District Application Cover Page District: Project Manager: Position Title: Mailing Address: Email Address: Phone: Chester SAU 82 Date: November 4, 2009 Susan Kessler Technology Integration Specialist Chester Academy, 22 Murphy Drive, Chester NH 03036 susank@chesteracademy.org 603-887-3621, ext 163 BE SURE TO READ ALL OF THE FOLLOWING I hereby certify that: 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 The District has submitted to the New Hampshire Department of Education (NHDOE) a General Assurances signature page for the current year 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 All funding for this project will be obligated and reported no later than the quarterly report ending 3/31/2011 and expended and reported no later than quarterly report ending 6/30/2011 The grant funds expended will supplement, not supplant, funds from non-federal sources 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 Request for Proposals (e.g., surveys, reports, ARRA monthly reports) 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 Superintendent of Schools (blue ink preferred) Date Please also snail mail a signed original of ONLY this page to: Dr Cathy Higgins, Office of Educational Technology New Hampshire Department of Education 101 Pleasant Street, Concord, NH 03301 Name of Applicant District: Chester Application Form for 21st Century Classrooms Project District Chester Digital Tools Indicate the primary configuration of digital tools that will be used in your project classrooms to create a 1:1 environment (CHOOSE ONLY ONE): Sub-notebooks/ mini-laptops / netbooks Standard laptops Handheld computers (e.g., Palm, Nintendo DS, iTouch, etc.) Combination of laptops, cameras, and other tools Other computer configurations Interactive whiteboards, personal response systems, document cameras, teacher laptops, netbook labs Number of Classrooms There will be six classroom, one in each of the following grades, 1, 3, 4, 6, 7, and, 8, configured with a 1:1 environment The Library/Media Center and the Learning Lab will be configured with an approximate 3:1 environment There will be three classrooms in grade 1, two in grade 3, two in grade 4, three in grade 6, in grade 7, and in grade used as control groups, with ratios greater than 1:1 Teachers Grade Fowler Jane janef@chesteracademy.org Grade Fuccillo Katie katief@chesteracademy.org Grade Dinger Sherri sherrid@chesteracademy.org Grade Horsfall Lauren laurenh@chesteracademy.org Grade Haggart Deena deenah@chesteracademy.org Grade Zofrea Paula paulaz@chesteracademy.org Special Ed Teacher Farrenkopf Tracey traceyf@chesteracademy.org Special Ed Teacher Marcoux Sheila sheilam@chesteracademy.org Library/Media Warnke Susan susanw@chesteracademy.org Technology Integration Spec Kessler Susan susank@chesteracademy.org Grade Campbell Amy amyc@chesteracademy.org Grade Hanna Becky beckyh@chesteracademy.org Leahy Leslie lesliel@chesteracademy.org Campbell Mark markc@chesteracademy.org Administrators Principal Asst Principal Evaluation Workshop Attendees Provide the names AND email addresses of representatives who can attend the grants workshop in December, if awarded: Kessler Susan susank@chesteracademy.org Farrenkopf Tracey traceyf@chesteracademy.org Project Abstract (10 Points) FUMIFU (First Use Must Inspire Future Use) is key to Chester Academy’s school-wide reading and language arts initiative Using interactive whiteboards, personal response systems, document cameras, laptops, and other digital tools will enhance teaching and learning and increase student involvement and NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page Name of Applicant District: Chester performance Learning in this environment will meet the varying styles of visual, auditory, and kinesthetic learners Integrating technology, reading, and language arts with all subject areas will provide today's learners with 21st century classrooms Project Description (30 Points) Introduction Last year Chester Academy was fortunate to be part of a digital tools project which created a 1:1 ratio in two fifth grade classrooms and a seventh grade classroom We purchased interactive whiteboards, personal response systems, document cameras, and teacher laptops for the two fifth grade classes A netbook mobile lab, document camera, and teacher laptop were purchased for the seventh grade science classroom In addition, an interactive whiteboard was also purchased for the computer lab All students and teachers in grades 1-8 greatly benefited from this opportunity, even though the access was limited This first use inspired teachers in other grade levels to strive to create 21 st century classrooms for their students Chester Academy’s FUMIFU (First Use Must Inspire Future Use) project proposes to add to its current resources with the purchase of interactive whiteboards, personal response systems, document cameras, and teacher laptops, which will create a 1:1 ratio in six classrooms in each of the following grade levels: 1, 3, 4, 6, 7, and (Grade is not included because they have applied for a minigrant which will provide an interactive whiteboard, projector, and teacher laptop for two classrooms.) The school will also purchase interactive whiteboards, document cameras, a personal response system, and teacher laptops for the Library/Media Center and the Learning Lab to provide access to all students at approximately a 3:1 ratio To further increase access to technology the school will purchase three mobile netbook labs with printers which will give approximately a 3:1 access ratio to students in grades 5, 6, and (Grade has a netbook lab which was purchased last year as part of the digital tools grant.) The netbooks will have Microsoft Office and Inspiration as well as other Open Source software Lastly, each student in grades 58 will have a 2GB jumpdrive to back up their work and facilitate the transfer of student work between school and home (Note: The term FUMIFU is borrowed with permission from Dale Fowler, a Polyvision reseller.) Goals Chester Academy’s Technology Plan 2009-2011 states, “It is our belief that technological resources should be used to enhance and enrich instruction and learning Technology is not a separate discipline but a tool to support the content areas Technology does not dictate curriculum but rather our curriculum drives our technological choices Students must become actively engaged in the learning process and its applications to the real world while teachers become facilitators of learning.” It continues, “Now in the 21st century, we are aware that the workplace is ever-changing With this in mind, it is important to realize that the instructional and curricular goal is to integrate the use of technology into all aspects of instruction and curriculum It should never be static but always evolving.” The proposed FUMIFU grant project supports the District’s technology goals District Technology Goals 4.1 Communication and Information Access Goal: Establish point of access for exchanging and retrieving current on-line information for students, staff, and community members Objectives: o Use telecommunications to enhance curriculum and instruction at all levels o Provide the educational community with on-line access to current research and information o Provide the district with equal access to instructional computer software across the network 4.2 Instructional and Curricular Technology Goal: Integrate the use of technology into all aspects of instruction and curricula for effective communications, critical thinking, and problem solving which will enable students to become productive citizens Objectives: • Provide software to enhance student’s skills for working both independently and in collaborative groups • Provide software to develop critical thinking and problem solving skills • Provide hardware and software that is able to adapt to the physical and intellectual needs of each learner • Integrate technology into the instructional process • Provide resources for students retrieval and interpretation of information from various sources • Provide the tools and instruction necessary for students to expand research skills, and explore diverse NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page Name of Applicant District: Chester ideas • Follow ethical guidelines when using technology Project Goals To employ the functions of the interactive whiteboard and personal response system • Evidence of goal: Teachers will be exposed to and learn the basic functions of the interactive whiteboard and the personal response system Teachers will be able to use the interactive whiteboard to enhance lessons and engage students in polls and surveys, utilize both formative and summative assessments and analyze the data showing trends across the units and throughout the year To use the personal response system for peer and self evaluations according to rubrics provided • Evidence of goal: All students will receive feedback from peers via the personal response system They will be able to revise their work based on self evaluation data and peer evaluation data To use the personal response system to assess student mastery of subject • Evidence of goal: Teachers will be able to utilize data from the personal response system to review their students’ formative assessment and adapt the curriculum as needed To provide a multi-sensory component to classroom instruction for all learners • Evidence of goal: Students will engage in interactive classroom activities presented using the document camera, interactive whiteboard, personal response system, and netbooks To use the document camera to provide greater access and participation in class demonstrations • Evidence of goal: The teacher and/or a student will demonstrate lessons with the document camera Demonstrations will be saved as a video to be used by all students for review Examples of lessons are sentence structure, sharing examples of student writing, and vocabulary instruction, and identifying specific information within text to support inferences and conclusion To organize ideas/concepts by using prior knowledge or references to text to respond to a question • Evidence of goal: Students will use basic transition words, when appropriate Students will organize ideas by using a beginning and an ending, given a structure including details relevant to topic and/or focus To make the connection between language arts and other content areas • Evidence of goal: