Summary of Approved Grants
2006
Clay Central-Everly CSD $77,091
This project will
equip all students with Tablet PCs at the high school and will include software
intended to improve reading performances by delivering a standard-based
curriculum. With a quality student-based curriculum, the intent is to meet and
exceed three district goals: (1) increase high school reading proficiency; (2)
deliver a standards-based curriculum, and (3) ensure all students graduate with
key 21st Century technology skills. Currently, high school staff members are
receiving support for continuous professional development with Tablet PCs.
Implementing this one-to-one SST Initiative at the high school will take these
efforts to the student level. Building upon the Microsoft Learning Gateway,
district standards and benchmarks will be aligned to instruction and to final
assessments. Professional Development will instruct teachers on how to create
standards-based, technology-rich lessons and assessments with an emphasis on
reading. Scientifically based research strategies in reading are incorporated
in all curricular areas, such as read-, think-, and talk-alouds, QAR, and
graphic organizers.
CC/E’s high school
students lack access to computers. They have only one open lab with 12
computers for classroom use, a situation frustrating to both teachers and
students. District matching funds will purchase the 165 Tablet PCs for student
use, allowing teachers and students to connect to a wireless network
environment anywhere and at anytime. Grant and district funds will provide the
continuous professional development, hardware, and software necessary for
implementation.
The need for this
SST Initiative is based on the following data: 1) According to the ITEDs, 23%
of 11th grade students are not proficient in reading, with 50% reading between
the 40th and 75th percentile, and 2) 32% of those students taking the ACT
scored below 20. Students who cannot read the materials are less motivated by
textbooks or inclined to read or produce reports that further reflects their
inability to tackle difficult text. Students who can access text they can read,
and who can use technology to demonstrate their proficiency in multiple formats
will be, in theory, far more motivated, challenged, and engaged. All of this
will require the development of new skills by both staff and students. This
requires teachers to change instructional strategies and curriculum. Currently,
district data shows staff members are not implementing district standards and
benchmarks. In fact, only 56% could provide evidence they were teaching to and
assessing the appropriate standards. This will improve under this initiative.
The Davenport
Community Schools will adopt Project Lead the Way Career/Technical Program
(PLTW) to transform its current vocational-technical curriculum as part of its
involvement in the High Schools That Work framework. PLTW, a pre-engineering
program of studies, will raise standards and integrate prescribed engineering
courses with core academic studies. This initiative will include Curriculum
Development, College Preparedness and Career Exploration. The Project Lead the
Way Instructional Project includes components:
1) Curricula that are developed to contain key concepts that affect
students’ academic and technical learning and increase rigor and relevance for
students. This curriculum development process defines the sequence of
mathematics, science and career/technical courses that students are expected to
complete.
2) Teachers use of high-quality instructional methods and curricula
guides that include standards-based objectives and providing challenging,
authentic projects. Standards-based end-of-term assessments will determine
mastery of key course concepts.
3) As four years of mathematics are required for the PLTW sequence,
DCSD integrated Cognitive Tutor’s Algebraic Principles (CT AP) to provide
support for a more diverse student population who can benefit from PLTW.
4) As at least three college-preparatory-level lab-based science
courses are required for the PLTW sequence, DCSD integrates SECME, Lego
Robotics and an expansion of industrial technology modular labs at the
intermediate level to increase science proficiency and engage students in
pre-engineering coursework.
5) Teacher professional development occurs for PLTW and CT AP teachers.
6) Support is provided for counselors so they can address the changing
workplace and the sequence of courses students need in order to successfully
complete the curriculum and be prepared for postsecondary study and careers in
the given field.
7) Dedicated laboratories are upgraded with equipment, instructional
materials, and supplies essential for teaching the courses that meet
engineering industry standards.
8) We engage faculty in postsecondary technical and career programs to
align the curricula of the secondary and postsecondary programs.
ILTC funds will be used for computer technology, software, textbooks
and staff development. DCSD and other matching funds expand technology
integration and provide for additional professional development. The proposed
project addresses compelling data concerning the future of DCSD high school
students. Though 78.8% of DCSD high school seniors intend to pursue
post-secondary education, only 59% achieve ACT scores that indicate probable
post-secondary success and only 37% complete a core program of study. Higher
expectations and focused fields of study are needed to increase rigor and
real-work application is needed to engage learners and establish relevance of
course work. ILTC funding serves as critical seed money for total project
implementation of PLTW and the transformation of high school curricula in
North Cedar CSD $64,290
This proposal is
submitted by the North Cedar Community school district, in collaboration with
Grant Wood Area Education Agency (GWAEA), Gateway Computers, Knowledge Network
Solutions (KNS), Intel, and Clarence Cablevision. The instructional project is
designed to improve the reading, math and science achievement of 6th grade
students through a Technology-Integrated Problem Based Learning (TI-PBL)
approach. This project will particularly focus on raising achievement of
low-income students performing below proficiency.
