affected by proposed project: At least 100 in each year of the project.

Number of teachers served by or involved in proposed project: At least 20 each year of the project.

Please assign a name to describe this grant:  EdTechQuest2.0 (ETQ2.0)

Total grant amount requested: $50, 000 over 3 years

Project Narrative

Project Purpose and Goal Describe the project in 250 words or less.  Define its scope and anticipated benefits in student achievement.  If a Master Class grant is proposed, describe the expert who will offer the class and the nature of the instruction.  You may provide supplementary articles or other material about the master teacher.

The purpose of this grant is to inspire teachers and students to use Web 2.0 tools to make multimedia projects using content from classroom curriculum. Our goal is to have 20 teams, at least one from each school, present their project in a competitive showcase. We anticipate that, as the grant goes forward, the number of teachers and students participating will increase each year.

This grant is designed to encourage students and teachers to understand, explore and utilize these new tools, and the new web. The BIG IDEA proposed by the Site Technology Committee has three components: student and teacher training, student-team projects developed from curricula, and a Showcase for student-teams to demonstrate their knowledge.  We’ll call the whole project EdTechQuest 2.0, or ETQ2.0.

Recently, Site Tech Coordinators attended The Northwest Council for Computer Education annual conference in Seattle where Web 2.0 tools were a major topic. Web 2.0 is the newest form of the World Wide Web, and is the web our students use. It is different from the first web in that Web 2.0 users not only use the web, they build it by adding to it. Web 2.0 users may add as little as a web link, picture or short opinion, or publish scholarly articles there.  Web 2.0 tools and products are such things as Wikis, blogs, journals, mash-ups, Moodle, Google Docs, Google Sites, RSS feeds, and  del.icio.us.

Student Involvement Describe the number and type of students served by the project.  Define how often or the amount of time students will spend with the project.

Our district has participated in a technology integration program in the past. EdTechQuest was a multimedia contest which helped students and teachers learn to use multimedia tools. This BIG IDEA was previously sponsored by the University of Idaho, and hundreds of students from Idaho, Oregon, Washington, Alaska and Hawaii participated in the program over the several years it was held.  When The University of Idaho could not continue to fund the program, EdTechQuest went into hiatus. The Site Technology Committee (STC) of our school district has been given permission to use elements of the ETQ program in a new EdTechQuest program, EdTechQuest 2.0. The original ETQ was an exciting, successful and innovative program. Hundreds of students and a dozen or more teachers in our district participated in ETQ.  In fact, Lake Pend Oreille School District was wildly successful in ETQ in the past.  We would like to see the program be revived and expanded.

The first year of ETQ2.0, we expect 100 students and 20 teachers to participate, or about 20 teams. The size of the teams will vary, but for planning purposes, 5 students will actually present on the Showcase Day. Any interested students can participate in creating the project, and cross-age teams are appropriate and encouraged. Teams will form in October, and students will work on their multimedia project from then until the Showcase Presentations in April.  Initially, students will spend at least an hour a week brainstorming,  developing ideas, developing teamwork skills, rough drafts and the storyboarding of their presentation. Student teams, including the advising teacher, will take classes on the use of peripherals and Web 2.0 tools and applications.  These classes, or seminars, will be delivered at a convenient in-District site by STC members s or other District personnel after school or on Saturdays. All teams will be expected to attend the classes. As the Showcase approaches, teams will concentrate on incorporating the Web 2.0 elements and other techniques they have learned. The Showcase itself will be open to viewing by the community and judged, using a STC developed rubric, by educators experienced in the production of multimedia projects. Teams will compete by age/grade level.

Collaborative Model Describe the anticipated interaction between the teacher(s) and students, and between other teachers/administrators, in the development and implementation of the project.  If a Master Class grant is proposed, carefully describe the intended interaction between the students and master teacher.

