Advancing Achievement through STEM Grant Proposal

Project Director
Nancy Curran
Cobb County Schools
(404) 358-6899
Nancy.Curran@CobbK12.org

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Abstract

This professional development program has been designed to provide the math and science

teachers at Eagles Landing Middle School and Henry County Middle School with the background

information, pedagogical knowledge, and instructional materials necessary to implement a Science,

Technology, Engineering, and Mathematics (STEM) program at their school. This is a new endeavor

which will require the assistance of the administrative staff at the county and school levels in order to

implement the scheduling and school resources that would be needed. The curriculum staff at Tellus

Science Museum will also help to create a lesson to engage teachers in content and curriculum

development. The program will start in the summer of 2017 and will cease at the end of the 2018 school

year. During this time teachers will participate in a total of fifty hours of course work designed to help

teachers implement a STEM program that will span across the curriculum. The goal of this program is to

raise the math and science achievement on the Georgia Milestone Assessment by a margin of 10%.

Another goal is that teachers will utilize technology in the classroom that will engage students and

improve academic achievement. The final goal is that student perceptions of math and science will

improve over the course of this program in order to encourage more students to pursue careers in math

and science. This program will help to establish a foundation for future STEM programs in order to help

students prepare for a future in a STEM career.

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Proposal

Introduction

With the advancement of technology, it is important that students are prepared to move into the

21st century with the skills that they have learned while in school. STEM programs can provide an

opportunity to increase a students interest in the math, science, and technology fields that may help to

provide direction for a future in the field. Hopefully through the development of a STEM program more

students will feel that they are capable of performing in these fields and possibly choose a career in this

field. This grant proposal outlines a STEM program at the middle school level that will challenge students

and prepare them for later science classes. The main goal of this STEM program is to challenge students

and close the achievement gap between students at this school and students at other schools in the state

with regard to math and science. Over the course of this grant proposal the demonstrated need will help

to explain the reason that this type of professional development is necessary in this district while the

literature review will outline the types of previous research that will help to reinforce how prior research

has helped to shape the events of the program. This grant proposal will outline a way for these two

schools to move forward to prepare their students for learning in the future.

Demonstrated Need

Before making any decisions about the type of professional development program it is important

to take a look at the individual needs of the school to determine what would work best in each

environment. Data comes in many different forms and should be analyzed from many different angles in

order to determine the best course of action. It is also wise to take into account the prior research in a

field to then direct the best way to approach the problem. Prior research may provide insight into courses

of action for particular problems which may or may not have worked in the past. The professional

development outlined in this proposal has taken into account all of these sources of data and research in

order to determine the best course of action to make a real change at Henry County Middle School and

Eagles Landing Middle School. Henry County Middle School and Eagles Landing Middle School are both

a part of the Henry County School District. This medium sized district with only twelve middle schools is

part of a community just south of the city of Atlanta. Each of these schools has a diverse population with

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African Americans making up 81% and 65% of the population respectively. Students qualifying in each

school for free and reduced lunch make up 79% and 64% of the schools populations as well.

Literature Review

Reviewing prior literature may help to provide enlightenment about the various types of research

that has already been done in a field. By reviewing the literature one may notice types of strategies that

may or may not have worked in the past. Program developers can then use that information to then

create goals and objectives that are aligned with the current understanding of how student learn best. The

goals and objectives developed for this proposal were based upon prior research and the needs of the

two schools as outlined in the data below. Over the course of creating this professional development

proposal various literature sources were reviewed and a few of them are described below.

Much research has been done on the implementation of a STEM program at the middle school

level and how this type of program can help to impact a students perceptions of science. Stohlmann,

Moore, and Roehrig (2012) suggest that it is important for teachers to be dedicated, organized, and

knowledgeable individuals in order to have a successful STEM program (p. 32). Their study worked with

suburban middle schoolers to implement a Project Lead the Wat (PLTW) program that integrated STEM

concepts into the curriculum. During their classroom interviews, observations, and field notes study the

researchers discovered that it is important to provide collaboration time for teachers in order to ensure

open communications and to maximize student learning (p. 32). The researchers also found that it is

important for teachers to feel comfortable taking a step back from the learning process in order to help

students to be successful on their own (p. 33). This type of pedagogical change may be hard for some

teachers to implement, but it is important that teachers feel comfortable taking a step back in the teaching

process in order to allow students to immerse themselves in their STEM education. This study illustrates

the importance of building both content and pedagogical knowledge during the professional development

program in order to give teachers the greatest chance to be learning facilitators in their classrooms.