The proposed TI-PBL Project has three major elements:
1) One-to-One Computing and “Anytime-Anywhere” Instructional Access
Gateway M250 Laptops for all sixth grade students; High Speed Internet Access
at Home for all sixth grade students currently without high speed access;
videotape replay of all daily lessons on local cable TV so students/parents can
review class content; and websites for each class that students will access to
complete assignments, access lecture notes and other material, replay class
lessons, and pose questions to/receive feedback from teachers and peers.
2) Ongoing Professional Development aligned with the IPDM on developing
Technology-Integrated Project-Based Learning (PBL); Four, 2-day PD sessions
across the school year for 20 North Cedar staff; ongoing, on-site
implementation assistance from Tim Geyer and Greg Fisher on PBL strategies that
will include modeling, teacher observation and coaching; Ongoing lesson-study
where teams of teachers meet 2x/week to review implementation and student
performance and to identify adjustments in lesson content/strategies based on
student performance; schedule for peer demonstration/observation/coaching
sessions.
3) Prepare 20 teacher leaders to assist staff in continuing/expanding TI-PBL;
three-day workshop from KNS; Follow-up consultation from KNS via email,
teleconferences, and on-site visits; Steering Committee to identify resources
to expand 1:1 computing.
This initiative is
designed to attain three distinct goals:
1) Improve student achievement in the area of science literacy through
the development of independent research questions that require experimental
investigation using advanced technology.
2) Increase student engagement with science professionals through
electronic discussions involving pod casting and web bogging.
3) develop the learning skills required of a 21st century citizen
through electronic research and presentations that are reviewed by peers and
industry professionals.
To accomplish this
challenge, the Pella Community High School Science Department will be
combining, scientific probe ware, multimedia production and display
capabilities, and career partnerships in a “one to one,” electronic learning
environment. This project will expose students to the development of
independent research questions and the peer review process involved in current
experimental research. Students will pose research questions, capture real-time
experimental data with scientific probes and digital microscopes, convert
images to multimedia reports, and display it for their classmates without
leaving the confines of a traditional science lab.
This real-world
scientific experience will cause students to communicate about scientific issues
with the tools of professionals in the science field. Students will each have
access to laptop computers that allow them the ability to interact with
electronic discussion groups consisting of a variety of business and industry
partners. It will also connect them with resources that allow for personalized
experiments and research. These applications will make any classroom a
worldwide learning portal. Students can communicate and question people who are
currently engaged in research and/or applications of the material they are
studying. Students in this model will participate in courses that are
electronically based through the on-line classroom known as Moodle. This
product allows for realistic applications such as web-based discussion groups
with peers and industry professionals, pod casting of lectures and support
materials, and electronic assignment / test submission and scoring.
Once these resources
are combined, students will have instant access to state of the art projection
capabilities that allow for a presentation and peer review of their research
conclusions. Steady investment in technology by our district has positioned us
near the implementation of this initiative. To make this a reality, Pella needs
to expand access to science probes for experimentation, improve the
accessibility to research and industry professionals using lap top computers,
and develop the projection capability necessary for students to share real-time
data.
In 1998, the
The increased use of
media and technology will add rigor and relevance in the 2-12 curricula through
the implementation of vodcasting and podcasting capabilities. Students
producing their own video or audio productions will be challenged to work in
Quadrant 4 or the Synthesis level of Blooms Taxonomy where subject matter is
connected across the curriculum and to the real world. Research has shown more
learning occurs in the “students teaching students” mode than in the “teachers
teaching students” mode. Parents in the district will receive daily e-mail
communication from school administration and staff. They will also access
private information on their children through the JMC On-line information
database. The grant will provide additional technology training, additional
access to public computers, and access to MP3 personal digital media players.
The Iowa
Professional Development will continue to be used to develop and implement
advanced technology applications in the classroom and in leadership training
for all staff. Eight staff were also selected to participate in a three year
program called E2T2 (Enhancing Education Through Technology) training. The
rolling computer labs and laptop computers will enhance the curriculum and
expand the capacity of all staff to implement the technology and teaching
methods in the 2-12th classrooms.
Sioux Central CSD $37,567
The long-term
science goal for the Sioux Central District is to improve student utilization
of the scientific method. Planned activities to accomplish the goal include
professional development in inquiry learning, revision of curriculum to include
inquiry learning in K-12 lesson plans, and expansion of the use of scientific
equipment and labs as part of instruction in inquiry learning.
The district experienced desired results using inquiry learning at the
elementary level, and wants to expand inquiry learning to all students in
grades 4 through 12. Funding of this proposal allows Sioux Central to
effectively integrate technology with teacher training and curriculum
development to establish successful research-based instructional methods. The
district will purchase a GATEWAY portable lab, and
Scores on the Iowa
Tests, grades 4-11 will indicate improved student achievement using technology.
Previous class average scores (using the national percentile rank) on the Iowa
Tests of Basic Skills include scores as low as the 40th percentile – which is
not proficient. This indicates the need to improve student performance in order
to reach proficiency by all students at Sioux Central as required by the No
Child Left Behind legislation. Project INNOvATE will combine technology,
inquiry learning, and science to form unique and innovative learning
experiences for our Sioux Central students in grades 4 through 12. Students
will incorporate science and technology to enrich and enhance learning by doing
investigations with technology.