This project emphasizes new technology, but a builds on a foundation from the aforementioned EdTechQuest. Having participated every year in ETQ, teachers and students in our District discovered that students and teachers naturally collaborate to use technology. Teachers and students become side by side learners. Teams just need a goal, or a venue, to show off what they learn. And, of course, technical training and support.

The Site Technology Committee recently surveyed our staff to find out what technology classes our teachers want to take. Site Technology Committee (STC) is a standing committee in the district who meet on a monthly basis to discuss technology issues, technology professional development as well as training to promote classroom integration of technology.  Members of the STC are district employees who have taken on the responsibility of being the front line assistance with technology issues in all of the district buildings.  Members’ stipends are funded through the 2007-2009 supplemental levy.  Using the framework we have in place, the STC committee can easily add Web 2.0 tools and applications as classes. This allows teachers to take the classes for credit as well as sharing the learning with their students. Already offered in-District are classes in Digital Video and Digital Photography so with the addition of the Web 2.0 we will offer complete training for the ETQ 2.0 teams.

Once a teacher commits to sponsor an ETQ2.0 team, they will get a “Starter Kit” of peripherals to use in the classroom and with their team. Provided will be digital cameras, both video and still, appropriate multimedia software, and small accessories such as flash drives, rechargeable batteries and chargers, tripods, etc.  These will be use to create, edit and store the ETQ2.0 projects they develop. 

Another powerful lesson about collaboration learned from the old ETQ contest was the lure and power of accessible computer labs loaded with new multimedia applications such as sound and video editors, or interesting peripherals. ETQ created such labs, staffed them with adults with some experience on the software, and opened them up to ETQ participants.  Students literally ran to the machines, immediately opened the applications and started to use them. Students worked with their teammates, but often began to work with whatever student was sitting next to them. The adults and teachers nicknamed the tables of computers “Mosh Pits”. Eavesdropping and observing them as they shoot up the learning curve to produce movies, music, and or photo in literally a few minutes is a fantastic experience for all concerned. EdTechQuest2.0 proposes replicating Mosh Pits on Saturdays in October and November. Although ETQ2.0 teams of students should come, with their Starter Kits, to a session, they will be open to any student in the district. Mosh Pits will be run with district mobile computer labs. ETQ2.0 team Teacher sponsors will schedule them, and a Master Teacher will provide content and supervision for the day. Any teachers can attend as part of their technology class.  “Mosh Pits” may not look like Master Classes, but that is indeed how they will function. The Site Technology Committee will approve the Master Teacher for the Mosh Pit Saturday seminars, and be Mosh Pit hosts.  

Site Technology Committee members will be key school partners to the teams, and perform essential performance, organization and training tasks. To promote collaboration with their ETQ2.0 teams in their schools, STCs will a Starter Kit.

Evaluation Plan Describe the plan and timeline for assessing and evaluating the project’s success in meeting its student achievement goals.

Evaluation of this Big Idea will be on the Showcase Day, which will be scheduled for April. Teams will present their multimedia projects at a central location such as Sandpoint Middle School, or Sandpoint High School. Teams will be graded on a rubric modified from the old EdTechQuest contest by the Site Technology Committee. This rubric will reflect the new Web2.0 tools that are to be integrated into the project.  Each team will be allowed to select a participation prize. Allowing teams to select from a predetermined list will continue to standardize District applications, leading to more collaboration and sharing while allowing teams to select a prize that fills their classroom needs. Shall I add items of the list here? Should I explain the prize schedule?

Timeline:

August- September:  Site Technology Committee learns about Web 2.0 tools, promotes EdTechQuest2.0 in their schools.

September-October: ETQ2.0 teams form in schools, team sponsors enroll in ETQ2.0, Site Technology group releases  rubric for March Showcase day.

October-November: Starter Kits passed out, Mosh Pits with Master Teacher start, Technology classes start

November: Mosh Pits with Master Teacher finish up

November to March: Students and teacher sponsors work on projects

April: EdTechQuest2.0 Showcase Day

May: Participation prizes from list delivered, summarize feedback

Project Budget Describe how the requested money will be used.  Include as much detail as possible within the defined space.  Include any anticipated funding or in-kind services from other sources.