Other research was reviewed to determine which factors are important to consider when adopting

a problem-based learning environment, like that of a new STEM program (Liu, Wivagg, Geurtz, Lee, &

Chang, 2012, p. 50). During this study teachers were observed and interviewed while they began the

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implementation of a new STEM program and the focus of the study was to determine the types of

programs that would be most successful with regard to adoption and implementation. The researchers

analysis concluded that there are four factors that will affect a teachers enthusiasm in implementing a

problem-based learning approach. The first is that the program addresses the teachers curricular needs

(p. 53) and that technical support is provided. Next, the methods of the program are aligned with the

teachers current instructional beliefs and styles. Third, the new program must offer a novel way of

teaching the skills related to problem-based learning. And finally, that the program is challenging and

captivating for students while also addressing the learning needs of all students (p. 53). This study helped

to illustrate that the professional development opportunity being designed needs to be one that already

aligns with the teaching beliefs of the teachers prior to starting. It is not appropriate to require a teacher

that does not believe in the foundation of a problem-based learning environment to participate because

the teacher will glean very little from the program. By allowing teachers to choose that they will be

participating in the program it will allow those teachers whose beliefs already align with the program to

participate more readily and hopefully have a greater impact on students.

Data Review

As a whole Henry County Schools perform better than the rest of the state of Georgia with regard

to the seventh grade math and science Criterion Referenced Competency Test (CRCT). However, Henry

County Middle School and Eagles Landing Middle School do not fare as well and often underperform

compared to other county schools. See the data table below for 2014 CRCT testing data comparing the

state of Georgia, Henry County School System, Eagles Landing Middle School, and Henry County Middle

School. There is an obvious gap in the performance of these two schools compared to peers from the

same county. A STEM program may be able to assist students in seeing connections between these two

content areas while also providing real-world applications for topics. By providing students with this type

of insight into the content, students may be more likely to develop an interest in either field for the future.

Grade 7 CRCT Scores: Math 2014

% Does not % Meets the % Exceeds the Mean Scale
N Tested
meet standard Standard Standard Score
State of
12.4 50.2 37.4 840.08 126, 420
Georgia

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 Henry County
9.3 55.6 35.1 838.78 3,057
Schools
Eagles Landing
10.5 65.9 23.6 832.21 258
Middle School
Henry County
17.8 61.7 20.6 825.22 253
Middle School

Grade 7 CRCT Scores: Science 2014

% Does not % Meets the % Exceeds the Mean Scale
N Tested
meet standard Standard Standard Score
State of
15.8 38.0 46.2 843.73 129,848
Georgia
Henry County
11.8 43.3 44.9 843.07 3,185
Schools
Eagles Landing
14.2 47.0 38.8 837.32 268
Middle School
Henry County
20.2 50.4 29.4 828.95 272
Middle School

According to the Eagles Landing Middle School Continuous School Improvement Plan (CSIP),

the teachers will be provided with research on the Rigor and Depth of Knowledge on student learning

(Henry County Schools, 2016, p. 2). This will correlate well with the STEM program initiative that will be

introduced as part of the grant opportunity. Teachers can learn about how to increase rigor in their

classrooms while also providing a lesson that is rich in content. The CSIP also lists that teachers will learn

about Project-Based Learning and how it can impact student learning, this will also correlate with the

STEM initiative as this type of learning corresponds well with math and science while also providing

students with the opportunity to build their critical thinking skills that are necessary as they move on to

higher level courses (p. 7). A STEM program in this school would help to meet two of the school goals

while also helping to create life-long learning and increasing student test scores. Henry County Middle

School also listed the need to improve technology usage across content areas to enhance student

engagement and improve academic achievement as part of their School Improvement Plan (Henry

County Middle School, 2015). This illustrates that the school is ready for a change with regard to its

implementation of technology and that the school understands how technology can have an impact on

student learning.

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 After looking at the testing data and the school improvement plans of each school there are

definite lags in where the schools are currently performing and where they would like to be. The needs of

these two schools are clearly identified as requiring a change in how math and science are being taught

in order to reach more students in the population. With this information in hand it is possible to create a

plan for the future to bring about change in these schools. Its important to look to the research of others

to see what types of interventions have worked in the past and to determine how they can lead to new

changes in the future. Prior research can help to illustrate the best ways to effectuate change at the

school level to impact student learning. The research and data can help to illustrate areas of need in any

school system that can then be used to create goals and objectives to move the school forward.

Goals and Objectives

The goals and objectives of this professional learning opportunity are meant to provide teachers

with the tools and skills necessary to create a curriculum that contains STEM content and skills that

students will need in future science courses. By providing teachers with the skills to create lessons that

embed content standards with STEM skills it will allow teachers to be able to move this program forward

into the future. These goals and objectives directly align to the activities of the professional development

which will provide teachers with ready to use lessons to use immediately with their students during the

2017-2018 school year. Each objective, as it relates to the goal, is meant to provide a means to measure

the efficacy of each goal. The effective measurement of these goals and objectives will provide future

insight into the efficacy of this program and if there is a need for future training.

