The grant application that you see below was crafted using the GRANTSUCCESS system. You will be able to see how many of the suggestions that I have made in presentations and powerpoints are present in this document.
Crothersville Community Schools has 550 students in grades K-12, 40 classroom teachers and 4 administrators. The corporation is seeking $200,000 in funding to support a long term commitment to academic excellence. The Crothersville Community School Corporation’s vision for Project TIGERS (Technology Innovations Generating Engaging Rigorous Studies) is to continuously improve core subject classroom teaching and learning by implementing and sustaining an innovative, 21st century teaching and learning ecosystem. This ecosystem will be characterized by: 1) sustained faculty engagement with the Learning Connection; 2) data-based instructional design, 3) the integration of proven and emerging technologies; 4) a constructivist teaching and learning culture; 5) ubiquitous student Internet access with selected mobile learning devices; 6) expanding digital curriculum resources, and 7) embedded, concerns-based professional development. Project TIGERS has been conceptualized based on accumulated and proven beliefs about the role of technology in teaching and learning.
Since fall 2006, the CCSC has made vision driven, targeted infrastructure improvements, increased investments in professional development and increased enrollments in professional learning communities. These investments and related progress have been dedicated to Indiana’s 90/25/90 vision. Progress on existing initiatives include: 1)100% faculty enrollment in Indiana’s Learning Connection: 2) improved math and language arts scores; 3) expanded AP, IB, and dual credit courses; 4) a graduation rate that exceeds 90% 5) increased participation in online assessment for ISTEP+ and ECAs: 6) a commitment to activate textbook waivers in favor of digital curriculum resources; 7) increased systemic efficiency and increased strategic partnerships.
Project TIGERS is structured around five (5) goals, fourteen (14) Objectives and forty-seven (47) nested project Actions with related Metrics. The Actions for each Objective are included in the project timeline and relate to each numeric Objective. A Project Action Evaluation Template (PAET) will be developed by the Project TIGERS Leadership team to assess progress on each Action. The Project TIGERS Leadership Team includes representative faculty, district administrators, the Director of Technology and SWAT (Student Working to Advance Technology) team members each with a (2) two year history supporting building technology integration.
Since fall 2006, Crothersville Community School Corporation (CCSC) has made vision driven, targeted infrastructure improvements, increased investments in professional development and increased enrollments in professional learning communities. These investments and related progress have been dedicated to Indiana’s 90/25/90 vision.
Math and Language Arts: Students at Crothersville Junior-Senior High School (CJSHS) have improved several percentages in the last 2 years in meeting the 90% performance target in math and language arts. In 2009 in math, 41% of students passed the Algebra 1 End Of Course Assessment and in 2010 the percentage increased 9% to a 50% passing rate. During the retest, the percentage passing was 69%. In the English 10 End Of Course Assessment, 60% of first time testers passed and when retested in December 2010, 80% passed.
Dual Credit Courses: Continue to increase enrollment in courses such as Dual Credit, AP, and IB. The number of students enrolled in Dual Credit Courses has increased from no participation in 2008 to nearly 135 students. CCSC alignment with Ivy Tech has allowed them to be leaders in dual credit course achievement in the State of Indiana. Students are currently enrolled in Algebra 2, Calculus, Pre-Calculus, English 12, Speech, Education Professions, Agriculture Business and Farm Management, and Survey of Horticulture dual credit classes.
Graduation Rate: CJSHS has averaged an 86.4% graduation rate over the last three years. Since 2008, CJSHS has met or exceeded the 90% graduation rate two out of three years. CCSC is filled with a diverse socioeconomic makeup. The free-reduced rate is 4.9% above state average of 43.9% at a total of 48.8% . The CCSC special needs population is 5.4% over the state average at 14.3%. This diversity has lead the corporation to investigate and implement new high-tech initiatives within the school to assist in sustaining a high graduation rate.
Infrastructure and Software: The 2009 Technology Plan Grant ($113,000) supported 1:1 labs for completing targeted high school writing assignments. Middle school teachers have access to computer labs in which writing assignments can be word processed. Middle school students currently have opportunities for extra online instructional support through programs such as Acuity, Study Island, and BuzzMath. These software programs support remediation and accelerated practice. A certified teacher has been made available to supplement classroom instruction prior to state testing.