In developing this grant, it became clear our district infrastructure will need some expansion and addition to support the multimedia projects. Sean Cronin and the Information Technology (IT) department suggest a special server to store the multimedia projects. The IT department will provide login security, sharing privileges and help with file structure for EdTechQuest2.0 teams. These will be in-kind services. Should I add in STC/levy funds here?

Previous Grants   Have you or any of your team members received a Panhandle Alliance for Education grant before?  If so, did you file an interim or final evaluation?  If not, why?

Sandy Ross has received at least two grants from Panhandle Alliance for Education. Interim and final evaluations were filed for the 2005-2006 grant (software called Inspiration and MathType) and an interim evaluation has been filed for 2007-2008 grant called Peripherals (grant number 046). Final evaluation will be submitted by March 24^th deadline. Other STCs have received grants in the past also.

Project Acknowledgments

Signature of Project Director ________________________ date  ___________

Signature of Applicant _____________________________ date  ___________

(If the applicant is different than the project director)

Signature of School Administrator ____________________ date ___________

 Wireless Wonders

2008 Grant Award Application

Submission Instructions   - Please complete this grant application electronically. Save your file as Grant_Application_2008.yourname and forward to your school principal for approval.  Principals should Email completed applications directly to grants@panhandlealliance.org.  Original signatures will not be necessary if electronically submitted through Email by principals.  

Electronic submissions are preferred; however, if you must submit in hard copy form, signatures are required.  Mail completed application with signatures to: 

Panhandle Alliance for Education
PO Box 1675
Sandpoint, ID 83864

We do not accept applications by FAX

All grants must be received by midnight, Friday March 14^th, 2008.

Applicant Information – Please assign a Project Director as the primary contact person for your grant.  All communication between the Alliance and your project team should be directed through this person.

Project Director’s Name: Sandy Ross                       

Other Collaborators:Malia Meschko at Southside, other teachers at Sandpoint Middle School

School/Facility Name: Sandpoint Middle School

Project Director’s Address:  310 South Division, Sandpoint, Idaho 83836

Project Director’s E-mail Address: Sandy.Ross@lposd.org 

Project Director’s Phone Number(s):

 School:208 265 4269                                                  home:208 264 5637

Briefly describe Project Director’s current position with school district, grade or classes taught, years with school district, awards and grants received, and demonstrated ability to meet deadlines and complete projects.

Sandy teaches seventh grade math at Sandpoint Middle School. She is a veteran of over 20 years in the school district. Sandy has some experience with small budgets, because in 2001-2002, she was and Albertson Foundation Technology Fellow. Sandy has received several PAFE grants in the past, and handled the budget for them.

Grant Request Information

Grant Category:          _X_ Teacher Investment Grant 

            __ School Investment Grant

            __ Diehl Grant for Music & Arts Education 

            __ Dave and Laurie Wall Grant for Math and Science

            __ Master Class Grant

            __ Special Investment Grant

            __ BIG Idea Grant

Number of students served or affected by proposed project: 125 at SMS, 25 or so at Southside   

Number of teachers served by or involved in proposed project: 2 at first, could grow to more

Please assign a name to describe this grant: Wireless Wonders

Total grant amount requested: $7450.00

Project Narrative

Project Purpose and Goal Describe the project in 250 words or less.  Define its scope and anticipated benefits in student achievement.  If a Master Class grant is proposed, describe the expert who will offer the class and the nature of the instruction.  You may provide supplementary articles or other material about the master teacher.

In late February, Sandy and Malia attended the Northwest Council of Computer Education conference in Seattle. There, the keynote speaker implored teachers to use wireless devices to reach our students. Jacki Crossingham, seventh grade Blue House Language Arts teacher, attended CORE conference in San Francisco.  The Keynote Speaker at her conference demonstrated a Kindle a wireless device for reading books. Two conferences, miles apart, two keynote speakers, two different content areas. Yet, the conferences promoted the same idea- use wireless devices, or “Wireless Wonders” to reach and teach our students.