Goals and Objectives

There are two goals for the professional development program with corresponding SMART

objectives:

1. Teachers will increase their pedagogical understanding to better incorporate STEM concepts

into their teaching.

a. By the end of this professional development, teachers will create five content-related

lessons that will incorporate both math and science content standards.
b. Over the course of the 2017-2018 school year teachers will implement at least five

STEM lessons with their students each semester.

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 c. Teachers will check for content understanding by using pre and post test data from

each STEM lesson used throughout the 2017-2018 school year.

2. Teachers will utilize technology in the classroom in a way that engages students and

improves academic achievement.

a. By the end of this professional development, teachers will make plans to incorporate

at least five different technology tools in the classroom with their students.
b. Over the course of the 2017-2018 school year teachers will incorporate at least five

technology tools into their lesson plans and will reflect upon its efficacy with students.
3. Student achievement in math and science will increase through the use of problem based

learning and technology in the classroom.

a. By the end of the 2017-2018 school year student test scores on the Georgia

Milestone Assessment for Math and Science will increase by a total of 10% across all

demographic areas.
b. During the 2017-2018 school year, students will use technology in the classroom as

part of a problem-based learning assignment at least once per week.

c. Student perceptions, as measured by student surveys, toward math and science will

positively increase over the course of the 2017-2018 school year after the successful

implementation of a STEM program.

These goals and objectives layout a clear course of action in order to develop a plan of

operations. By keeping the goals and objectives in mind when planning the professional development

course it will make it easy to determine if learning has happened and if goals are being reached. It will be

imperative that these goals are measured at the completion of the initiative in order to determine the

efficacy of this program and if further interventions need to be made in order to assist student learning.

The plan of operations listed below has been developed in order to achieve the goals of increasing

teacher pedagogical knowledge related to STEM and to increase the use of technology in the classroom

in order to have a greater impact on student learning. The plan of operations is outlined below and helps

to provide a framework by which to reach the goals of this program.

Plan of Operations

This professional development is based upon a timeline in which the grant has been submitted on

November 12, 2016 with an approval date of February 1, 2017. The funded project will take place over

the 2017 -2018 school year and will end on May 31. 2018. This professional development program will

span over multiple sessions totaling 50 hours of coursework, worth six professional learning units (PLUs).

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The initial session will last for five days over the summer in which teachers will participate in an immersive

program meant to introduce them to the concepts of a STEM program while also demonstrating activities

that the teachers can use in their own classrooms. Next, teachers will participate in two more professional

learning days during the school year meant to follow up with teachers about the progress of the program

while providing additional support and resources. Please refer to the chart below for a list of activities and

resources that will take place during the course of the program. Following the chart is a key describing

each activity in greater detail.

Plan of Operations Daily Activities

Initial Week Over Summer 2017 (July 24-28, 2017)
Monday Tuesday Wednesday Thursday Friday
8:00 Welcome Review of Review of Review of Review of
9:00 message from yesterdays yesterdays yesterdays yesterdays
Superintendent topics and topics and topics and topics and
& Pre preview of preview of preview of preview of
Assessment todays agenda todays agenda todays agenda todays agenda
9:00 STEM Project 1 STEM Project 2 STEM Project 3 STEM Project 4 STEM Project 5
11:00
11:00 Curriculum Curriculum Curriculum Curriculum Curriculum
12:00 Alignment of Alignment of Alignment of Alignment of Alignment of
STEM Project 1 STEM Project 2 STEM Project 3 STEM Project 4 STEM Project 5
12:00 Lunch on Own Lunch on Own Lunch on Own Lunch on Own Lunch provided
1:00 by Program
1:00 Discussion of Discussion of TELLUS Discussion of Present STEM
2:00 STEM STEM Museum STEM lessons to
pedagogy Pedagogy Presentation Pedagogy groups
2:00 Break into Break into Break into
3:00 groups to plan groups to plan groups to plan Post
STEM Lesson STEM Lesson STEM Lesson Assessment
4:00 Debriefing Debriefing Debriefing Debriefing Debriefing
4:30

Follow-up Sessions
Fall Spring Final Session
(October 13, 2017) (February 9, 2018) (May 31, 2018)
8:00 Pre Assessment Group Presentations Group Presentations
9:30 Group Presentations of collaborative of collaborative
of collaborative assignments assignments
assignments
9:30 STEM Project 6 STEM Project 7 Discussion of plans
12:00 going forward
Post Assessment
12:00 Lunch on Own Lunch on Own
1:00
1:00 Curriculum Curriculum
2:00 Alignment of STEM Alignment of STEM

