STEM based Innovation Project Grant

Executive Summary:
Developing high-quality skills in the fields of science, technology, engineering, and
mathematics (STEM is increasingly important for student success at all levels of
education! These same skills are also crucial for "orkforce success, as a gro"ing num#er
of $o#s "ill #e located in the STEM fields or require at least some STEM skills! %nd in
the &'st century, our economy "ill #e driven even more #y contri#utions that come from
discoveries and innovations in the STEM fields!( ()rom *!S! Department of Education
document, &+'+!
,e plan to impact and e-tend student achievement in the areas of Math, Science,
Technology and the Engineering Design .rocess! ,e are developing an innovative
learning environment #oth "ithin regular classrooms and in a separate classroom set
aside specifically for innovation pro$ects! ,e are integrating STEM activities as "ell as
./0 (pro$ect-#ased learning pro$ects! 1n this environment, technology "ill facilitate
student learning and increase student engagement!
Total Students:
234 %very5 4+ 6ifted students impacted as a 6ifted 7u# in 7illiard5 4+ E00 students5
Special Education Students S/. site in 7illiard
Applicants:
Tara 6rove, .rincipal, %very Elementary, 7illiard 8ity Schools, 4'9-&34-:;;:!
De##ie /ryant, Second 6rade Teacher, %very Elementary, 4'9-3&'-;'++
<aren 0ycan, 6ifted Teacher, %very Elementary, 7illiard 8ity Schools, 4'9-3&'-;'++
Description of Applicants Experiences:
,e as mem#ers of our 1nnovation Team at %very Elementary in the 7illiard 8ity Schools
are responsi#le for "riting this grant! The 1nnovation Team is representative of the ideas
of our /uilding 0eadership Team and our entire staff! The staff provided input through
site visits, online surveys, ongoing district ./0 training and colla#orative planning
sessions! ,e are comprised of individuals "ho have #een recipients of other state and
federal grants! ,e have formed a three person group to initiate and implement #oth
innovation =ones "ithin each classroom and esta#lish a school-"ide 1nnovation >one
?oom for all to use!
@ur principal, Tara 6rove, "as the recipient of a A9;+,+++ )0%. ()ederal 0anguage
%ssistance .rogram 6rant from the federal government! 7er school in 8leveland
7eights implemented a <-; ,orld 0anguage .rogram over a three year strategic plan!
The monies "ere used to visit 8hina three times "hich included creating a partnership
"ith our Sister School in Shanghai, the purchase and implementation of teleconferencing
equipment to interact "ith schools around the "orld and the implementation of a Smart
/oard environment in every classroom! She is currently a mem#er of the Doug#e ?iver
School in 0i#eria, %frica! She makes #udgetary, curricular decisions, and strategic plans
for the rural school in 0i#eria!
De##ie /ryant "as a Delegate to &++; *!S! B 8hina Coint Educational 8onference "ith
.eople to .eople 1nternational %m#assador .rogram! She also "as a Delegate to &++:
Educational and 7umanitarian 1nitiative B ?ussia "ith .eople to .eople 1nternational
%m#assador .rograms! De##ie also received a S1?1 6rant .roposal ''D4D&++&B 8entral
@hio ?egional .rofessional Development 8enter! She applied for and received 22 staff
copies of Developing ,riting and Thinking Skills %cross the 8urriculum B % .ractical
.rogram for Schools( #y Cohn C! 8ollins! She "rote this to facilitate integration of
#rainstorm "riting, short ans"er( and e-tended response( "riting in all classrooms in
all curricular areas!
Description of te Grant:
0earning and innovation skills increasingly are #eing recogni=ed as the skills that
separate students "ho are prepared for increasingly comple- life and "ork environments
in the &'st century, and those "ho are not! % focus on creativity, critical thinking,
communication and colla#oration is essential to prepare students for the future!(
(.artnership for &'
st
8entury Skills
,e "ould like to integrate the model of STEM and ./0 units in each of our classrooms
and create a separate 1nnovation >one "ithin %very Elementary! ,e "ould like to have
staff participate in professional development for STEM and ./0 and create "hole group,
small group and after school enrichment lessons #ased on these models!