The purpose of this grant is to use two new wireless devices, Zunes and Kindles, to improve student learning.  The grant will purchase 15 Zunes, and 11 Kindles. Malia and Sandy will use the devices with their students, and plan to swap them during the year so both sets of students experience and use the devices. The goal of the grant is to evaluate the new devices for their usefulness, efficiency and effect on student learning. By the end of the year, Malia, Sandy and the Blue House Language Arts teachers (Jeannie Lyon and Jacki Crossingham) will be able to guide further implementation and use of these devices.

Student Involvement Describe the number and type of students served by the project.  Define how often or the amount of time students will spend with the project.

At the NCCE conference in Seattle, Malia attended a session about using Zune players in the classroom and beyond.  A  Zune is a mp3 player device to store and  playback audio and video. What makes Zunes unusual is they transmit to each other. Within about 30 feet, Zunes can transmit their content wirelessly, without connections of any type, to each other. To describe further: Malia can use built in Windows recording software to record herself  reading a passage from a literature book. Or, Ms. Ross can create a short video about how to do a math problem. Either teacher loads it onto ONE Zune, using the cables that come with them. This first download (or upload to the Zune) is the only time a Zune needs a connection to a computer.  Then, students simply bring another Zune nearby- and the one Zune transmits it to the others. Students can listen to the audio, or view the video at home to review, or to preview new material. Of course, the next step is for students to author material their peers use. Maybe a student can record a vocabulary list for another. The student speaking the words and definitions aloud learns from their work, and then sharing it through Zune to another helps others. Students will use a Zune to access multimedia material, rather than using a computer, CD, or the Internet. 

Sandy has been reading and researching about Kindle wireless books and reader since it was released by Amazon last September.  A Kindle is a portable small screen and memory  reading device that downloads books, magzines, blogs, etc wirelessly.  According to the product description, the display technology produces sharp, clear image that is as natural as reading ink on a page. The Kindle has adjustable font size, Wikipedia, automatic bookmarking, and even a way to take notes on a page. Although the Kindle interacts with a computers, it does not need to do so to get books onto it’s memory. Kindle interacts wirelessly. Kindle holds about 200 titles. Looking at the Kindle website, Sandpoint is well covered by the wireless system Kindle uses. Another quick look at the Kindle website shows over 2,000 books Children’s Chapter Books are available for $9.99 or even less. Once the book is wirelessly downloaded, it exists on the Kindle forever. From a quick survey of available books, several classics like Just So Stories by Kipling were just 99 cents. A set of Kindles could have the same book on them, or vary the books. Students could then read a book on the Kindle, and pass the Kindle to another student to read. Or, students get a Kindle for an amount of time before they pass it on to someone else. Each student could select the book they wish to read from a small selection. Although Kindles hold 200 titles, each one still costs $9.99, so there will be a limit upon how many books each Kindle contains.

In both cases, the Kindle and the Zune, the power of the Wireless Wonder for students is in the massive storage capacity, portability and personal use. Is the day coming when a student’s lunch is bigger than way they read their books? Can you imagine a student making use of a bus ride to school to listen to upcoming lessons or view quick science movies on a Zune?  What if all books, not just reading books, are on a Kindle? Is the day coming when a student’s biggest load to carry is their PE clothes?

We just won’t know how useful the devices are until we get them into our student’s hands and on our teacher’s minds. We need to fully experience and experiment with Zunes and Kindles, to find out if they really are the Wireless Wonders our students need next.

Collaborative Model Describe the anticipated interaction between the teacher(s) and students, and between other teachers/administrators, in the development and implementation of the project.  If a Master Class grant is proposed, carefully describe the intended interaction between the students and master teacher.