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 Project 6 Project 7
2:00 Discussion of STEM Discussion of STEM
4:00 Pedagogy Pedagogy
4:00 Debriefing Debriefing
4:30

The following is a table describing the above activities in further detail while also showing

alignment to project goals and objectives. Each teacher will be required to implement a STEM lesson with

their students over the course of the school year. By participating in various STEM activities with other

teachers it is more likely that the teacher will have a better understanding of the types of activities that can

engage students in math and science simultaneously. This will then provide a framework for the teachers

to prepare their own lessons for the purpose of this project and beyond. A major goal of this program is

that teachers will be able to create a total of five lessons during the school year which will then be

evaluated by the program evaluator to determine if teachers have fully the ability to create content driven

STEM lessons. Stohlman, Moore, and Roehrig point out that collaboration amongst teachers is important

when attempting to implement a STEM program (2012, p. 32). By providing teachers with experiences

and then time to collaborate it will allow teachers the time necessary to develop a deeper understanding

of the concepts while also allowing teachers to become more comfortable with this new style of teaching.

Activity Description Goal Alignment

STEM Project 1 Teachers will participate in a problem-based learning Goal 1
& Curriculum assignment in which they will be required to examine the
Alignment difference in the quantity of revolutions for gears in a model, in
order to understand the consequence of the radii of the gears.
Teachers will then determine how this particular activity will
apply to content level standards.
Discussion of Teachers will read various STEM related research and break Goal 1
STEM pedagogy into smaller groups to discuss the impacts of the research in
(ongoing) their own classroom.
STEM Lesson Over the course of the summer program teachers will create a Goals 1 & 2
Planning STEM lesson that he or she will implement in their classroom
over the 2017-2018 school year. This will provide critical
practice in designing and implementing STEM concepts in the
classroom. Groups will be comprised of math and science
teachers from each grade level.
STEM Project 2 Teachers will participate in a problem-based learning Goals 1 & 2
& Curriculum assignment in which they will be required to explore quadratic
Alignment functions by using a motion detector to examine the different
bounce heights of a ball. Teachers will then determine how this
particular activity will apply to content level standards.
STEM Project 3 Teachers will participate in a problem-based learning Goals 1 & 2

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& Curriculum assignment in which they will be required to compute stream
Alignment flow and creatively seek ways to enhance and develop a
measurement process. Teachers will then determine how this
particular activity will apply to content level standards.
TELLUS Partners from the TELLUS Science Museum will provide a Goals 1, 2, & 3
Museum lesson in how they use technology to enhance their exhibits
Presentation and student learning. The presenter will provide teachers with
insight into creating engaging lessons that require student
thinking and problem solving. They will also provide teachers
with insight into ways to motivate students to participate in
lessons for maximum student engagement.
STEM Project 4 Teachers will participate in a problem-based learning Goal 1
& Curriculum assignment in which they will build various towers to determine
Alignment how the depth of the foundation are complicit in helping the
tower to stand. Teachers will then determine how this particular
activity will apply to content level standards.
STEM Project 5 Teachers will participate in a problem-based learning Goal 1
& Curriculum assignment in which they will create a system for moving water
Alignment over a rough terrain without spilling the contents. Teachers will
then determine how this particular activity will apply to content
level standards.
STEM Project 6 Teachers will participate in a problem-based learning Goals 1 & 2
& Curriculum assignment in which they will examine various soil samples to
Alignment determine if they can support life. Teachers will then determine
how this particular activity will apply to content level standards.
STEM Project 7 Teachers will participate in a problem-based learning Goals 1 & 2
& Curriculum assignment in which they will create a system for school
Alignment recycling that will encourage more students to participate in the
recycling program. Teachers will then determine how this
particular activity will apply to content level standards.
Debriefing These discussions are meant to wrap up the days activities to Goal 1
ensure that all individuals see how the STEM project for the
day relates to content standards while also relating to the days
pedagogy discussion.

Participants will also be asked to participate in the Georgia Science Teachers Association (GSTA)

annual conference in which they will attend other courses which will serve to enrich their understanding of

the STEM program. Six teachers, one from each grade from each school, will be asked to present the

progress of their program at the conference to share with other teachers. This conference will take place

February 2-4, 2017 in Stone Mountain, GA. Teachers will be asked to present as part of the conferences

Engaging in STEM to Provide Context for Science topic to share with other teachers the best practices

that they have been able to implement with their own students.

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 According to Ayar and Yalvac, the best STEM programs are ones in which students are allowed

to spend time searching for the correct answers on their own (2016, p. 42). This idea has driven the

structure of the professional development program. Teachers will spend time acting as a student in which

they will go through various projects in search for an answer to a problem. This will then demonstrate to

teachers the types of lessons that can be done in the classroom. Teachers will then spend time planning

their own lessons and sharing them with the group with regard to various content standards. Teachers will

share these projects with one another and also share the experience with their own students to report

back to the group.