The money applied for has #een earmarked for an e-tensive professional development
plan around STEM concepts and ./0, technology, and resources for classrooms! The
money "ill pay for rolling i.ad carts, additional academic professional development for
teachers, opportunities for students to engage in "orld language e-posure and e-tensive
actual nd virtual field trip opportunities! These opportunities "ill touch children during
school as "ell after school! @ur STEM programming "ill include EEFT programs
(Enrichment .rograms!
The goals of the .ro$ect are consistent "ith this recommendation and are designed to
ignite interest in the engineering process and pro#lem-solving! @ur students "ill engage
in higher-order thinking skills and e-pand their creativity!
STEM e-periences "ill #e used as a vehicle for developing thinking skills and providing
differentiation options for all students!
Em#edding thinking skills into a lesson or curriculum is a fairly simple and cost effective "ay to #egin the
process of differentiated instruction for gifted and highly creative students! 1t "orks particularly "ell for
creating tiered assignments in a clustered classroom! 7o"ever, thinking skills can also #e used to enhance
the curriculum for all students!( (6ifted 8hild Today Maga=ine, )all, &++'
,e "ant to provide students the opportunity to utili=e a highly interactive technology tool
that "ill #e engaging to use and "ill generate greater interest in STEM su#$ects and the
Engineering Design process! 0everaging ne" technology "ith our students creates more
student engagement for our students as they use the i.ad in various "ays to discover
innovative "ays using pro$ect-#ased activities! ,e #elieve that "e can improve STEM
understanding and differentiation through multimedia content! Students "ill #ecome
fluent using technology such as i.ads to solve pro#lems using STEM applications, as a
tool for creating presentations, taking photos and for communication to other STEM
students around the "orld! Teachers "ould like to use the i.ad as an instructional tool
"ith the entire class (as opposed to a strictly personal device and ma-imi=e the potential
of the interactive "hite#oard! ,e "ill e-pand studentsG kno"ledge a#out the role of
technology in learning and improve their technological literacy!
The professional development offered to our teachers "ill give them the a#ility to sustain
teaching pro$ects over many years! The STEM <its "ill provide materials teachers need
to encourage active participation in STEM learning via self-e-ploration and small group
learning!
Goal !bjectives:
/y incorporating STEM professional and .ro$ect /ased 0earning professional
development, "e #elieve that instruction in science and math "ill improve and a greater
level of student engagement "ill #e evident in the classroom! ,e #elieve that student
achievement "ill #e impacted #y the professional development provided to teachers! The
STEM and engineering materials "ill #e used #y teachers to integrate the STEM concept
and activities on a daily #asis "hich "ill impact the progress of students in the areas of
science and mathematics! ,e also #elieve that all teachers can share these STEM
materials and resources in the 1nnovation >one at %very Elementary School! /y placing
these materials in a central location and creating an innovation environment the teachers
"ill share and colla#orate "ith one another and portion resources #oth "ithin and across
grade levels. "ill share and colla#orate "ith resources #oth "ithin grade levels and
across s! The i.ad carts "ill #e shared #y all teachers in every grade-level! @ur district
goal states that student success "ill increase through rigorous curriculum design,
instructional #est practices, and purposeful environments that ma-imi=e learner
autonomy and the capacity to thrive in the &'
st
century! @ur district smart goal states that
'++H of students "ill demonstrate progress in #ecoming college and career ready as
indicated #y mastery of the characteristics of highly effective students, 7a#its of Mind,
./0 participation, STEM participation, EF.0@?E results, .0%E results, %.
enrollmentDe-am results and .SE@Ddual enrollment participation!
,e #elieve this pro$ect directly supports our district goals! @ur district also asked that all
elementary schools infused the 1nnovation 0earning 8enter( philosophy to include the
creation of 1nnovation >ones( in schools (elementary e-ploration houses and
innovation days( for students and teachers to e-plore entrepreneurial opportunities!