.Since Malia “found” the Zunes at NCCE, she will start with them at Southside school next fall. Sandy will start with the Kindles. Both devices have subscription options, Malia will manage the Zune subscription, Sandy will handle the Kindles. (Zunes allow uploads that are not from the subscription, in our case, teacher/student created materials). About half way through the year, they will swap the devices. The teachers will share materials created for the devices, after all, the devices will not be cleared. The Zune material is teacher or student created, or obtained legally through Zune subscription, so there is no problem about using it again. Once a book is downloaded to a Kindle, it belongs on to that Kindle forever. So, simply swapping the Wireless Wonders is a simple and perfect way to share materials between the teachers and students. During the year, both teachers will assist each other to troubleshoot and use the devices. At the end of the year, both teachers will share evaluations, and write a joint evaluation about the project’s success.

Evaluation Plan Describe the plan and timeline for assessing and evaluating the project’s success in meeting its student achievement goals.

This grant provides for peripherals that are plainly cutting edge and experimental.  According to a recent study by Scholastic called the Kids and Family Reading Report, “Kids who Use Technology Platforms To Read Or Listen to Books Are More Apt To Be High Frequency Readers”. (this study was done in 2006). Does this statement apply to our students also?  Malia and Sandy, along with other middle school reading teachers, are perfect for investigating how our students match up to the Scholastic statement.. Malia has unique cross age experiences as she teaches at Southside Elementary and at Sandpoint High School. Malia and Sandy have collaborated on projects while taking Master classes, and both have extensive technological experiences. Sandy had used and evaluated new technology  and the resulting  learning changes when implementing distance learning classes with North Idaho College, and when evaluating student information systems with the Albertson Foundation. Furthermore, Sandy’s teaching partners, Jacki Crossingham and Jeannie Lyon, along with Malia, are well trained in CORE and reading success evaluation. They will be very able to tell if the Zunes and Kindles are making a difference. They will use tools that are currently in place to track upticks in student achievement and performance.

Students will also take a simple survey about how they like the Wireless Wonders. We will also elicit anecdotal evidence, and observe the students. It is one thing to look for intended learning but the unintended learning that happens with new techniques, strategies, programs or technology are just as important. Teacher input is critical also, as the Kindle and Zunes will require teachers to create materials and integrate them into lessons.

September- Zunes and Kindles are ordered

October- Devices arrive, teachers create materials and do initial lessons

November- Kindles continued to be shared with students, student authored media is prepared for Zunes

December- Survey about device in preparation for swap to other school/teacher

January- Devices are swapped, initial orientation for students on the device new to them

February- Students use devices

March- April-Student created materials are prepared and used for Zunes, more and more students use Kindles

May- Devices are collected, students take survey. Malia and Sandy and SMS reading teachers prepare full evaluation of Kindles and Zunes

Project Budget Describe how the requested money will be used.  Include as much detail as possible within the defined space.  Include any anticipated funding or in-kind services from other sources.

Previous Grants   Have you or any of your team members received a Panhandle Alliance for Education grant before?  If so, did you file an interim or final evaluation?  If not, why?

Sandy has received several PAFE grants, and filed interim and final evaluations on all except the final evaluation on the current 2007 grant. The final evaluation on the 2007 grant is due on March 24, and is being prepared.

Project Acknowledgments

Signature of Project Director ________________________ date  ___________

Signature of Applicant _____________________________ date  ___________

(If the applicant is different than the project director)

Signature of School Administrator ____________________ date ___________

ClassPad

2008 Grant Award Application

Submission Instructions   - Please complete this grant application electronically. Save your file as Grant_Application_2008.yourname and forward to your school principal for approval.  Principals should Email completed applications directly to grants@panhandlealliance.org.  Original signatures will not be necessary if electronically submitted through Email by principals.  

Electronic submissions are preferred; however, if you must submit in hard copy form, signatures are required.  Mail completed application with signatures to: 

Panhandle Alliance for Education
PO Box 1675
Sandpoint, ID 83864

We do not accept applications by FAX

All grants must be received by midnight, Friday March 14^th, 2008.