Using the interactive whiteboard, document camera, personal response system, and other digital tools, all students will participate in a cross-curricular project To use appropriate primary and secondary sources and technology to acquire information • Evidence of Goal: Students will be able to evaluate and critique varied sources of information and use appropriately in their writing To provide 1:1 access to real-time, interactive websites, and Web 2.0 programs • Evidence of goal: Using the netbooks, all students will use interactive sites such as Wordle, Glogster, Word Central, and the Read, Write, Think website To provide 1:1 access to online resources for research • Evidence of goal: Using the netbooks, all students will be able to research and cite their sources when using data and research for informational reading and writing To use appropriate sources and text features to gain meaning of essential terms and vocabulary, glossary, dictionary, texts, word lists • Evidence of goal: Students will be able to recognize and understand relevant content related terms To be able to find content related information • Evidence of goal: Students will draw on the diversity of the content related sources, such as auditory and visual sources, documents, charts, pictures, architectural works, and music To use phonemic awareness and letter knowledge to spell independently at grade level • Evidence of Goal: Using the interactive whiteboard, document camera, netbooks, and personal response system, students will spell correctly 85% of the time NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page Name of Applicant District: Chester To use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products across the curriculum • Evidence of goal: Students will create published works such as poetry, scientific observations, learning logs, stories, research papers, and readers’/writers’ notebook To add artifacts and a reflection to digital portfolios • Evidence of goal: All students will add at least artifact and reflection per content area per year to their digital portfolios Scope of Work Order and have equipment installed Teachers attend training sessions to learn basics of interactive whiteboard, personal response system, document camera, netbook lab, and other related topics Demonstrate for students the interactive whiteboard, personal response system, and document camera (record for future use) Use interactive whiteboard with students for activities such as word structure and analysis, and analyzing informational text Use interactive whiteboard to introduce and navigate websites to support curriculum Use personal response system for review, assessment of content learned, and for student evaluation of classroom projects (both self and peer) Use document camera to project visual resources, such as photos and charts, from trade and text books to support curriculum Record presentation for future use Add artifacts to student digital portfolios and write reflection Evaluate current Internet safety instruction and determine appropriate program to be used (EX: NetSmartz, CyberSmart, iSafe) Evaluate FUMIFU grant project through surveys, class assessment, and GRADE test results Meet monthly as grant team to share successes, challenges, and new ideas FUMIFU grant team will develop training workshops for Chester Academy staff to extend technology integration and collaboration Meet with members of the community, School Board, and the PTA to share results of grant project Present FUMIFU project at conferences such as Christa McAuliffe Technology Conference Meet with neighboring schools to disseminate project Product and Outcomes and Instructional Focus The most important outcomes of this project will be increased student interest in learning and lifelong student achievement through enhanced teaching “According to Christopher Dede, a professor at the Harvard Graduate School of Education, students are better engaged and learn more deeply when they are taught in the context and environment where that learning normally occurs, such as solving a real-world problem.” (http://www.21stcenturyskillsbook.com/blog/?p=5) As we implement this project one will see classrooms with students actively participating and learning, asking and answering questions, collaborating and communicating with fellow students, and taking responsibility for and ownership of their academic growth This will be evident through the creation of digital books, podcasts, multimedia presentations, and research papers, as well as everyday activities in all content areas Following are some examples of lessons and projects that will be enhanced via the integration of 21 st century technology, but not limited to: • Word structure and analysis • Analyzing and interpreting literary and informational text by citing evidence, making inferences, and applying before, during, and after reading comprehension strategies o Reading passages and pulling out the main idea sentence(s) o Using the interactive whiteboard independently with a small group as a learning center for language arts activities • Assessment and/or review of a lesson with the student personal response system • Applying rules of standard English usage to correct grammatical errors (subject-verb agreement, pronoun-antecedent, consistency of verb tense, case of pronouns), capitalization rules, punctuation to various sentence patterns to enhance meaning o Parts of speech: Appropriately moving nouns, verbs, adjectives, etc to complete sentences o Writing/ editing: punctuation and capitalization NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page • • • • • • • • • • • • • • • • Name of Applicant District: Chester o Writing/editing: starting with a simple sentence and adding words to improve the quality of the sentence Examine literature for themes, genre, plot, character, etc Internet safety Website evaluation Bibliography and copyright instruction Dewey Decimal System How to use library catalog Note taking skills Online reference materials, such as encyclopedias Teaching index and table of contents Parts of a book Dictionary skills Modeling use of software such as Kidspiration and Inspiration Key Literacy Program for middle school students which uses comprehension strategies and tools such as column note-taking Direct and explicit teaching to find main ideas and writing summaries for comprehension Providing multi-sensory opportunities for students to solidify concepts taught Access to Study Island, a pilot program for the middle school population this school year Teachers are able to assign enrichment, re-teach, and pre-teach opportunities in the areas of reading and math Teachers/students can communicate thru online message board Intended Purchases, Teachers, and Grade Level/Class Chester Academy will create 21st century classrooms by purchasing an interactive whiteboard, projector, personal response system, minislates, teacher tablet, document camera, and teacher laptop for the following teachers: Jane Fowler – Grade 1, Katie Fuccillo – Grade 3, Sherri Dinger – Grade 4, Lauren Horsfall – Grade English/Language Arts, Deena Haggart – Grade English/Language Arts, and Paula Zofrea – Grade English/Language Arts Rounding out the core components of a 21 st century classroom are digital cameras, flip cameras, digital voice recorders, and printers which the school currently utilizes across the curriculum on a daily basis The Library/Media Center will receive an interactive whiteboard, projector, document camera, and teacher laptop The Learning Lab will receive a mobile interactive whiteboard with attached projector and teacher laptop, and document camera The Learning Lab and the Library/Media Center will share a set of personal response systems and minislates Susan Warnke is the Library Media Specialist Tracey Farrenkopf and Sheila Marcoux are special education teachers in the middle school Learning Lab Three netbook labs with 25 netbooks, wireless Internet access, and a printer, will be purchased for the fifth grade team, the sixth grade team, and the eighth grade team To facilitate saving files and taking work home, we will purchase 2GB jumpdrives for all students in grades 5-8 We will purchase a site license for Inspiration for the netbooks, teacher laptops and other computers in the classrooms The school has licenses for Microsoft Office which will be used on the netbooks The netbook labs will be housed in the following classes: grade -Amy Campbell, grade – Lauren Horsfall, and grade – Paula Zofrea The existing grade netbook lab is housed in Becky Hanna’s science class Digital Tools Although our instructional focus is on reading and English/language arts, it is not limited to those content areas By nature every content area is impacted by reading and language arts skills The FUMIFU project will focus on improving reading and language arts skills in the content areas including comprehension, word analysis and structure, writing process, and analyzing and interpreting informational text Research indicates that use of interactive whiteboards and personal response systems engage students and increase student achievement In a report on interactive whiteboards the following was noted, “ Because IWBs are a multi-modal tool, they provide a wider range of presentation options, addressing multiple learning styles so ideas and concepts become more tangible and easier to assimilate (Levy, 2002; Bell, 2002; Billard, 2002)” (http://educators.polyvision.com/portals/2/pdf/PolyVision_ARRAResearch %20Summary_08May09.pdf) The report continued, “In addition to motivating students, teacher-related studies emphasize the time-saving benefits in lesson preparation and follow-up instruction The Walker Study (2002) noted that saving and printing what is on an IWB, plus including any notes made during a lesson, improved classroom efficiency.” (http://educators.polyvision.com/portals/2/pdf/PolyVision_ARRAResearch %20Summary_08May09.pdf) The interactive whiteboard combined with the personal response system NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page Name of Applicant District: Chester will have a positive effect on the curriculum and instruction In Must Have Technologies by Thomas G Dolan, he notes “the interactive response system — currently in about six percent of the classrooms These devices, which look like TV remotes, are given to each student The students can choose to respond either with their name or anonymously