Project Evaluation

Project evaluation is meant to determine if the main goals of the project have been met. Its

important that any coordinator receives feedback on the efficacy of a program in order to determine if the

needs of the school and its students have been met. The information provided by the program evaluation

will help to determine if the program itself has followed through on the promises of proving a professional

development that will result in an enriching environment for the students. The information from the

program evaluation will help to shed light on how to proceed in the future with any other professional

development programs. An external evaluator will be able to objectively provide feedback about the

program so that all stakeholders are given data.

External Evaluator

These statements will be evaluated by an external evaluator by the name of Dr. Adriana DAlba

who is currently a professor at the University of West Georgia in the Instructional Technology department.

She will be compensated for her time as outlined in the Project Budget (Appendix 1). It will be the

responsibility of Dr. DAlba to analyze the data to determine if there have been appropriate gains in the

goal areas of math and science in order to determine if this professional development opportunity has

been effective. Dr. DAlba is uniquely qualified to carry out this task as it is her responsibility to evaluate

the professional standards are being met by teachers as they work through their own professional

development and course work in Instructional Technology. It will be the job of Dr. DAlba to determine the

fidelity of the program, if there are any unexpected outcomes that have arisen, and finally to make

12
recommendations for future programs. By defining the areas of strength of the program she will provide

the program director with the information necessary to go forward with future programs in the future.

Data Collection and Schedule

Project evaluation will take place in three main parts. There will be a pre and post assessment for

the teachers during the summer workshop. Another pre and post assessment will take place for the

teachers during the school year workshops as well. These assessments will be used to determine how

well teachers are using the resources provided in order to create lessons for their students that are meant

to close the achievement gap between students. Finally, students will participate in a pre and post

assessment survey to determine if their opinions towards math and have science have changed over the

course of the program. The pre and post assessments will be in the form of questionnaire surveys using

Likert Scale questions. Please see the assessment surveys in Appendix D. The following schedule will be

used to gauge impact of the goals and objectives.

Data Collection Schedule

Method of Data
Date Goal Measured Objective Measured
Collection
th
July 24 Teacher Pre Test 1&2 All
Beginning of the Student Pre Test 3 B, C
School Year
April Student Milestone 3 A
Test Data
End of the School Year Student Post Test 3 B, C
May 31st Teacher Post Test 1&2 All
Ongoing Teacher provided 1&2 All
lessons to
demonstrate
understanding

Process Evaluation

The process of the professional development will be measured by Dr. DAlba by her assessment

of daily agendas in order to determine if the goals and objectives were addressed on a regular basis. This

will give the project evaluator insight into the types of activities that happened on a daily basis. The

project evaluator will also examine sign-in sheets to determine that all participants were present during

the dissemination of information. This will allow the evaluator to see if there are any potential gaps with

13
individuals who may not have attended each day of the training. The evaluator will also record

demographic data of the teachers and students involved in order to provide a clearer picture of the

possible outcomes. As was done in

Outcome Evaluation

The outcome of this initiative will be measured using the pre and posttest survey data from both

the teachers and the students. The survey data, which is provided in Appendix D, will provide insight into

the pedagogical and technological knowledge that the teachers have gained over the course of the

program. The student surveys will also provide insight into the students learning and if their perceptions

of math and science have been affected over the course of the professional development. After these

surveys have been administered the evaluator will also collect data with regards to the Milestone

Assessment Data to determine if there have been any student gains in content understanding. This will

then be compared to their own perceptions to see if any gains have been made. It is important that

teacher and student data is compared side by side to see if the students understanding was affected by

the increase in teaching skills. The logic model below illustrates the types of resources activities, and

expected outcomes of this program.

Input Activities Outputs Outcomes Evaluation

$32,485.6 Teachers Participatin STEM Pre and

5 participate g teachers courses Post
STEM in STEM will be that are Teacher
curriculum projects to teachers engaging surveys
and learn from for teacher
resources processes Eagles students growth
of Landing Increased Pre and
program . Middle teacher Post
Teachers School and understan Student
generate Henry ding of surveys
STEM Country science will
lessons Middle content determine
aligned to School and student
curriculum Students pedagogy growth
of each will Increased with
participate student a regard to
in the teacher smath and
program use of science
technology perception
in the Student
classroom tests
scores will
determine
efficacy of
teaching

14
 The evaluation of this program will provide insight into the efficacy of the program and how future

programs will be carried out. It will be important that the program evaluator provides feedback that allows

the program director to make plans for future professional development opportunities. This feedback will

also determine if the partnerships of the program will indeed be able to support the program and all of the

intended target individuals. During the evaluation process the partnerships created will need to be

evaluated periodically to determine if the partnership is viable for the future. Educational partnerships are

an important part of the process as it will provide teachers with greater content and pedagogical

understanding about the efficacy of this type of program in the future.