Technology Conference: The summer of 2010, CCSC hosted the YOU + US Interactive Technology Conference to embrace innovative technology collaboration. About 15 superintendents and 80 technology directors from across Indiana attended. Several vendors took part including ENA, Apple Education, and Promethean. CCSC will continue hosting such events annually to provide a platform for greater awareness across the state.
Learning Connection Access: CCSC has 550 students in grades K-12, 40 classroom teachers and 4 administrators. All administrators and classroom teachers have been provided with full access to the Indiana Learning Connection. Each participant has the required login and username to their personalized dashboard. Professional development has been planned to ensure faculty capacity to integrate Learning Connection data bases into teaching and learning. CCSC staff will use this digital learning community to investigate new initiatives from technology innovative schools from across the state.
Participation in Online Assessment for ISTEP+ and ECAs: In spring 2011, 38 eighth grade students will test online with commitment to ISTEP+ test at all grade levels online during the 2011-2012 academic year. Since 2009, three English End of Course Assessments have been taken online. Biology and Algebra I will be moved online in the 2011-2012 academic year. Eleven faculty at CJSHS use online assessments for Acuity, Study Island, and Indiana High Achiever. Faculty also uses responders for real-time feedback during instruction.
Textbook Waiver Funds: CCSC annually spends $25,000 on textbooks. CCSC has gained a greater understanding of where textbook funds are utilized at the current time and supports initiative to transition to a digital learning environment. The High School Science Department, comprised of three teachers and approximately 288 students, is committed to utilizing the textbook waiver to select digital content for 2011-2012.
Efficiencies: CCSC will continue to improve efficiencies to greater leverage all available funds for technology integration by 1) Remove CCSC liabilities to maintain on site servers by integrating Google for e-mail; 2) House student data using cloud based services from Google; 3) Increase online program access by joining netTrekker and BrainPop consortiums; 4) Provide online academic information to parents using adopted student information systems; 5) Provide parental notifications using the corporation website; 6) Eliminate bulk purchasing of Microsoft Office software; 7) Employ a part time non certified technology maintenance specialist; 8) Leverage Acuity through participation in state Diagnostic Assessment Tools Grant.
Partnerships:CCSC will continue to leverage creative partnership with other educational entities across the state by 1) Cultivate productive vendor partnerships to support grant applications, external funding, product identification and professional development; 2) Expand partnership with Ball State Center for Technology in Education whose mission is to advance school technology, infrastructure, teaching practices and curriculum through research, development, and outreach initiatives that are incubated in Teachers College, transformed to professional services and catalyzed in schools; and 3) Continue developing collaboration among the Columbus Area Career Connection to improve academic achievement and career preparation as a platform for student learning.
The vision for Project TIGERS is to continuously improve core subject classroom teaching and learning by implementing and sustaining an innovative, 21st century learning ecosystem. Project TIGERS has five (5) Goals, fourteen (14) related Objectives (Strategies) and forty-seven (47) Actions (Metrics) nested under each objective. The primary goals of the project articulate how the vision will be shaped and operationalized. This ecosystem will be characterized by the following: 1) proven and emerging technologies; 2) access to digital curriculum in core subject areas; 3) embedded professional development that recognizes the developmental stages of technology integration and ground breaking innovation.
Trajectory and Evidence: The Project TIGERS application for Classroom Innovation has the full support and endorsement of the School Board and Superintendent. The Technology Mission Statement of Crothersville Community Schools incorporates technology with the curriculum to provide current educational opportunities for all students. Technology is used to enhance educational learning styles, academic preparation, workplace employment, and technology literacy. In 2010, CCSC was awarded a $113,000 Technology Plan Grant to implement 1:1 computing in CJSHS English classrooms.