Based on the responses, a teacher can gauge, whether moment by moment or at the end of the day, what the individual students or class as a whole has grasped The teacher can then provide more instruction at the moment and/or that evening pull additional resources to bring to class the next day.” (http://www.peterli.com/spm/resources/articles/archive.php?article_id=1966) The document camera is designated as one of the core components for the 21 st century classroom Chester Academy teachers involved in the 2008-2009 digital tools project heartily agree Shawne Hilliard, fifth grade teacher notes, “I have been so surprised and pleased by all the different ways to support students using the document camera We have used it to communicate whole group instructions, to display student’s work for presentations, to document lab results and to facilitate the use of single copies of texts that integrate well with our content We are very fortunate to have this technology that so easily allows students to become more involved and motivated in their learning.” Amy Campbell, another fifth grade teacher shares her thoughts, “The document camera has been a wonderful addition to my classroom I'm using it in more ways than I ever imagined I'm finding that it is making the delivery of directions easier; I can simply put the assignment under the camera and the students can follow along on their own copy, without having to make a transparency! The document camera is fantastic for whole group experiments I don't have to worry about finding a way that everybody can see; we just put it under the camera and problem solved The students love when we put a picture book that we may be reading under the camera as we read!” Becky Hanna, seventh grade science and math teacher says that her students “love to see their assignments on the large screen For project presentations students can have their picture or diagram under the camera and point to the parts while speaking to the class.” Their success has inspired the FUMIFU grant team to use document cameras with their students and achieve the same results The grant team envisions using the document cameras to improve accessibility to the information being discussed to all students The document cameras will also be used to record a demonstration/lesson which can then be used for review or for students who are absent This will improve student attention, interest, and ultimately achievement Lastly, providing Chester Academy students with increased access to netbooks with robust software will give them the tools to improve their research skills and their writing The netbooks will have Microsoft Office, Inspiration 8, as well as free programs such as Irfanview, Picnik, and Audacity The Maine Learning Technology Initiative (MLTI) reported that, “the evidence indicates that implementation of Maine’s one-to-one ubiquitous laptop program has had a positive impact on middle school students’ writing Five years after the initial implementation of the laptop program, students’ writing scores on Maine’s statewide test had significantly improved Furthermore, students scored better the more extensively they used their laptops in developing and producing their writing And finally, the evidence indicated that using their laptops in this fashion helped them to become better writers in general, not just better writers using laptops.” The report continued, “Some researchers have found evidence suggesting a positive link between laptop use and student writing For example, several studies report improved writing scores Rockman et al (2000) found that students who used laptops outperformed students who did not use them.” (Maine’s Middle School Laptop Program: Creating Better Writers, D Silvernail, A.Gritter, http://www.usm.maine.edu/cepare/pdf/Writing_Brief.pdf) Although Chester Academy won’t have 1:1 netbook access, we believe that while the results may not be as great and may take longer than the Maine initiative, that the increased access will have a positive impact on our students, their writing, and their learning With the advantages of learning with 21st century tools comes the responsibility of being digital citizens Chester Academy has integrated Internet safety programs such as Netsmartz and CyberSmart in its curriculum and used Portaportal accounts to provide the students with websites that have been screened and evaluated by the teachers (http://www.portaportal.com/ - grades 1-4 guest access is chester1-4, grades 5-8 guest access is chesteracademy, and the staff guest access is castaff) The health/guidance teacher has used components of NetSmartz and iSafe with her middle school students Two members of the FUMIFU grant team, Susan Kessler and Paula Zofrea, are certified CyberSmart instructors They have used the curriculum with students, but feel the need to explore alternatives with the grant team to make sure we are providing our students with the most effective Internet Safety instruction The grant team will explore the various programs during one of their beginning professional development days and implement a program across the curriculum with their students NH Standards NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page Name of Applicant District: Chester The standards we have selected are directed toward the school wide reading and English/Language Arts initiative However, they apply to reading and writing in all content areas as well Grades 1-4 Reading Strategies R:RS:1 Demonstrates ability to monitor comprehension for different types of texts and purposes, including expository and informational R:RS:2 Uses comprehension strategies Comprehension R:LT:1 Demonstrate initial understanding of elements of literary texts R:LT:2 Analyze and interpret elements of literary texts, citing evidence where appropriate Habits of Writing W:HW:1: Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products Word Identification R:WID Applies word identification/decoding strategies W:SL:1: Students demonstrate command of the structures of sentences, paragraphs, and text W:RC:1: In response to literary or informational text, students show understanding of plot /ideas/concepts Writing Conventions W:C:1: In independent writing, students demonstrate command of appropriate English conventions Grades 5-8 R–2.2 (Grades 5-8) - Students identify the meaning of unfamiliar vocabulary by… Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, base words, common roots, or word origins; or context clues; or other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge) (Local) R-3.2 (Grades 5-8) Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary R-4.2 (Grades 5-8) Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State) R-4.3(Grades 5-8) Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local) R-4.4 (Grade 5-8) Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries) (Local) R–5 (Grades 5-8) Analyze and interpret elements of literary texts, citing evidence where appropriate by… • R–5.1 Explaining or supporting logical predictions • R–5.2 Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters’ traits, motivations, or their changes over time • R–5.3 Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots) R-6.1 (Grade 5-8) Analyze and interpret author’s craft, citing evidence where appropriate by NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page Name of Applicant District: Chester demonstrating knowledge of author’s style or use of literary elements and devices (e.g., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, or use of punctuation) to analyze literary works (Local) • R-16.1 (Grades 5-8) Generates a personal response to what is read through a variety of means and through… Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local) • R-16.2 (Grades 5-8) Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local) R–7.1 (Grades 5-8) Demonstrate initial understanding of informational texts (expository and practical texts) by… Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State) R–7.2 Using information from the text to answer questions, to state the main/central ideas, or to provide supporting details (Local) R- 13 (Grades 5-8) Reading Strategies: Reading Comprehension Strategies Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text Examples of reading comprehension strategies might include: using prior knowledge; sampling a page for readability; summarizing; predicting and making text based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and analyzing text features (e.g transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g chronological, cause/effect, compare/contrast, proposition and support, description, classification, and logical/ sequential.) The National Council of Teachers of Mathematics (NCTM, 1989) acknowledged the integration between the domains of mathematics and dreading with the inclusion of Standard “Mathematics as Communication: in the “Curriculum and Evaluation Standards for School Mathematics “ The emphasis for the grade groupings follows (http://www.ericdigests.org/2000-1/math.html) Grades 1-4 Mathematics can be thought of as a language Reading children’s literature about mathematics, and eventually text material, needs more emphasis in the K-4 curriculum Children can meaningfully learn mathematics; teachers can help the process by providing opportunities for them to communicate and to “talk math” with their friends Use connections to construct knowledge, learn alternative ways to think about ideas, clarify thinking, and communicate about problems Grades 5-8 Use the skills of reading, listening, and viewing to interpret and evaluate mathematical ideas ICT Literacy Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology Communication and Collaboration - Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others Research and Information Fluency - Students apply digital tools to gather, evaluate, and use information Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page Name of Applicant District: Chester Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior Technology Operations and Concepts - Students demonstrate a sound understanding of technology concepts, systems, and operations Library Standards (American Association of School Librarians Standards for the 21st-Century Learner) Inquire, think critically, and gain knowledge 1.2.3 Demonstrate creativity by using multiple resources and formats 1.3.2 Seek divergent perspectives during