Avery Proposed Budget
Professional Development
Item Description $ Amount
PD Professional Development on STEM:
Bob Claymier
$1300 for a full day with
subs
PD Professional Development STEM and
project-based learning: Bob Claymier
$1300 for a full day with
subs
Conference Professional Development:
Conference- National Science
Teachers Association: Boston-
$10,000 with travel,
hotel, registration,
substitute teachers, and
meals for 7 people
Avery Proposed Budget
Technology
Item Description $ Amount
iPad carts iPads $30,000= 60 iPads with
2 carts
Avery Proposed Budget
Materials/Resources for Instruction
Item Description $ Amount
Kits STEM kits- Earth and Physical
$200 for K
$625 for 1
st
grade
$625 for 2
nd
grade
$625 for 3
rd
grade
$675 for 4
th
grade
$650 for 5
th
grade
Kits Legos (Engineering) $2000
Kits Knex (Engineering) $2000
$73,200 TOTAL
Sustainability and Impact
The professional development "ill impact instruction on a daily #asis and provide teachers "ith
the firsthand kno"ledge of #est practices in the areas of science, technology, engineering and
mathematic! The Eational Science Teachers 8onvention "ill provide teachers a time to
colla#orate "ith other teachers and time to colla#orate "ith their #uilding-level colleagues! The
1nnovation >one is a permanent part of our school! Technology "ill #e monitored #y our
technology department and there is no su#sequent cost to the technology purchase of i.ads!
?eplacement of science consuma#les "ill come from school #udget, .T@ or classroom
donations! Most of our materials requested are not consuma#les!
Total cost per project
AI2,+++
"ecurrin# $osts
The only recurring costs in our pro$ect are a fe" of the consuma#les in the science kits "ill need
to #e replaced! ,e "ill purchase these materials from our .T@ funds! The amount of the costs
per year equal roughly A;+ per year! @ur #uilding #udget "ould #e positively impacted #ecause
the need for science materials "ould #e alleviated! ,e "ould save A2&++!
Self%Sustainin#
The professional development "ill impact instruction on a daily #asis and provide teachers "ith
the firsthand kno"ledge of #est practices in the areas of science, technology, engineering and
mathematic! The 1nnovation >one is a permanent part of our school! Since the materials "ill
remain in one central location, all of the teachers can use these materials on a daily #asis!
Technology "ill #e monitored #y our technology department and there is no su#sequent cost to
the technology purchase of i.ads! ?eplacement of science consuma#les of appro-imately A;+
only "ill come from .T@ or classroom donations! 3;H of our materials requested in the STEM
kits are sustaina#le and are not consuma#les! This nominal fee of A;+ a year to supplement the
science kits is easily taken care of each year! The savings of A2&++ on needed science materials
"ill positively impact our school #udget!
Avery Timeline
Professional Development
Date Event Description
Stakeholders
Potential
Barriers/Solution
July 11,
2013
Building
Improvement Plan
Meeting
We held a Building
Improvement Plan
Meeting to discuss ad
brainstorm ideas for
our current STEM
room and ways to
enhance the space
and make it a true
Innovation Zone. We
also discussed the
need for more
professional
development for
teachers in the area
of STEM.
Building
Improvement
Plan Members
We knew that we
would need to work
with the current
space and budget we
currently have and
begin looking for
professional
development for
teachers. We decided
to look into writing a
few grants.
August 16,
2013
First staf meeting
and the
Innovation Zone
plan is shared
with teachers
All staf hears the
mission for our
school and district to
create innovation
zones in our
classrooms. We also
discussed that the
BIP team would like
to enhance our
STEM room and
create more
opportunities for
STEM professional
development. The
staf only had day
the previous year.
All staf at
Avery
Elementary
The BIP team
realizes that a
barrier to
professional
development is the
many new practices
at the state-level
such as OTES,
Student Learning
Objectives, etc. We
plan on having the
leadership team ask
for feedback so that
we take the
teachers ideas and
lead on the specifcs
on the future
trainings.
September
11, 2013
Staf visits our
districts McVey
Innovation
Learning Center
We toured and
learned about
Hilliards very
own Innovation
Center. We
learned about the
innovative spaces
but most
importantly
about the
innovative
instruction and
topics that
students were
exploring at the
MILC.
All staf at
Avery
Elementary
The frst barrier is
that we want to
create a similar
location as the MILC
but there are limited
funds. We will focus
on writing grants
and making the best
use of the structure,
furniture and
professional
development that is
already very rich in
our district.