Student Learning: Technology will serve as a platform for student learning: 1) Internet capable Android Tablet; 2) Central repository for all digital media on a MediaCast server; 3) Curriculum Loft digital curriculum tool. Android tablets will allow 9-12 grade students access to digital curriculum and will leverage the wireless infrastructure to be implemented in March 2011. The wireless infrastructure will allow streaming digital curriculum to the Android. The backbone for digital curriculum will be web based Curriculum Loft. This system will support development of digital content for core subject areas in a centralized online database. Content will be available across CCSC utilizing MediaCast. Device integration in a managed system will allow faculty to sync the device in the classroom providing students with 24/7 access.
Instructional Enterprise: TigerNet will be comprised of current and new infrastructure accumulated from the scope of the grant. Project TIGERS technology will serve the larger instructional enterprise in the following ways: 1) CCSC will utilize a new wireless environment; 2) CCSC invested $232,000 in interactive whiteboard technology for 43 (90%) classrooms; 3)Promethean Planet, Acuity, BuzzMath, and Study Island as online standards based resources; 4) Document cameras are utilized in select classrooms; 5) Faculty created Podcasts posted online with the use of Apple Wiki sites; 6) Three computer labs in CJSHS give on-demand access.; 7) CJSHS has integrated Google Gmail and Google Apps to deliver cloud based computing and teach 21st century learning skills; 8) Rosetta Stone has been implemented into the foreign language department with plans to provide it for all levels in the next year.
Project Implementation: Each Project TIGERS Action statement has a related evaluation Metric. A Project Action Evaluation Plan will be developed for each Metric. The project will proceed in four phases. Phase evaluations will occur to verify readiness. Project TIGERS will include an immediate inventory of existing hardware and software. Faculty will be organized into focus groups to revisit Project TIGERS goals and objectives. A classroom budget plan will be crafted to ensure technology needs are met.
Local Investment to Human Capacity: Project TIGERS will be characterized by embedded, systemic professional development components and will include: 1) Weekly technology professional development opportunities for faculty; 2) Faculty members attended the 2010 HECC Conference and the National Middle School Conference; 3) CCSC hosted the YOU + US Technology Fair; 4) CCSC hosted a Social Media Seminar in 2011.
Proposed project, program, or initiative.
Strength and Rationale: According to research, effective technology integration must happen across the curriculum in ways that deepen and enhance the learning process. Heidi-Hayes Jacobs stated (Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event.) In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals. Project TIGERS has been conceptualized based on accumulated and proven beliefs about the role of technology in teaching and learning. Properly used, technology will aid students in acquiring the skills they need to survive in a complex, highly technological, digital knowledge-based economy. CCSC is committed to integrating technology into classroom teaching and learning. The only place where digital content is rarely accessed to problem solve is K-12 content areas with a reliance on dated and expensive textbooks. The Internet connects students to experts in the real world and provides numerous opportunities for expressing understanding through images, sound, and text.
Project Outcomes: CCSC has outfitted K-12 classrooms with proven 21st Century productivity tools. Learning through projects, while equipped with technology tools, allows students to be intellectually challenged while preparing them for the technological realities of the workplace. Through projects, students in CCSC will acquire and refine their analysis and problem-solving skills as they work individually and in teams to find, process, and synthesize information they have found online. CCSC seeks to stay current with the newest technological tools for visualizing and modeling that offer students ways to experiment and observe phenomenon and to view results in graphic ways that aid in understanding. With technology tools and a project-learning approach, students stay engaged and on task, reducing behavioral problems in the classroom.
Conceptualization: Project TIGERS has been conceptualized to produce specific teaching, learning and corporation-wide outcomes that create a 21st century learning community. The project is dedicated to transforming the teaching and learning process in dramatically promising ways. The investment in mobile learning devices, digital curriculums, student response systems, and curriculum management software will create a 24/7 learning culture with the potential for student learning at the point of wonder.
Investment in Staff Capacity: The Concerns Based Adoption Model (CBAM) for professional development will invite classroom teachers to complete an online survey for each innovation. This survey will indicate the level of concern (Information, Operation, Management or Impact) reported by each classroom teacher. Once this level of concern is identified, the professional development event can be structured to meet the expressed need (Susan Loucks-Horsley, 1996).