information gathering and assessment 1.3.4 Contribute to the exchange of ideas within the learning community 1.3.5 Use information technology responsibly 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 2.1.4 Use technology and other information tools to analyze and organize information 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions and solve problems 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings Share knowledge and participate ethically and productively as members of our democratic society 3.1.2 Participate and collaborate as members of a social and intellectual network of learners 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and access 3.1.6 Use information and technology ethically and responsibly Pursue personal and aesthetic growth 4.1.4 Seek information for personal learning in a variety of formats and genres 4.1.7 Use social networks and information tools to gather and share information 4.3.1 Participate in the social exchange of ideas, both electronically and in person 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction Needs Assessment It is our strong belief, supported by the preponderance of literacy research, that the first three years of schooling are critical in building literacy skills The Reading First initiatives (grades 1-3) that have been launched in primary grades across the country are based upon the studies compiled in the National Reading Panel Report, © 2000, which has been the dominant theoretical resource for the past 10 years in literacy education We have dedicated much time and many resources to providing high quality literacy instruction in the primary grades in particular We continually strive to improve this instruction and find new ways of motivating and encouraging growth in our students Chester Academy has newly implemented a kindergarten program Prior to the 2009-2010 school year, Chester’s first grade received students from 1020 different schools each year While we are excited about the opportunity to provide educational opportunities to the majority of kindergarteners in Chester, approximately 25% of students will still be attending other programs which may or may not align with our in terms of reading and literacy instructional goals In the past we have noted distinct differences between the skills and exposure of the students coming from these programs We feel it is essential to use a variety of tools to build the literacy skills of all Chester Academy first grade students, as well as provide opportunities to access technologies that they may never have experienced previously Chester Academy has been working for several years to improve literacy instruction for all of our students However, in 2009-2010, we find ourselves a “school in need of restructuring” In analyzing the student literacy data, several trends appear to have contributed to this designation They include a general relative weakness with informational text, a weakness in generalization of literacy skills from one content area to another, and weaknesses in the ability to extend thinking and make connections between topics and ideas Grade level teams and the administration continually look for ways to actively promote content-area interests and development of authentic skills In the elementary grades, through our improvement efforts, the instructional foundations have been strengthened, and students generally receive good starting skills However, we continue to see evidence that some of our students are not learning to apply those skills in NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page 10 Name of Applicant District: Chester meaningful and authentic ways when faced with varied disciplines and new settings as they move to middle school These are the skills they will need to successfully transition to high school and the world beyond The students of Chester Academy are not alone The Reading Next report, published by the Carnegie Corporation in 2004 describes the challenges faced by educators of high school and middle school students across our country The report notes that adolescent literacy instruction is lacking in many places Of the 15 key elements for successful instruction cited in this report, those that would be most enhanced by the activities proposed in this grant application include text-based collaborative learning, exposure and work with diverse texts, technology-based instruction, and independent work Additionally, student engagement and motivation and the use of authentic tasks and texts have been found to correlate with improved learning outcomes in literacy-focused classrooms Both of these aspects are met very well by the use of interactive classroom technologies Providing students with 1:1 and interactive technologies will allow them to apply their literacy skills in meaningful ways, and expand them through collaboration and broad-based experiences Equipping our teachers with knowledge and our classrooms with 21st century tools will allow us to move beyond the bounds of traditional literacy instruction and foster skills in new and creative ways Supporting the teachers by providing training in using these 21 st century technologies in meaningful ways in the classroom will ensure that students achieve not only print literacy, but full digital literacy as well, not just in a technical sense, but as readers, writers and thinkers The technology in the proposed grant project classrooms is limited at best However, the students have access to the static computer lab, the library/media center, a mobile lab, and a mini lab Currently, students in grades 1-3 use the computer lab every other week for 45 minutes Students in grades and use the computer lab once a week for 45 minutes Students in grade and also have access to the computer lab once a week for 45 minutes They come to the lab during their English/Language Arts class Due to scheduling constraints seventh graders not come to the lab with a classroom teacher They however, come to the lab for one quarter (45 minutes a day, for 45 days) as part of their integrated arts rotation Following is a breakdown of the technology available per class and in the labs: Grade – Jane Fowler – teacher computer (3 years old), LCD monitor, student computer with CRT monitor (8 years old), overhead projector (belongs to Jane Fowler), analog TV Grade – Katie Fucillo - teacher computer (3 years old) CRT monitor, student computer with CRT monitor (4 years old), overhead projector, analog TV Grade – Sherri Dinger - teacher computer (5 years old) LCD monitor, student computer (3 years old) with CRT monitor, overhead projector, analog TV Grade – Lauren Horsfall - teacher computer (2 years old), LCD monitor, student computer (3 years old) with CRT monitors and LCD monitor, overhead projector, analog TV Grade – Deena Haggart - teacher computer (4 years old), LCD monitor, student computers (7 years old) with CRT monitors and LCD monitor, overhead projector, LCD TV Grade – Paula Zofrea - teacher computer (4 years old), LCD monitor, student computers (6 years old) with CRT monitors and LCD monitor, overhead projector, Analog TV Grade has a cart with 32 wireless networked netbooks (1 year old) Grade has classrooms with interactive whiteboards, ceiling mounted projectors, personal response systems, document cameras, and teacher laptops Two additional grade classrooms have document cameras and ceiling mounted projectors This equipment was purchased in February 2009 Each fifth grade classroom also has student computer (ranging in age from 3-5 years old) with a CRT monitor, and an analog TV Static computer lab has 27 workstations with LCD monitors (17 purchased in July, 2009, are years old, and are years old.), networked laser printers (2 black and white and color), scanner, an interactive whiteboard (February 2009), ceiling mounted projector (February 2009), teacher laptop (February 2009), and external speakers (4 years old) There are teacher workstations (4 years old) There are also digital cameras, digital video cameras, digital voice recorders, a document camera, and green screen available on an as needed basis Media Center – Susan Warnke – teacher computers (4 years old and years old), LCD monitors, Linux based student workstations and Windows based student workstations all with LCD monitors, a printer, and LCD TV, and overhead projectors and VCR/DVD for loan as needed Middle School Learning Lab – teacher laptops (new), student computers (5 years old) with CRT and LCD monitors, analog TV, and a network printer Elementary School Learning Lab – teacher laptops (new), student computers, (8 years old and years old) with CRT monitors, analog TV, and laser printer Mobile Lab with 22 Windows based laptops (5 years old), printer and wireless access to the student network and the Internet available to all classes on an as needed basis NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page 11 Name of Applicant District: Chester Mini Lab with MacBooks (3 years old), printer, and wireless access to the student network and Internet available to all classes on an as needed basis Teachers have access to network printers Providing classrooms with interactive whiteboards, personal response systems, document cameras, projectors, and access to netbook labs will give our 21 st century learners the tools they need to succeed in school and beyond Transformative Strategies Our K-8 school is in some ways two schools, an elementary and a middle level, in one building The proposed school wide Reading and English/Language Arts initiative using interactive whiteboards, document cameras, laptops, and other digital tools will help to unite the school There will be a continuum of 21st century equipped classrooms, curriculum, goals, and professional development The FUMIFU grant team will share ideas and lesson plan exemplars via a common folder on the public drive, and during the monthly FUMIFU team meetings Success depends on the consistent and collaborative use of technology by all teachers Using technology as a tool engages students and teachers in the learning process and increases academic achievement The grant initiative will enhance and strengthen curriculum alignment, both vertically and horizontally Consistency and continuity are the keys Ultimately the grant team will then share their experiences with their colleagues and provide support and training Our district is currently in the Restructuring Phase because we have not made AYP