January,
2014
Professional
Development
Professional
Development ON
STEM and our
new science kits:
Bob Claymier
All classroom
teachers
We will ask for
specifc professional
development around
the instruction of
STEM best practices
and our STEM
materials and kits.
We will ask for
teacher input in the
planning so that the
PD is relevant.
January,
2014
Professional
Development
Professional
Development for
the iPad new
STEM
applications
All classroom
teachers
We know that our IT
specialists may be
very busy so we will
use our building IT
teacher leader and
other teachers that
are familiar with the
technology and
applications to train
teachers.
March, 2014 National
Conference
Professional
Development:
Conference-
National Science
Teachers
Association:
Boston-
One grade-
level
representative
and principal
The barrier is that
all staf cannot
attend. We will have
one of each grade-
level representative
share out at staf
meetings and at
grade-level data
teams. It will be the
expectation that two
new activities
and/or ideas will be
implemented.
May, 2014 Professional
Development
Professional
Development on
STEM and
integration of
project-based
learning: Bob
Claymier
All classroom
teachers
We will ask for
specifc professional
development around
the instruction of
STEM best practices
and ideas for PBLs.
We will ask for
teacher input in the
planning so that the
PD is relevant.
Summer
planning,
August 2014
at retreat
Collaborative
grade-level
teaming
Teachers will plan
STEM lessons for
the upcoming
year. They will
share new STEM
applications that
they found over
the summer.
Sometimes it is hard
for teachers to make
summer planning so
we will fnd release
time during
planning time to
provide time for
those few teachers
to work with their
grade-levels.
Expected $an#es to te instruction and&or or#ani'ational practices in your institution
Science instruction at %very Elementary has #een largely traditional, self-contained "ithin each
classroom and focused mostly on content standards! @ur ne" @hio Science 0earning Standards
have shifted this focus to e-plore content through scientific systems and the engineering process!
,ith the #rief introduction "e have had to #oth STEM concepts and ./0 training our staff
initiated an idea to create an 1nnovation >one( room "ithin our school to allo" classes an
environment that "ould #e conducive to in depth pro$ects, cross grade level learning, and easy
access for technology integration! Teachers have asked for the professional development "e are
seeking in these areas to gain #oth techniques and confidence in teaching science systems and
integrating math, engineering and technology into their units! To date, our 1nnovation >one room
has #een intermittently used for several classroom science pro$ects and an after school 0ego
8lu#! ,e have not had the funds to provide sufficient science materials or technology devices to
use it as much as "e "ould like! ,ith the materials requested in this grant, our vision is to
greatly e-pand the use of this room! The kits "ould provide the materials needed for each grade
level to fully teach science content using proper materials! Each grade level has #een assigned(
storage space "ithin the 1nnovation >one so materials are easily accessi#le, and the physical
space "ithin the 1nnovation >one room is currently #eing re"orked to allo" fle-i#ility of
"orkspace as "ell as displayDinteraction areas!
,ith the addition of professional development, science kits and i.ad carts from this grant, our
vision is that the 1nnovation >one "ithin our school "ill #ecome an integral part of science
teaching at %very! Teachers are already developing ideas on ho" use the STEM and ./0
concepts "ith their o"n classrooms and to think #ig( "ith ongoing pro$ects that could #e
facilitated in the 1nnovation >one room! 1deas are in progress to "ork across grade levels as "ell
as "ith students in other schools across the state, the country and the "orldJ
"ationale&"esearc( or Past Success tat supports te innovative Project and its Impact on
student acievement and utili'ation of a #reater sare of resources in te classroom
There is much research on the #enefits of teaching "ith the STEM concepts for children in
elementary grades! @ur staff has taken a site visit to vie" the STEM approach in motion in a
?eynolds#urg elementary school! The staff has also #een given an introductory professional
development session on STEM! Students are currently using i.ads effectively and "ith the
additional carts "e "ill #e a#le to impact more students! 1n our 1nnovation >one "e "ill #e a#le
to share our resources and modeling pro$ects for other grades and vertical science teams!
