Standard 1.3 - Policies, Procedures, Programs and Funding
Candidates research, recommend, and implement policies, procedures, programs and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. Funding strategies may include the development, submission, and evaluation of formal grant proposals. (PSC 1.3/ISTE 1c)
Artifact - CINS Grant Application
Reflection
In today’s economy, schools often need to seek funding from outside sources in order to provide services to students, particularly for small groups or seeking specialized equipment or services. This fall I collaborated with our school’s ESOL teacher to develop a grant for a neighborhood civic association that supports public schools in Atlanta. The application, which was partially funded, demonstrates my ability to research and recommend programs for funding opportunities and assist in implementing procedures and programs funded through external sources. I wrote and submitted the final grant application on October 3, 2013.
Each year, the Council of Intown Neighborhoods and Schools (CINS) issues grants in amounts up to $1000 to teachers for innovative projects. As I researched my Capstone project and learned about assistive technology, I decided to apply for a CINS grant to support English language learning students at my school. Literature reviewed for my research proposal involving the use of electronic books indicated that “considerate” electronic books, those with read-aloud features, animation, glossary, searchable text, and notation and highlighting features, contributed to improved vocabulary and comprehension among students with disabilities, language learning students, and very young students. I had also seen first-hand how energized ELL students were by using my iPad in the library as a translating device. Our school system already has a collection of electronic books in our shared catalog, however not all of these are “considerate” ebooks, and many are written for a middle and high school audience. Therefore, we decided to target the grant for an iPad that our school’s ESOL teacher could use in her classroom, as well as eight considerate ebooks written for elementary students. Also, to target academic vocabulary needs, we included word-to-word dictionaries in ten languages, since these items are approved for use by students in English language instruction program when they take the CRCT as long as this is noted in their instructional plans.
The grant was awarded in the amount of $660 to support purchase of the ebooks and word-to-word dictionaries. Receiving this amount was still significant, and allowed us to immediately purchase the dictionaries and begin to select appropriate ebooks. I found a slightly less expensive option for the word-to- dictionaries, and was able to purchase sets for mathematics, science, and social studies in twelve languages, to allow for new students enrolled after the application was submitted. I processed the items into the library collection and implemented a check-out policy so each 3rd, 4th and 5th grade student who needed the vocabulary cards could keep them in their binders for use during class as needed. The ESOL teacher distributed the dictionaries, laminated cards, to the students in their homerooms and communicated their use and importance directly to the classroom teachers. I consulted with the students before purchasing ebooks to guarantee their interest, and trained the students in accessing and downloading electronic books from the library.
This was not the first grant application I have written successfully, but in developing this grant I learned more about the importance of collaboration with colleagues on innovative projects with great potential. I could have written an application for ebooks by myself, but working with the ESOL teacher to identify a need and develop an implementation strategy made our application more effective, especially when considered in the context of improving science understanding as described by our school improvement plan. As I pursue future grants funds, I will focus smaller awards on acquiring ebooks and other resources, and use larger potential grant sources specifically for technology tools. As my school transitions into a charter academy this year, it is more important than ever that I hone my grant-writing skills and research more potential funding sources, especially larger sources, to supplement the school’s technology and library budget.
The work that went into creating this grant application will benefit student learning by providing instructional resources specifically for our English language learners in the areas of science, mathematics, and social studies. This can be measured by improved academic vocabulary knowledge and achievement on unit assessments, benchmark assessments and the CRCT. Additionally, use of the considerate nonfiction ebooks by students with disabilities as well as struggling readers should help improve their content learning and interest in reading, as demonstrated through their improved CRCT performance, unit assessments, and benchmark tests.
In today’s economy, schools often need to seek funding from outside sources in order to provide services to students, particularly for small groups or seeking specialized equipment or services. This fall I collaborated with our school’s ESOL teacher to develop a grant for a neighborhood civic association that supports public schools in Atlanta. The application, which was partially funded, demonstrates my ability to research and recommend programs for funding opportunities and assist in implementing procedures and programs funded through external sources. I wrote and submitted the final grant application on October 3, 2013.
Each year, the Council of Intown Neighborhoods and Schools (CINS) issues grants in amounts up to $1000 to teachers for innovative projects. As I researched my Capstone project and learned about assistive technology, I decided to apply for a CINS grant to support English language learning students at my school. Literature reviewed for my research proposal involving the use of electronic books indicated that “considerate” electronic books, those with read-aloud features, animation, glossary, searchable text, and notation and highlighting features, contributed to improved vocabulary and comprehension among students with disabilities, language learning students, and very young students. I had also seen first-hand how energized ELL students were by using my iPad in the library as a translating device. Our school system already has a collection of electronic books in our shared catalog, however not all of these are “considerate” ebooks, and many are written for a middle and high school audience. Therefore, we decided to target the grant for an iPad that our school’s ESOL teacher could use in her classroom, as well as eight considerate ebooks written for elementary students. Also, to target academic vocabulary needs, we included word-to-word dictionaries in ten languages, since these items are approved for use by students in English language instruction program when they take the CRCT as long as this is noted in their instructional plans.
The grant was awarded in the amount of $660 to support purchase of the ebooks and word-to-word dictionaries. Receiving this amount was still significant, and allowed us to immediately purchase the dictionaries and begin to select appropriate ebooks. I found a slightly less expensive option for the word-to- dictionaries, and was able to purchase sets for mathematics, science, and social studies in twelve languages, to allow for new students enrolled after the application was submitted. I processed the items into the library collection and implemented a check-out policy so each 3rd, 4th and 5th grade student who needed the vocabulary cards could keep them in their binders for use during class as needed. The ESOL teacher distributed the dictionaries, laminated cards, to the students in their homerooms and communicated their use and importance directly to the classroom teachers. I consulted with the students before purchasing ebooks to guarantee their interest, and trained the students in accessing and downloading electronic books from the library.
This was not the first grant application I have written successfully, but in developing this grant I learned more about the importance of collaboration with colleagues on innovative projects with great potential. I could have written an application for ebooks by myself, but working with the ESOL teacher to identify a need and develop an implementation strategy made our application more effective, especially when considered in the context of improving science understanding as described by our school improvement plan. As I pursue future grants funds, I will focus smaller awards on acquiring ebooks and other resources, and use larger potential grant sources specifically for technology tools. As my school transitions into a charter academy this year, it is more important than ever that I hone my grant-writing skills and research more potential funding sources, especially larger sources, to supplement the school’s technology and library budget.
The work that went into creating this grant application will benefit student learning by providing instructional resources specifically for our English language learners in the areas of science, mathematics, and social studies. This can be measured by improved academic vocabulary knowledge and achievement on unit assessments, benchmark assessments and the CRCT. Additionally, use of the considerate nonfiction ebooks by students with disabilities as well as struggling readers should help improve their content learning and interest in reading, as demonstrated through their improved CRCT performance, unit assessments, and benchmark tests.