in Reading for five years with our special education students The administration recognizes the value and importance of digital tools and that technology proficient teachers are key to the improvement and success of these and all students The goal is for the teachers participating in the grant project to train their colleagues in the future That will help to ensure that our district, as we restructure, is building 21 st century classrooms to enhance student learning The restructuring committee will have their final plan in place next spring The committee is working to align their plan to include the tools and training included in this grant, determine future needs, and create a plan which addresses those needs With a previous project we discovered that having one person responsible for implementing the project does not always work We have learned when the sole person responsible is ill or can not execute the plan that the project suffers As a result we will have three people responsible for the project management and implementation Susan Kessler, the technology integration specialist, will be the project manager and be responsible for reporting to the school administration, local School Board, and to the State; tracking purchases and other budget items; and providing training, support and assistance to the grant team and the students Two teachers, Amy Campbell and Becky Hanna, will be teacher leaders and assist with the monthly FUMIFU professional development sessions, supporting teachers and students, and implementation of the grant projects Both teachers were part of the digital tools grant in 2008-2009 Amy participated in the statewide Tech Leader Cohort She has attended the Intel Thinking with Technology Course and actively participated in the TLC online course She has also presented workshops on blogging to her colleagues at Chester Academy Becky Hanna organized a school-wide Astronomy Night as a culminating activity for the digital tools grant She has presented at NHSTE tech integrator workshops on using netbooks, document cameras, and online resources to teach astronomy and science Together Susan, Amy, and Becky will collaborate to provide monthly FUMIFU workshop sessions to support and extend the learning opportunities of the grant team The monthly sessions will ensure the project’s success and sustainability, while providing the teachers the support and comfort level needed to implement the technology with their students As their experience and confidence grows, they will share that with their colleagues In addition the Director of Technology, the Technology Specialist, and the Technology Assistant will be involved in several of the training sessions and will offer added support In addition to providing support and training to the grant team another goal of the monthly FUMIFU sessions is to develop a plan to disseminate the project to the remaining Chester Academy staff While they not have 21st century equipped classrooms, they have access to the technology in the computer lab and in the library/media center As the grant team becomes proficient using the technology, they will plan workshops for their colleagues The workshops will take place at a primary or middle school team meeting Both teams meet after school once a month By sharing their experiences the grant team members become the school’s tech leaders The principal and assistant principal are excited to participate in the Intel Teach Leadership Forum In addition, eight members of the grant team will participate in the Intel Thinking with Technology course Participation by both administration and the teachers will provide a commonality of understanding of the NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page 12 Name of Applicant District: Chester Intel resources and technology integration Together the administration and the grant team will be able to share their experiences with the Chester Academy staff and further promote 21 st century learning Chester Academy’s FUMIFU grant team’s belief in the positive changes that can be made with 21 st century tools can be summed up in the following message written by a participant in the statewide Tech Leader Cohort In the online course she discussed the impact that technology can have on a student’s learning She wrote, “All of us know that we learn things at a different pace than others, and hopefully we understand that each student will learn their lessons in a different way Technology really seems to be a great equalizer when it's accessible to all of them The visual student can use graphics, the word smith can write, the speaker can tell a story and sometimes when the tools are all accessible in the same place they can tell it together.” (Andrea Ange, TLC online course, 11/2/09) We look forward to teaching and learning in 21 st century classrooms Professional Development (20 points) “I hear and I forget, I see and I remember, I and I understand.” Confucius District Technology Goals Increase teaching staff proficiency in technology to support student learning and skills, and curriculum integration based on educational reform initiatives Evidence of goal: Teachers will use personal response systems, interactive whiteboards/slates, subnotebooks, robust software, document cameras, interactive websites, and Web 2.0 tools to enhance the curriculum and meet the needs of diverse learners They will document lesson plans and activities and provide training/workshops for the Chester Academy staff Increase teaching staff proficiency in technology to support classroom management in areas such as student assessment, reporting student progress, and record keeping Evidence of goal: Teachers will use personal response systems to assess student learning, LoTi survey results, and NH STaR results Project Goal To disseminate effective practices, lessons learned, materials, technology skills, technology integration techniques, and professional expertise garnered from the FUMIFU project to the Chester community and to other schools Evidence of goal: FUMIFU grant team members will: o Develop and implement workshop/training sessions for their colleagues at Chester Academy o Update progress of FUMIFU project to Chester Academy staff at monthly staff meetings o Apply to present at state conferences such as the Christa McAuliffe Technology Conference and NHSTE Tech Integrator Workshops o Write a Case Study for the NH Office of Educational Technology which will be shared with New Hampshire Educators o Post information and updates about the FUMIFU project on the Chester Academy website, the teachers’ Homework Now pages, and in the school’s “In the News” newsletter o Add resources developed during grant project to Chester Academy’s student and staff Portaportal accounts (http://www.portaportal.com/ - guest access for grades 1-4 is chester1-4, middle school guest user name is chesteracademy, and guest access for staff is castaff) o Meet with PTA and School Board to share grant project progress and results to build community support for technology integration o Explore other options to disseminate the results of the FUMIFU project with neighboring school districts Standards National Staff Development Council Process Standards Staff development that improves the learning of all students: Provides educators with the knowledge and skills to collaborate (Collaboration) Uses learning strategies appropriate to the intended goal (Design) Applies knowledge about human learning and change (Learning) Context Standards Staff development that improves the learning of all students: NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page 13 Name of Applicant District: Chester Organizes adults into learning communities whose goals are aligned with those of the school and district (Learning Communities) Requires skillful school and district leaders who guide continuous instructional improvement (Leadership) ISTE NETS for Teachers 2008 Facilitate and Inspire Student Learning and Creativity - Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments Design and Develop Digital-Age Learning Experiences and Assessments - Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S Model Digital-Age Work and Learning - Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society Promote and Model Digital Citizenship and Responsibility - Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices Engage in Professional Growth and Leadership - Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources Research In the article “Teacher Learning That Supports Student Learning: What Teachers Need to Know” by Linda Darling-Hammond, http://www.edutopia.org/node/478/print (accessed 10/25/09)), the author notes the following: “Professional development strategies that succeed in improving teaching share several features (DarlingHammond and McLaughlin, 1995.) They tend to be: Experiential, engaging teachers in concrete tasks of teaching, assessment, and observation that illuminate the processes of learning and development; Grounded in participants' questions, inquiry, and experimentation as well as professionwide research; Collaborative, involving a sharing of knowledge among educators; Connected to and derived from teachers' work with their students, as well as to examinations of subject matter and teaching methods; Sustained and intensive, supported by modeling, coaching, and problem solving around specific problems of practice; and Connected to other aspects of school change Growing evidence suggests that this kind of professional development not only makes teachers feel better about their practice, but it also reaps learning gains for students, especially in the kinds of more challenging learning that new standards demand (Darling-Hammond, 1997; NFIE, 1996.) Creating a profession of teaching in which teachers have the opportunity for continual learning is the likeliest way to inspire greater achievement for children, especially those for whom education is the only pathway to survival and success.” In “Teaching Teachers: Professional Development to Improve Student Achievement”, Research Points, American Education Research Association, http://www.aera.net/uploadedFiles/Journals_and_Publications/Research_Points/RPSummer05.pdf (accessed 10/25/09), the research observes the following: “Collective participation, which involves professional development designed for groups of teachers from the same school, department, or grade level, tended to