Applicant Information – Please assign a Project Director as the primary contact person for your grant.  All communication between the Alliance and your project team should be directed through this person.

Project Director’s Name: Sandy.Ross           

Other Collaborators: Marcea Marine

School/Facility Name: Sandpoint Middle School

Project Director’s Address: 301 South Division

Project Director’s E-mail Address: Sandy.Ross@lposd.org

Project Director’s Phone Number(s):

 School: 208 265 4169                                                 home:208 264 5637

Briefly describe Project Director’s current position with school district, grade or classes taught, years with school district, awards and grants received, and demonstrated ability to meet deadlines and complete projects.

Sandy Ross has taught mostly Math and/or Science at the middle school level in Lake Pend Oreille School District for over 20 years. She is currently one of two seventh grade math teachers at Sandpoint Middle School.  Sandy was a Albertson Foundation Technology Fellow in 2001-2002. In that position, Sandy handled a small budget, and taught technology classes to other teachers.

Grant Request Information

Grant Category:          _X_ Teacher Investment Grant 

            __ School Investment Grant

            __ Diehl Grant for Music & Arts Education 

            __ Dave and Laurie Wall Grant for Math and Science

            __ Master Class Grant

            __ Special Investment Grant

            __ BIG Idea Grant

Number of students served or affected by proposed project: 250, all 7^th grade Math students

Number of teachers served by or involved in proposed project: 2

Please assign a name to describe this grant: ClassPad Manager Software

Total grant amount requested: $454.99

Project Narrative

Project Purpose and Goal Describe the project in 250 words or less.  Define its scope and anticipated benefits in student achievement.  If a Master Class grant is proposed, describe the expert who will offer the class and the nature of the instruction.  You may provide supplementary articles or other material about the master teacher.

While attending the Northwest Council of Computer Education annual conference in Seattle, Sandy attended a ClassPad workshop. Casio ClassPad 330 and the ClassPad Manager Professional Version 3 software provide a large scientific calculator that is easily visible on the Smartboard. The purpose of this grant is to purchase a site license to provide the same calculator on any computer at the Middle School.  The goal of the grant is to use the software to create concrete visual connections between algebra and geometry. Student achievement on the ISAT exam may improve because the calculator this software produces looks like and acts like the calculator on the new, revamped ISAT exam. This type of calculator is not usual, and few students have used anything like it prior to their ISAT exam. Students may perform better, and certainly will be more comfortable using the ISAT calculator after they have worked with the Casio ClassPad Manager software.

Student Involvement Describe the number and type of students served by the project.  Define how often or the amount of time students will spend with the project.

The Casio ClassPad Manager Professional Version 3 is a calculator and a software program together.  The first view is just like a common handheld scientific calculator. Even this view is unique in how large it is. On a Smartboard, the calculator from Windows or from the Smartboard program is about as big as my hand. The Casio ClassPad Manager Professional Version 3.0 (referred to from now on as ClassPad Manager software) calculator view is very large- I would say about a 12 to 16 inches tall. This makes the display and buttons easy to see. The ClassPad Manager software has a second view, or appearance. The second view has a split screen or double window to graphically demonstrate the algebraic information in the window above.  Although handheld graphing calculators do a similar thing, this software has a much, much larger viewing area. Second, and possibly most important, the layout of the Casio ClassPad Manager software (in this split screen view) is like the calculator found on the new ISAT exam. This type of calculator is not usual, and few students have used anything like it prior to their ISAT exam.  By using the ClassPad Manager software, students can transfer their skills quickly to the calculator on the ISAT exam. They can concentrate on demonstrating what they know and can do, rather than wasting time and mental energy figuring out how to use the ISAT calculator.

Collaborative Model Describe the anticipated interaction between the teacher(s) and students, and between other teachers/administrators, in the development and implementation of the project.  If a Master Class grant is proposed, carefully describe the intended interaction between the students and master teacher.