Curriculum Goals: Managed Android based tablet and digital curriculum access will create system wide potential for differentiated instruction. Faculty will be able to develop different levels of assignments, completed at different times and places, to increase student engagement and achievement. Curriculum will be integrated into Project TIGERS utilizing web based constant access from the wireless infrastructure TigerNet.
Model School District: An important objective of Project TIGERS is to provide a prototype site to advance the State of Indiana’s vision for a 21st Century teaching and learning ecosystem. The Objectives and Actions nested within the Goals of Project TIGERS commit CCSC to state-wide leadership by example.
GOALS, STRATEGIES, AND METRICS
Project TIGERS has five (5) Goals, fourteen (14) Objectives and forty-seven (47) nested Actions with related Metrics included in the grant timeline. A Project Action Evaluation Template (PAET) will be developed by the Project TIGERS Leadership Team to assess progress on each Action.
Goal #1: Continuously improve CCSC K-12 student achievement, advanced course enrollment and graduation rates to advance State of Indiana 90/25/90 goals.
Objective 1.1 Increase HS student achievement in language arts and math at or above 90%.
Objective 1.2 Improve HS enrollment at or above 25% in AP, IB, and Dual Credit coursework.
Objective 1.3 Improve and sustain a graduation rate over 90% through the advancement of a digital learning community.
Goal #2: Improve classroom teaching and learning in core subject areas through an innovative, transformative, systemic, and sustained 21st century learning ecosystem.
Objective 2.1 Increase stakeholder enrollment, participation and application in Indiana’s Learning Connection culture.
Objective 2.2 Link school leaders, faculty, students, and parents through the implementation of the TigerNet virtual communication system.
Objective 2.3 Improve collaboration among regional, national, and international learning communities through TigerNet.
Goal #3 Create an authentic constructivist teaching and learning culture that features ubiquitous student access to selected mobile learning devices and 21st century productivity tools.
Objective 3.1 Enable K-12 students to have 24/7 access to digital content and online curriculum.
Objective 3.2 Transform conventional, classroom based instruction into differentiated, data accessible, standards based teaching and learning.
Goal #4: Increase the knowledge of corporation teaching and learning faculty applications of available instructional and assessment data bases.
Objective 4.1 Integrate assessment data for data based instructional design.
Objective 4.2 Integrate digital curriculum resources to transform instructional quality and impact school policy.
Objective 4.3 Increase student participation in online assessment through leveraged corporation technology.
Goal #5: Support stakeholder collaboration, systemic innovation, and data-based pedagogical transformation through an embedded professional development support system.
Objective 5.1 Provide faculty with building level professional development opportunities.
Objective 5.2 Support faculty collaboration with a dynamic professional development community.
Project TIGERS will proceed in four phases: 1) Needs Identification and Selection; 2) Purchasing and Installation 3) Professional Development and 4) Implementation and Integration and 5) Evaluation. Action statements are organized with the appropriate phase of the project. Dates and evaluation metrics are assigned to each Action.