create more active learning (e.g., observing and being observed while teaching; planning for classroom use of what was learned in professional development; reviewing student work; and giving presentations, leading discussions, and producing written work), and this had some effect on teacher knowledge and skills.” Professional Development Activities The Chester Academy grant team will participate in various types of professional development during the course of the project There will be face to face workshops, online activities, and ongoing monthly training/support sessions The Administration has agreed to allow the grant team to use the school’s scheduled professional development days for training related to the grant project This will provide the NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page 14 Name of Applicant District: Chester grant team with five days of training during the 2009-2010 school year (three workshop days and two early release days) There will also be workshop days scheduled during the summer for training The calendar for the following year has yet to be published However, there will be professional development days allocated to grant training in the 2010-2011 school year as well The professional development activities will provide the teachers the expertise and confidence to use the technology with their students on a daily basis, resulting in improved student achievement Following is a description and approximate timeline for the professional development activities: Monthly FUMIFU Training/Support Sessions – Each month the grant team will meet after school for training sessions led by Chester Academy teacher leaders, Amy Campbell, Becky Hanna, and Susan Kessler Amy is a fifth grade teacher who was part of the digital tools grant project in 2008-2009 She has an interactive whiteboard, personal response system, document camera, and projector in her classroom which she uses daily to enhance her lessons Becky, also a part of the digital tools grant project in 20082009, has enriched her lessons with the integration of a document camera, projector, and a netbook lab Susan is the technology integration specialist She works with all teachers in grades 1-8 helping them to integrate technology into their lessons Susan also facilitates courses for OPEN NH and for the TLC (Tech Leader Cohort) program The ½ hour sessions, to be held on the third Thursday of the month, will start in January 2010 Each session will begin with a round-table discussion about challenges, successes, and implementation of the grant project A tentative schedule and topics include, but are not limited to the following: “Where we start?” (January 2010) Strategies for using and managing a netbook lab with your class (February 2010) Polyvision webinars Ideas for using interactive whiteboard, personal response systems, and minislates (March 2010) Introduction to online professional development opportunities, Atomic Learning, K12 Online Conference, Internet Classrooms (i4c), NEA Academy (April 2010) Wikis, blogs, and more (May 2010) Web 2.0 tools (September 2010) Follow-up sessions to contracted workshops/trainings Tech Leader Cohort - Chester Academy proposes to have our current tech leader, Amy Campbell mentor Sherri Dinger as part of the statewide Tech Leader Cohort They, along with Susan Kessler, TLC online course facilitator, will attend the training sessions and work as a team to support their colleagues We feel that participation in the Tech Leader Cohort will provide the opportunity for networking with NH educators, will have long lasting positive effects, and will promote a sustainable professional development resource for our school Face to Face Trainings Interactive whiteboard training – Level and Level training sessions provided by Polyvision The first training will take place during Chester Academy’s scheduled teacher workshop day on January 25, 2010 The Level training will take place on April 13, 2010, the next teacher workshop day All grant team members will attend the training Train the Trainer Certification - There will be advanced Train the Trainer sessions for selected members of the grant team from Polyvision and Promethean Although we will be purchasing Eno Boards by Polyvision, the school currently has three Promethean ActivBoards We feel that the benefits of the Eno Board’s construction justify the switch from one company to another The deciding factor was that both the Eno Board and the ActivBoard are open architecture We will be able to use all software and flipcharts created for the ActivBoard on the Eno Board Any lessons created for the Eno Board can be used on the ActivBoard While we judge that the construction of the Eno Board is more appropriate for our students, we believe that Promethean’s professional development resources/website surpass Polyvision’s We are excited to have the advantages of the Eno Board combined with Promethean’s professional resources The advanced train the trainer sessions will enable Chester Academy teachers to train their colleagues in the future and ensure the grant project’s success The schedule for the trainings is as follows: o Up to four members of the grant team will attend the Promethean ActivClassroom Instructor Training Course Teachers who participated in the initial Promethean trainings will be eligible to the Instructor Training Course Eligible teachers are Susan Kessler, Amy Campbell, Paula Zofrea, Jane Fowler, and Sherri Dinger They will then be responsible for providing workshops for the Chester Academy staff The consecutive three day training will take place in summer NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page 15 Name of Applicant District: Chester 2010 o The Polyvision Train the Trainer Certification will also take place in summer 2010 Participants are required to complete a pre- and post-session assignment that includes a half day training presentation in addition to the two day certification program In addition, participants must have attended PolyVision webinars and viewed all video tutorials Up to six grant team members will be selected for the training after the introductory training sessions After the training they will be responsible for providing workshops for the Chester Academy staff Document camera training (two days) – Charlotte Greenhalgh from the SWNH-ESC will facilitate the first training day on March 12, 2010 (teacher workshop day for Chester Academy) Topics discussed will be basic features of the Avermedia CP 300 document camera, and ways to use it in the classroom There will be a follow-up session in June, 2010 (tentatively June 15 th depending on snow days) Amy Campbell and Becky Hanna, teacher leaders, will facilitate the workshop All grant team members will attend and share how they have used the document camera, including any challenges and successes They will also plan a workshop for their colleagues to be held tentatively at the November staff meeting Internet Safety – The grant team will meet to review and select an online internet safety programs such as iSafe, CyberSmart, or NetSmartz on April 2, 2010 Currently, we use a variety of programs and feel strongly that consistent Internet safety instruction is important In addition to using the Internet at school, approximately 95% of our students have Internet access at home Implementing an effective Internet safety curriculum is of high priority for the grant project Netbook Workshop – The grant team will work with the teacher leaders (Susan Kessler, Becky Hanna, and Amy Campbell) to learn more about the netbook labs and ways to optimize their use in the classroom The workshop is scheduled for May 14, 2010 This is an early release day for Chester Academy NHSTE Tech Integrator Workshops –A total of eight grant team members will attend the various tech integrator workshops which are geared toward teachers The workshops are held three times during the year, in the fall, winter, and spring Christa McAuliffe Technology Conference – All grant team members will attend one day at the CMTC in December 2010 To minimize the number of substitute teachers, approximately three teachers will attend each day of the conference Intel Training – The principal and the assistant principal will attend the Intel Teach Leadership Forum held in Spring 2010 at one of the LESCN centers Eight members of the grant team will participate in the Intel Thinking with Technology course Amy Campbell has taken the course as part of the TLC program Sherri Dinger, our newest TLC representative, and Susan Kessler, TLC online course facilitator will participate in the course as part of the TLC group Online Trainings Atomic Learning – Chester Academy will purchase a subscription to Atomic Learning for the duration of the grant All teachers and students will have access to this valuable online professional development (This will be the topic of the April Monthly Meeting.) Polyvision Webinars – Polyvision offers free webinars The grant team will explore these at the March Monthly FUFMIFU Meeting Key Literacy Program – This is a middle school program for comprehension strategies and tools for students to improve their learning which Chester Academy is initiating this year Middle school teachers began using this in September 2009 Project New Media Literacies http://www.newmedialiteracies.org/ - The grant team will utilize the resources of the Project New Media Literacies (This will be the topic of the April Monthly Meeting.) K12 Online Conference – Grant team members will be introduced to this resource and participate in the online conference sessions, as well as archived sessions We anticipate that the conference will take place in December 2010 Internet4Classrooms (i4c) http://www.internet4classrooms.com/on-line.htm - Technology tutorials are available on this site (This will be the topic of the April Monthly Meeting.) OPENNH Course – The grant team will take an OPEN NH course as a cohort during the spring or summer of 2010 Possible courses are Strategies and Tools for Teaching the Writing Process, Supporting Literacy Development in Upper Elementary Classrooms, Using and Online Professional Learning Community to Support Teacher Leadership Development, Learning and Teaching with Web 2.0, Best Practices for Vocabulary Instruction in the Elementary Classroom, Reading First: Supporting Early Reading Instruction with Technology, Literacy Coaching for the 21st Century, Supporting Literacy