@ur district has committed to training every teacher in the model of .ro$ect /ased learning! This
has provided a structure for each teacher to use "hen tackling the teaching of #oth science
content and the integration of math, engineering and technology! *sing this approach, teachers
are speaking the same language( among themselves and "ith students! This allo"s students to
more easily engage in different content learning as "ell as applying that learning in authentic
"ays! )or e-ample, a second grade class "ill #e creating compost as they learn ho" red "orms
interact "ith their environment #y #reaking do"n ra" materials! Those same students can then
see their compost used on a fourth grade pro$ect involving "hat plants need to gro"! %ll grade
level content standards can #e met "ithin the conte-t of a community( science room "here
students learn from their teachers and from each other! The room itself allo"s for more physical
"ork space as "ell as space for displays grade levels can set up and allo" other grade level
students to interact "ith! The professional development "eGve requested "ill give teachers the
tools to implement these ideas successfully and the kitsDtechnology "ill give us the materials the
students need for hands on manipulation!
Is te project able to be replicated)
@ur staff assignments at %very have #een very sta#le in the previous years, and the professional
development teachers receive "ill #e used for many years to come! ,e "ill implement each kit
in the initial year, and then continue to revise and refine #oth "ithin grade levels and "ith
vertical grade levels pairs and teams year after year! @ur district offers ongoing technology in-
service "here teachers can continue to make more effective use of the i.ads and other devices!
,e have several ongoing connections to schools in other states and countries and "ill continue to
#uild on these and create others!
,e "ant our 1nnovation >one to #ecome a model for other 7illiard schools to visit and replicate
in their o"n #uildings! %t its core, our concept includes a smart use of space and teachers "illing
to colla#orate "hich can occur in any school!
Describe te substantial value and lastin# impact tat te project opes to acieve*
@ur goal is to continue our path of teaching students ho" to learn!( /y using the STEM and
./0 structures, students "ill #e engaged in learning a#out their "orld through hands-on pro#lem
solving! They research facts and voca#ulary as "ell as testing hypotheses in real "orld "ays,
seeing applications that are meaningful! These approaches give students the skills they "ill need
in life B "ondering, researching, colla#orating, communicating and creating solutions! Cust as
students can learn the steps to solve a long division pro#lem, they can use the steps in the
engineering design process to solve pro#lems in their future "orkplace B energy, economics,
medicine, etc! This grant "ill empo"er teachers "ith intensive training and provide much needed
materials so that %very students "ill receive top notch, authentic skills to promote lifelong
learning!
+at are te specific bencmar,s related to te fund #oals tat are in -. tat you ope to
acieve in / years)
@ur #enchmarks include empo"ering students to #ecome innovators and technologically
proficient pro#lem solvers! ,e "ill ensure that all students have access to the appropriate
technology conducive to enhancing their learning e-periences #oth in and outside the traditional
classroom! %s an elementary team, "e "ill increase student &'st century skills and technological
literacy #y providing students "ith opportunities to use the technical tools of the STEM industry!
Teacher professional development "ill still #e integrated in the lesson design #y teachers of
%very Elementary! The 1nnovation >one "ill #e an integral part of the school technology "ill
still #e used #y all grade-levels, and the materials "ill still #e availa#le! ,e "ill engage other
school to visit and use our room as a model! 1n five years, "e hope that our students have gone
into our STEM classes in our 7illiard 8ity middle and high schools!
Describe te plan to evaluate te impact of te concept( strate#ies( and&or approaces used*
0o1 1ill sort%term and lon#%term #oals be measured) +at data to be collected) +at
measure or procedure 1ill can#e if tere is not measured pro#ress and #ro1t)
@ur teachers and district "ill create assessments for the ne" @hio Department of Education
Science Standards! ,e "ill also closely look at the ;
th
grade Math and Science @%% data this
year and compare scores to previous years! @ur 1nnovation >one "ill also look future .%?88
assessments and look at the tra$ectory gro"th in the areas of math and science! )inally, "e "ill
analy=e teacher formative data #ased on the STEM activities in the classroom and the use of
teacher and student co-created grading ru#rics! )inally, "e "ill create an 1nnovation >one data
team to track useDresultsDprogress of use of room, materials, pro$ects completed, and the
sho"casing of #est practices for colleagues in staff and grade-level team meetings!