Partnerships

As with anything in education, partnerships are a vital component for many institutions.

Educational partnerships may help to provide insight into new ways of doing things which may help those

teachers who struggle with trying to figure out how to manage a classroom and this new teaching style. It

may be daunting for some teachers to begin the process of teaching in a new format that requires them to

take a step back as students take more control of their education. Those individuals who may be more

experienced or skillful may be able to help the recruits to understand methods, and tools to help facilitate

their use in the classroom setting (Ayar & Yalvac, 2016, p. 41). It is hopeful that these partnerships will be

the beginning of a relationship that will build for years to come and provide resources to the teachers in

the classroom.

Partners

This project will require the coordinated efforts of multiple individuals. The science content

experts at the Tellus Science Museum will be needed to participate in this project so that they can provide

the science content necessary to provide teachers with background information for incorporating a STEM

curriculum into a middle school. The instructors at Tellus are well-versed in creating curricula for students

that are engaging and rigorous will help to engage more students in the program. The instructional

technology specialist for Henry County will also be needed participate in the program to train teachers in

the use of technology in the classroom so that they will be more able to utilize the available technology for

the future course work. Often the available technology is overlooked in the classroom and newer

15
technology is adopted without much attention being paid to the previous technology and what it could

have contributed to the process. Often times the prior technology would have been sufficient with proper

training.

Participant Recruitment

Participants will be members of both Henry County Middle School and Eagles Landing Middle

School. Teachers will be encouraged to apply by their administration in an effort to impact teacher and

student learning. Only those teachers in the math and science departments will be eligible to apply. Those

teachers who are currently using technology in the classroom will be strongly encouraged to attend, but a

high level of technology integration is not required to be eligible. If more than fifteen teachers apply to the

program selection will be made so that no more than two math and science teachers from each grade

level and school are eligible to attend. This will help to ensure that there is the opportunity for vertical

teaming in the future so that more students are exposed to the concepts of STEM.

Conclusion

This professional development opportunity will provide teachers with the opportunity to grow and

develop new skill sets that will impact student learning for the future. Upon completion of this program

teachers will be able to create and assess lessons that incorporate STEM skills in the classroom.

Teachers will become a part of a professional learning community that will help to provide support as they

move through the program and begin to develop new content related lessons that will have a positive

impact on student test scores in these low performing schools. Because math and science fields are

increasing quickly in society it is important that students are prepared for the type of thinking and skills

required in these fields. By providing teachers with a background in this type of learning, students will be

more able to perform at the levels required in these fields in order to be successful. This will also result in

greater student achievement while still in school as students will be exposed to content at a higher level.

As was described by Hsieh, Cho, Liu, and Schallert if a student is more likely to feel that they are

competent in their understanding of math and science then they are more likely to perform well on

science and math assessments (2008, p. 45). Through this program students will increase their

confidence in both math and science while also increasing their achievement in each subject area.

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 The appendices that follow will provide greater understanding of the types of resources that will

be provided during the course of the program. Further information will include the project budget, and

budget summary that will outline how much money is needed and specific reasons as to why and how the

money will be used by the project director. The project capacity will outline the project team and the

facilities used during the course of the program. The final appendix will provide the data collection

instruments that will be used by the program evaluator to determine the effectiveness of the program.

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Appendix A Budget Summary

Please see attached Budget Summary

18
Appendix B Budget Narrative

Personnel and Fringe Benefits

Nancy Curran has been the sole writer of this grant proposal. Various types of evidence including

information from school strategic plans and testing data were used in order to determine the need for this

type of professional development. She will be the lead instructor for this program and will be responsible

for creating the nine STEM projects in which the teachers will participate. She will also be responsible for

recruiting the 15 participants for the summer workshop and follow up sessions. Grant funding will be

$6,550.55 for the summer program and $2,124.50 for the school year program for a total of $8,675.05.

There will also be an individual who will work as the Workshop Facilitator. This individual will be paid $300

per day over the course of the program plus one day for planning purposes to ensure that they have all of

the materials necessary to implement the program.

Support Personnel

The Curriculum Coordinator for the Tellus Science Museum will be paid a total of $700 in order to

create an interactive lesson in which the teachers will be able to participate in during the summer

workshop. This individual will travel to the participants and bring resources that will help to explain the

type of curriculum that will be created. This individual will also answer questions about the implementation

of this type of program with the students in order to provide expertise.