Development in Lower Elementary Classrooms, and Making the Most of Adolescent Literature We are NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page 16 Name of Applicant District: Chester also interested in taking an Internet Safety course if it is developed by OPEN NH Capacity for Success (15 points) In keeping with the NETS Essential Conditions, Chester Academy has a team with a shared vision of educational technology The FUMIFU team (technology integration specialist, classroom teachers, special education teachers, library/media specialist), along with para-educators, technology support staff, and administrators, will all have a part in implementing, supporting, and encouraging the activities outlined in our proposal The FUMIFU team is made up of teachers with diverse backgrounds and experience We look forward to learning with and from each other as we implement the grant project Following is a list of the team and their expertise: Jane Fowler, grade teacher, has taught in Texas and New Hampshire for 28 years She has been a member of the Chester Academy staff for eight years, three as a third grade teacher and five as a first grade teacher While in Texas, Jane was selected as Teacher of the Year for the Lewisville Independent School District Jane has participated in several of Chester Academy’s technology initiatives including trainings for the MacBooks, podcasting, webpage creation, Promethean Board and Microsoft Office applications Jane has also received training on Performance Pathways and the Intel Teach to the Future program Katie Fuccillo has taught grade Chester Academy for four years She has participated in workshops in podcasting, integrating technology in the classroom, and reaching the 21 st century learner through technology Sherri Dinger has taught grade teacher for thirteen years and grade for ten years before that She participated in the Ebook minigrant project and presented the project at Christa McAuliffe Technology Conference Sherri will be our Tech Leader for the statewide cohort for 2009-2010 She has also participated in several technology initiatives including the Promethean Board, MacBook, and podcasting Lauren Horsfall, grade English/language arts teacher has taught for eight years, three of them at Chester Academy She participated in the Michelson Exxon Mobil Teacher’s Academy (MEMTA) during the summer of 2009 Deena Haggart has taught middle level language arts and social studies for seven years She has been the grade English teacher language/arts teacher at Chester Academy for the last two years She has experience with MacBooks and recently attended a workshop on GIS software Paula Zofrea, grade English/language arts teacher has taught at Chester Academy for 12 years Prior to teaching eighth grade, she was the sixth grade language arts teacher, and also taught grade 1, 4, and She has been instrumental in several of the technology integration initiatives at Chester Academy including MacBook trainings, digital portfolios, Linux training, and digital storytelling In addition, Paula is a certified CyberSmart trainer Susan Warnke is beginning her third year as the library/media specialist at Chester Academy Prior to that, she was the media specialist at Ste Jeanne d’Arc School in Lowell, Massachusetts for five years Susan is a member of the Technology Committee at Chester Academy She also has participated in the statewide ICT Assessment Rubric team to develop holistic and analytic rubrics to assess students’ ICT portfolios at the end of eighth grade Susan has participated in a number of technology workshops, including Implementation Strategies for Digital Portfolios, Mac Book Tech Coaches Training, and Reflections in ePortfolios with Digital Storytelling Sheila Marcoux, special education teacher is the “newbie” on our team, having joined Chester Academy in 2008 as a special education teacher She has experience with Microsoft Office programs and has taken several online courses Tracey Farrenkopf has been a special education teacher at Chester Academy for four years Tracey is a member of the technology committee, and coordinates the Special Services Department webpage She has experience with Linux, Mac, and Windows platforms Before coming to Chester Academy, Tracey was a middle school technology educator in Derry NH for eight years She was awarded several grants including placing third in the A T & T National Award for Integrated Unit Susan Kessler is in her tenth year as technology integration specialist at Chester Academy In addition to teaching computer literacy class to seventh and eighth graders, she is responsible for helping teachers integrate technology into the core content curriculum, providing resources and training workshops, grant writing, and chairing the technology committee Susan is active in NHSTE as a member of the Board, and the OPEN NH program as a member of the Leadership Team She facilitates both OPEN NH courses and the statewide Tech Leader Cohort online course, and is a certified CyberSmart trainer Amy Campbell has been a fifth grade teacher at Chester Academy for three years Amy has been a NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page 17 Name of Applicant District: Chester technology leader at the school, having taken part in the digital tools grant project, as a member of the Technology Committee, and serving as Chester’s Tech Leader Cohort representative in 2008-2009 She will be part of the cohort again this year as a mentor to Sherri Dinger Amy has been instrumental in teaching Chester Academy staff how to use blogging with their students She will share her experiences as a 21st Century Teacher at the Christa McAuliffe Technology Conference this December Becky Hanna has been a seventh grade science and math teacher at the school for five years Prior to teaching at Chester Academy, Becky taught high school for five years and jr high for one year Like Amy Campbell, Becky was part of the digital tools grant of 2008-2009 She has presented at the NHSTE Tech Integrators workshop and will be presenting at Christa McAuliffe Technology Conference in December The technology integration specialist will be the project manager and be responsible for responsible for reporting to the school administration, local School Board, and to the State; tracking purchases and other budget items; and providing training, support and assistance to the grant team and the students The teacher leaders, fifth and seventh grade teachers, will assist the technology integration specialist They will facilitate the monthly FUMIFU meetings and provide support and guidance to the teachers on the FUMIFU team Both teacher leaders were part of the digital tools grant project in 2008-2009 and have experience using the proposed technology with their students They have presented technology workshops at conferences and at Chester Academy The classroom teachers, library/media specialist, and special education teachers will be our frontline FUMIFU as they learn about the technology and use it to enhance their teaching They will meet regularly with their support staff, teacher leaders, and the technology integration specialist to plan and implement lessons using the digital tools The technology director, technology specialist, and technology aide will provide technical support to the teachers and students to ensure the project’s success All FUMIFU team members will promote the program to the Chester Academy community They will plan training sessions to extend the collaboration and 21 st century learning The fourth grade teacher will participate in the statewide Tech Leader Cohort along with the fifth grade teacher leader who was last year’s TLC rep Together they will meet with the TLC, participate in the Intel Thinking with Technology forum, and provide resources to the FUMIFU team and to the Chester Academy staff Classroom teachers from grades one, three, six, seven, eight, the librarian/media specialist, and two special education teachers will be participate in the Intel Thinking with Technology forum and be a resource to the staff The principal and assistant principal will take part in the Intel Teach Leadership tech leader program They look forward to learning additional ways to support the teachers and students and to provide needed technology resources The School Board is in full support of the program and recognizes the value of integrating technology enriched lessons with the core content curriculum The NH STaR (School Technology and Readiness) Chart indicates that although Chester is at Proficient levels in several components including models of professional development, levels of understanding, curriculum areas, content of training and impact of technology on teacher role, there are areas that the school needs to work on The FUMIFU grant project will enable the school to raise those proficiencies that are lacking and help us to further integrate technology Chester Academy has the skilled staff and network to support the grant project and ensure its sustainability In addition to the technology the school has procedures in place for safe and equitable use of the technology All computers attached to the LAN are monitored and filtered pursuant to CIPA regulations Two filter appliances are in place running in a Linux environment The software is an open source product called IP Cop Each appliance monitors the teacher and student side of the network Filtering can be adjusted on an as need basis for each domain Teachers can also request access to a site if it needs to be unblocked A log of all activity is documented and stored for year The technology committee recently approved a revised Acceptable Use Policy The technology integration specialist, the technology assistant, and the librarian/media specialist updated the AUP as part of an OPEN NH course on School Policies The new AUPs are age appropriate and written in language that the students can understand There are versions of the AUP – Grade K-1, Grades 2-4, and Grades 5-8 Students and their parents read and sign the AUP at the beginning of each school year In the first weeks of school the students review the AUP with their classroom teacher and the technology team Copies of the AUPs have been attached to the grant application NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page 18 Name of Applicant District: Chester Each class in grades 1-6, and the grade language arts classes have a scheduled time in the static