Marcea Marine and Sandy Ross, the two math teachers in seventh grade, have had good success with collaborating on lessons that involve software or technology.  Last year, Marcea wrote for, and received, a PAFE grant for Classroom Performance Systems (commonly called “Blue Clickers”) for quick quizzes and review. Marcea and Sandy took the training together. Marcea and Sandy have exchanged ideas and even review materials for the Clicker format numerous times this past year. In 2006, Marcea and Sandy took a University of Idaho class about Geometer Sketch Pad in the summer of 2006.   They wrote a successful PAFE grant the following year, and used Geometer Sketch pad extensively for joint classes and peer teaching this fall. There is every indication to expect similar success with ClassPad Manager software.

Teacher training for the ClassPad Manager software is readily available through an online course sponsored by the College of Southern Idaho. The cost of the credit is reimbursed by the district. (Sandy Ross will enroll in the course, regardless of the outcome of this grant application.)

The ClassPad Manager software has features that make it completely suitable for seventh grade math learners. The ClassPad Manager software is unusual because it makes big icons on the screen. This feature is good for teachers when demonstrating on the Smartboard, but really stands out when students are using computers in a lab situation.  Sandy and Marcea often join together for lessons about technology, and believe two students to a computer is a good ratio. Students share more than just an appliance when they are assigned two to a machine. We find they trouble shoot together, help each other, and double their enthusiasm when put together in learning pairs. The features of ClassPad Manager- large icon size, upper and lower windows, and concrete representation of algebraic ideas are a perfect match for our students’ learning styles in seventh grade. As an example, when students type a linear equation into the upper, or algebra window of the ClassPad Manager software, the actual plotted line appears in the lower window. Graphing calculators have windows like that too, but not TOGETHER in the same view. Generally, students have to toggle from one view to the other when using a graphing calculator. Furthermore, the screen on a graphing calculator is tiny. The ClassPad Manager Software window is as big as a computer screen, so two pairs of eyeballs can easily see the concrete geometry created by the abstract algebra.

Evaluation Plan Describe the plan and timeline for assessing and evaluating the project’s success in meeting its student achievement goals.

March 2008- enroll in ClassPad Manager course at CSI.

May 2008- purchase and install ClassPad Manager software onto Middle School computers.

June 2008- one or two trial lessons based on NCCE workshop information

September 2008- CSI course completed, begin to use ClassPad Manager software when curriculum calls for it.

September to January- use software any time it is useful to demonstrate or practice content and ideas.  

January to March- special lessons with attention to calculator view that is like the new ISAT exam calculator.

March to June- use software any time, demonstrate to 8^th grade teachers and students

Evaluation: Marcea and Sandy hope to see improvement in ISAT scores. Changes in ISAT scores are most likely the impact of multiple factors and curriculum implementation.  However, a short survey in the fall about the calculator and then a follow up survey in the spring may establish the ClassPad Manager software is helpful to the students because it improves their comfort level of using the ISAT calculator.

Project Budget Describe how the requested money will be used.  Include as much detail as possible within the defined space.  Include any anticipated funding or in-kind services from other sources.

ClassPad Manager for ClassPad 300 v 3.0 (Professional Edition)

(Includes eActivities, Statistics wizard and Financial application, Screen Capture capabilities, Drag and Drop features)

Educator Price for Site License: $454.99

BY:  Casio Education 1-800-2763 www.casioeducation.com

Previous Grants   Have you or any of your team members received a Panhandle Alliance for Education grant before?  If so, did you file an interim or final evaluation?  If not, why?

Sandy and Marcea have received PAFE grants in the past. Interim and/or final evaluations have been completed and filed, or are pending.

Project Acknowledgments

Signature of Project Director __Sandy Ross________________ date  __3-12-08_________

Signature of Applicant _____________________________ date  ___________

(If the applicant is different than the project director)

Signature of School Administrator ____________________ date ___________

 Brain Unit 08

 Pending... on a different drive