Participant Costs

Participants will receive a total of $500 in order to participate in this program. Participants will also

be able to earn a total of 6 PLUs in order to earn credit toward recertification. 70% of this stipend will be

paid to participants upon the completion of the summer workshop and 30% will be paid upon completion

of the program. The total stipend cost for the program will be $500 x 15 participants for a total of $7,500.

Individuals will participate in a total of five days of instruction during the summer workshop and four

subsequent days during the school year. Teachers will be informed of these dates during the recruitment

process.

Travel

19
 All fifteen participants will attend the GSTA conference in Stone Mountain, GA in order to

participate in other professional development sessions to enrich this experience. A total of six of the

teachers will also present the findings from this program during the conference in order to share with

other individuals. These six individuals will comprise one teacher from each subject area from each

school. They will be determined by the project leader as the individuals who have best illustrated the

ability to incorporate these lessons into their own classroom. All six individuals will be given a total of $650

to cover expenses for this trip ($150 registration, $300 lodging, $100 mileage and $100 for meals.

The summer workshop and subsequent school year sessions will take place at Henry County

Middle School. Travel expenses will not be required for these dates.

Additional Costs

Lunch will be provided for the participants only for one day during the summer session, at $9 for

fifteen individuals this cost will be $135. The two team members will be provided lunch all five days of the

summer session and all four days of the follow-up sessions. At $9 each for two team members, the cost

will come to $90 for the summer session and $136 for the follow-up sessions totaling $126.

Evaluation Costs

The Evaluation Consultant for this project will be Adriana DAlba. Her fee will $3,000 with half

being paid in the summer and half being paid at the completion of the program in the spring of 2018. Her

responsibilities include the evaluation of the full scope of the project, determining the outcome for each

objective, and providing recommendations for future endeavors.

Supplies

Each participating teacher will receive the reading materials that support the content for this

endeavor. Teachers will be provided with a notebook with the required reading for each days content so

that they can participate in the STEM discussions throughout.

Item Cost per participant Total cost

Notebook and printing cost $10 $150
Carolina STEM Challenge: $52 $260

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Structures - Item # 750044

6th Grade Teachers (5)

Carolina STEM Challenge: $43.75 $218.75

Crystal Growing Kit Item #

820105

6th Grade Teachers (5)

Flinn Sci Digestive Enzyme at $44.35 $221.75

Work Kit Item # FB1862

7th Grade Teachers (5)

Carolina STEM challenge: $75 $375

Trebuchets Kit Item # 750056

8th Grade Teachers (5)

Caroline STEM Challenge: $54.95 $274.75

Separation of a Mixture Kit Item

# 820109

8th Grade Teachers (5)

Total $1500.25

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Appendix C: Capacity (Project Team and Facilities)

This type of project would be impossible to undertake without the help of multiple individuals.

Over the course of this project the project director will enlist the help of a variety of individuals from a

multitude of institutions. These individuals will help to ensure that the planning, implementation, and

evaluation of the process are carried out smoothly for all participants. These individuals will be

compensated for their time per the budget summary provided. Below is a list of the team members that

will be involved in this program.

Program Director

Nancy Curran will serve as the Program Director. She is currently working to attain her

Educational Specialist degree from the University of West Georgia in Instructional Technology. Her prior

educational career consists of a Bachelors degree in Science Education from Florida State University,

and a Masters degree from Kennesaw State University in Instructional Technology. She is currently

working as a teacher at Harrison High School. Her role in this program will be to ensure that the facilities

are secured, and that all program materials are provided to the participants. It will also be her

responsibility to coordinate all efforts between the rest of the project team and to make certain that the

budget is adhered to properly.

Workshop Facilitator

Paulette Allard will serve as the Workshop Facilitator. Paulette is currently a science teacher at

Harrison High School and has created a STEM curriculum that incorporates a Project Lead the Way

(PLTW) curriculum into her biology teaching standards. She will be able to assist teachers with

implementing problem-based learning into their content standards. Paulette currently holds an

Educational Specialist degree from Kennesaw State University in Instructional Technology. Paulette is

also the current Cobb County Teacher of the Year and has a deep understanding the importance of rigor

in education.

Henry County Instructional Technology Specialist

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 This individual will be present throughout the program to assist teachers with the various types of

technology that can be used during the implementation of a STEM program in their classroom. When

necessary he or she will provide training for those teachers who may need additional support in

understanding how to use the current classroom technology. This individual is a member of the Henry

County School System and will be under contract during the program, which will not require their salary to

be supplemented during the program. This individual will have in depth knowledge of the resources

available to the teachers in this county along with the skills necessary to train teachers who may need

additional support.