computer lab The classroom teachers plan and implement lessons with the technology integration specialist A procedure is in place to borrow equipment such as digital cameras, digital voice recorders, digital video cameras, MacBooks, and the Windows mobile lab The mobile lab schedule is posted on the school’s Portaportal account, http://portaportal.com/ Teachers log into the account with the guest name castaff, check the availability of the mobile lab and other equipment, and then email the technology integration specialist to reserve the lab The same type of system will be set up to help the middle school teachers sign out the netbook labs and document their use The school’s resources combined with the 21st century equipped classrooms, ongoing professional development, and support of the staff, administration, and School Board will guarantee that the project will succeed and provide our students with the tools they need to achieve Evaluation (15 points) Chester Academy is committed to the statewide evaluation effort for the 21 st Century Grant project We have budgeted $15,000 (10% of our total budget) for this purpose We look forward to working with the consortium to evaluate the results of the statewide project Susan Kessler and Lauren Horsfall will attend the evaluation workshop on behalf of Chester Academy The FUMIFU grant team (first, third, fourth, sixth, seventh, and eighth grade classroom teachers, librarian/media specialist, two special education teachers, and the technology integration specialist) along with the technology committee will be instrumental in conducting a local evaluation of the FUMIFU grant project Technology committee members include the Principal, Technology Director, Director of Special Services, Technology Integration Specialist, Library/Media Specialist, Technology Specialist, Technology Aide, School Board member, Primary School teacher, Middle School teacher, and representative from the Special Services Department As part of the local evaluation we will look at the following critical questions: Will 21st century equipped classrooms positively impact our students’ improvement of reading and English/language arts skills, increasing student achievement? Will professional development that consists of multiple, connected training sessions give teachers the knowledge, confidence, support, and resources to continuously integrate digital tools into their curriculum creating a true 21st century classroom? The FUMIFU grant team and technology committee will report the findings to the school administration, the teachers, the SAU administration, the PTA, and the School Board Representatives from the technology committee will present the information at a Chester Academy staff meeting, a PTA meeting, and a School Board meeting The findings will be used in the following areas: To compare the use of 1:1 access vs a ratio of greater than 1:1 used by the control group To identify and implement additional methods of technology integration into the curriculum content areas To identify and implement programs to increase technology and academic skills of Chester Academy students To improve the effectiveness of the school’s professional development program To inform the PTA about the impact of technology on their children’s education and build support within the community To support and encourage the School Board and the Budget Committee to continue funding technology education and 21st century equipped classrooms To identify of out-of-district funding sources (grants) for educational programs The grant team and technology committee will use the following methods to plan for and collect relevant data: Formative and summative assessments Performance Pathways program Student digital portfolio reflections Loti Survey – given as a pre and post evaluation to FUMIFU grant team members, teachers in control groups, and administrators New Hampshire School Technology Survey NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page 19 Name of Applicant District: Chester NH STaR Chart Observation and documentation of professional development training sessions Observation of students and teachers using 1:1 digital tools Results from grade level tests comparing the control groups with the intervention group Results from the GRADE testing Budget Narrative (10 points) Budget (Describe as appropriate) Hardware teacher laptops (six classroom teachers, library/media specialist, and special education teacher) @ $700.00 each (Total - $5600.00) TOTAL Polyvision Eno interactive whiteboards (six classrooms and library/media center) @ $1547.00 each (Total - $10829.00) short throw projectors, mounting, cables and installation (six classrooms and library/media center) @ 2072.00 each (Total - $14504.00) mobile Polyvision Eno board with stand and short throw projector $5440.00 (learning lab) (Total - $5440.00) Quizdom personal response systems – set of 32- (six classrooms and shared set for library/media center and learning lab) @ $2195.00 (Total - $15365.00) teacher tablets to be used with Quizdom (six classrooms and shared library/media center and learning lab) @ $300.00 (Total - $2100.00) 21 minislates for student use with the Eno Board (three per classroom/six classrooms and three to be shared by library/media center and learning lab @ $199.00 each (Total - $4179.00) document cameras (six classrooms, library/media center, and learning lab) @ $505.00 each (Total - $4040.00) mobile netbook labs with warranty, internet access, printer, and cart (for fifth grade team, sixth grade team, and seventh grade team) @ $9274.00 each (Total - $27822.00) Connectivity Electrical wiring for projectors in six classrooms and library/media center $1200 To be paid by school district Software Site license for Inspiration for up to 299 users – this will be installed on the netbooks and on current classroom computers - $995.00 Materials & Supplies laptop cases for teacher laptops @ $40.00 each (Total - $320.00) $89,879.00 $0.00 $995.00 wireless mice for teacher laptops @ $30.00 each (Total - $240.00) battery chargers and pack AA rechargeable batteries for wireless mice Chargers will be shared by teachers (Total - $80.74) 330 engraved 2GB jumpdrives for students in grades 5-8 to be used with netbooks to facilitate transporting files from school to home @ $10.10 each (Total - $3333.00) Professional Development (in-house) Stipends are paid for training sessions held in summer or after contract hours Stipends for teachers attending Polyvision Train the Trainer Certification $2250.00 (2.5 days for six participants @ $150.00 a day) $3,973.74 NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page 20 Name of Applicant District: Chester Stipends for teachers attending Promethean Instructor Training Course $1800.00 (3 days for four participants @$150.00 a day) Stipends for 11 participants attending second document camera training day $1650.00 (11 participants @ $150.00 a day) Stipends for grant team members for monthly FUMIFU sessions $5850 (13 sessions for up to 10 participants @ $30/hour) Stipends for Teacher Leaders to facilitate monthly FUMIFU sessions - $2340.00 (13 sessions for up to leaders @ $40.00/hour) Stipends for summer retreat day to plan workshops for Chester Academy staff – $1950 (up to 13 participants @ $150.00/day) Document Camera (day 2) Trainer Fees $450.00 (2 teacher leaders/trainers from Chester Academy with document camera experience @ $225.00 each This will be a follow-up workshop to introductory session held in March) Project Manager - $1000.00 responsible for supporting grant team and facilitating monthly meetings, arranging all professional development sessions, reporting to Administration, School Board, and State DOE will attend all grant and evaluation workshops(up to 25 hours @ $40.00/hour) Travel costs to Intel sessions, summer retreat, NHSTE Tech Integrator workshops and Christa McAuliffe Technology Conference $1399.28 (mileage costs for participants to travel to above trainings based on IRS mileage rate from Chester Academy to workshop location Participants will carpool to save costs and energy.) $19,326.40 Lunch, snacks, and supplies for trainings sessions - $637.12 Professional Development (contracted services) days interactive whiteboard training provided by Polyvision included with purchase of Eno Boards $0.00 Polyvision Train the Trainer Certification – ½ days for up to participants – $4200.00 (advanced training for teachers who will then train Chester Academy staff.) Promethean ActivClassroom Instructor Training Course – days for up to participants - $4500.00 (advanced training for teachers who will then train Chester Academy teachers Software for Eno Board and Promethean Board is interchangeable Chester Academy will have both types of interactive whiteboards.) day Document Camera Training – Charlotte Greenhalgh of SWNH-ESC will provide introductory workshop - $733.60 $18,173.60 NHSTE Tech Integrator Workshops - $480.00 (8 participants @ $60.00/workshop) Intel Thinking with Technology - $3200.00 (8 participants @ $400.00) NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page 21 Name of Applicant District: Chester Intel Teach Leadership Forum - $200.00 (2 participants @ $200.00) OPEN NH cohort course - $1900 (8—25 participants who will take an OPEN NH course together) Christa McAuliffe Technology Conference - $1120.00 (8 participants @ $140.00) Atomic Learning –subscription for 21st Century Professional Development and Technology Integration Package plus Assistive Tech Support Add-on $1840.00 Evaluation 10% of your project for the statewide evaluation Other Expenses - None Indirect Cost (per approved 2009-2010 district rates posted at http://www.ed.state.nh.us/education/data/misc.htm ) TOTAL $15,000 $0.00 $2,652.26 $150,000.00 NCLB Title II-D Competitive Grants 2009-10 (ARRA) Page 22 ... janef@chesteracademy.org Grade Fuccillo Katie katief@chesteracademy.org Grade Dinger Sherri sherrid@chesteracademy.org Grade Horsfall Lauren laurenh@chesteracademy.org Grade Haggart Deena deenah@chesteracademy.org... Warnke Susan susanw@chesteracademy.org Technology Integration Spec Kessler Susan susank@chesteracademy.org Grade Campbell Amy amyc@chesteracademy.org Grade Hanna Becky beckyh@chesteracademy.org Leahy... deenah@chesteracademy.org Grade Zofrea Paula paulaz@chesteracademy.org Special Ed Teacher Farrenkopf Tracey traceyf@chesteracademy.org Special Ed Teacher Marcoux Sheila sheilam@chesteracademy.org