Program Evaluator

The program evaluator is Dr. Adriana DAlba who is currently a professor at the University of West

Georgia in the Instructional Technology department. It will be the responsibility of Dr. DAlba to analyze

the data to determine if there have been appropriate gains in the goal areas of math and science in order

to determine if this professional development opportunity has been effective. Dr. DAlba is uniquely

qualified to carry out this task as it is her responsibility to evaluate the professional standards are being

met by teachers as they work through their own professional development and course work in

Instructional Technology. It will be the job of Dr. DAlba to determine the fidelity of the program, if there are

any unexpected outcomes that have arisen, and finally to make recommendations for future programs.

Facilities

The facilities for this program will be provided by Henry County Schools. All program activities will

take place in the media center at Eagles Landing Middle School, a central location within the county. The

media center will provide a projector for all content so that teachers can see what is being presented. The

school will also provide tables and workspace for teachers to work and collaborate. Because this initiative

will not interfere with any other professional development or school activities, there will be no additional

cost to the program.

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Appendix D: Data Collection Instrument

Teacher Pre-Test

Please answer each of the following questions related to your understanding of STEM pedagogy and

technology use in the classroom.

Strongly Agree Neither agree Disagre Strongly

agree nor disagree e disagree
1. Problem-based learning is an effective
way to teach content.
2. I feel that STEM learning is an important
way to build confidence in students.
3. Technology can help to enhance
instruction in the math and science
classroom.
4. Technology can be a distraction in the
classroom.

5. How often do you use technology in your classroom? ______________________________________

6. How often do your students use technology in your classroom? ______________________________
7. What currently prevents you from incorporating technology in your classroom?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________
8. Why have you chosen to participate in this program?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

24
 Teacher Post-Test

Please answer each of the following questions related to your understanding of STEM pedagogy and

technology use in the classroom.

Strongly Agree Neither agree Disagre Strongly

agree nor disagree e disagree
1. Problem-based learning is an effective
way to teach content.
2. I feel that STEM learning is an important
way to build confidence in students.
3. Technology can help to enhance
instruction in the math and science
classroom.
4. Technology can be a distraction in the
classroom.

5. How often do you use technology in your classroom? ______________________________________

6. How often do your students use technology in your classroom? ______________________________
7. How has your attitude toward technology in the classroom changed over the course of this program?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________
8. What were some difficulties that you experienced over the course of this program?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

25
Student Pre-Test

Please answer each of the following questions related to your feelings toward math and science.

Strongly Agree Neither agree Disagre Strongly

agree nor disagree e disagree
1. I like math.
2. I like science.
3. I feel that Im good at math.
4. I feel that Im good at science.
5. I like the way that my instructors teach
math.
6. I like the way that my instructors teach
science.
7. I will likely pursue a career in math or
science.

8. What is your biggest challenge in your math and science classroom?

________________________________________________________________________________

________________________________________________________________________________
9. How would you like to be taught math and science?

________________________________________________________________________________

________________________________________________________________________________

26
Student Post-Test

Student Pre-Test

Please answer each of the following questions related to your feelings toward math and science.

Strongly Agree Neither agree Disagre Strongly

agree nor disagree e disagree
1. I like math.
2. I like science.
3. I feel that Im good at math.
4. I feel that Im good at science.
5. I like the way that my instructors teach
math.
6. I like the way that my instructors teach
science.
7. I will likely pursue more math and
science classes in the future.
8. I will likely pursue a career in math or
science.

9. Has your perception of math and science changed over the last year?

________________________________________________________________________________

________________________________________________________________________________
10. What was your favorite type of learning activity that you participated in this school year?

________________________________________________________________________________

________________________________________________________________________________

27
References
Ayar, M. C., & Yalvac, B. (2016). Lessons learned: Authenticity, interdisciplinarity,
and mentoring for STEM learning environments. International Journal of
Education in Mathematics, Science and Technology, 4(1), 30-43.
Henry County Middle School. (2015). Title I Schoolwide/school improvement plan.
Georgia. Retrieved August 31, 2016, from
http://schoolwires.henry.k12.ga.us/Page/35041
Henry County Schools. (2016, June). Eagle's Landing Middle School continuous
school improvement plan. Georgia. Retrieved August 31, 2016, from
http://schoolwires.henry.k12.ga.us/domain/2698
Hsieh, P., Cho, Y., Liu, M., & Schallert, D. L. (2008). Examining the interplay between
middle school students' achievement goals and self-efficacy in a technology-
enhanced learning environment. American Secondary Education, 36(3), 33-
50.
Liu, M., Wivagg, J., Geurtz, R., Lee, S. T., & Chang, H. M. (2012). Examining how
middle school science teachers implement a multimedia-enriched problem-
based learning environment. The Interdisciplinary Journal of Problem-based
Learning, 6(2), 46-84.
Stohlman, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching
integrated STEM education. Journal of Pre-College Engineering Education
Research, 2(1), 28-34.

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