Phase One: ( 5/1/10 to 2/1/11) Needs Identification and Selection
Action 1.2.1 (date) Establish partnerships with accredited LEA’s. Metric:
Action 1.2.4 (date) Increase the number of students enrolled in AP, IB and Dual Credit courses. Metric:
Phase Two: ( 6/1/11 to 8/1/11) Purchasing and Installation
Action 3.1.4(date) Integrate existing HS wide Promethean Board systems. Metric:
Action 5.1.1: (date) Hire a part time Technology Integration Specialist. Metric:
Action 3.1.3 (date) Provide embedded Waldo Android Slate to all stakeholders. Metric:
Action 3.1.6 (date) Increase student access to all digital library/media content from the Waldo
Action 3.1.5 (date) Integrate Front Row digital audio devices. Metric:
Action 4.2.1 (date) Increase selected digital content through approved textbook waivers. Metric:
Action 3.1.2(date) Purchase a wireless, Internet capable, Waldo Android Slate device to access digital curriculum from school and home. Metric:
Phase Three: ( 8/15/11to 8/15/12) Professional Development
Action 2.3.1 (date) Advance hybrid visual learning environment through the integration of a Skype environment. Metric:
AC 1.1.3 (date) Provide differentiated instruction through embedded and systemic professional development Metric:
Action 2.1.2 (date) Design and implement embedded professional development experiences targeting instructional applications from learning connection data. Metric:
Action 2.2.1 (date) Support collaboration in all core content areas with Gmail, Google Docs and Class IO. Metric:
Android Slate through the integration of OverDrive. Metric:
Action 3.3.1 (date) Integrate standards based online resources like Study Island, BuzzMath, Acuity, and Learn 360 Metric:
Action 3.3.2(date) Integrate online standards based lesson planning resources like ActivInspire, Curriculum Loft, and Promethean Planet. Metric:
Action 3.3.3 (date) Continue the application of learner response systems (“clickers”). Metric:
Action 4.3.2 (date) Increase Algebra 1 faculty access to Junior High Acuity data. Metric:
Phase Four: ( 8/15/11 to 8/15/12 Implementation and Integration
Action (AC) 1.1.1 Integrate online assessments such as Acuity, Study Island, ExamView Metric:
Action 5.1.3: (date) Introduce and develop alternative instructional models that integrate productivity tools. Metric:
Action 4.2.2 (date) Improve instructional quality and facilitate student learning through the integration Curriculum Loft. Metric:
Action 4.2.3 (date) Integrate digital media content into the current curriculum using Learn 360. Metric:
Action 4.2.4 (date) Create personal access to streamed digital curriculum with MediaCast. Metric:
Action 4.2.5 (date) Integrate PD 360 into professional learning communities. Metric:
, and Curriculum Loft to support data based instructional design. Metric:
Action 2.3.2(date) Provide a local visual access platform for collaboration with international resources through of integration MediaCast. Metric:
Action 3.1.1(date) increasing student access to wireless access points (WAP) by providing K-12 student access Metric:
Action (AC) 1.1.1 Support databased instructional design through the integration of online assessments such as Acuity, Study Island, ExamView, and Curriculum Loft. Metric:
AC 1.1.2 (date) Increase differentiated instructional design and implementation through technology integration. Metric:
Action 2.2.2 (date) Encourage online faculty collaboration between core academic areas through integration of Curriculum Loft. Metric:
AC 1.1.4 (date) Support the systemic evaluation of “value added” student achievement through the Integration vendor and faculty designed assessment tools. Metric:
Action 5.1.2 (date) Task the Technology Integration Specialist to support the implementation of productivity tools. Metric:
Action 1.2.2 (date) Integrate a “Personal Virtual Course Plan” (PVCP) template into student advising system supported by the Harmony system. Metric:
Action 1.2.3 (date) Advance academic rigor by increasing the number of AP, IB, and Dual Credit course offerings available to students.
Action 1.3.1 (date) Continuously improve educational guidance and information sharing through the integration of online student information systems. Metric:
Action 4.1.1 (date) Provide collaborative training on Acuity. Metric:
Action 5.1.4 (date) Provide faculty with innovative strategies for technology integration and data-based instructional design. Metric:
Action 5.2.1: (date) Support innovative technology and integration design through dedicated faculty meetings. Metric:
Phase Five : ( 5/1/10 to ongoing) Evaluation
Action 1.3.2 (date) Systemically improve the reporting of student, school and corporation academic results and career opportunities with the stakeholder community. Metric:
Action 2.1.1 (date) Maintain administrative and faculty enrollment in Learning Connection at 100%. Metric:
Action 2.1.3 (date) Assess student academic growth through the application of “Student Growth Model”. Metric:
Action 4.1.2 (date) Assess student academic growth through the application of through “Student Growth Model”. Metric:
Action 4.1.3 (date) Apply Acuity data to increase ISTEP+ scores. Metric:
Action 4.3.1(date) Increase online ECA testing and ISTEP+ testing to 100% for all eligible participants. Metric:
Action 5.1.5 (date) Implement the Concerns Based Adoption Model (CBAM) as an online system for assessing different levels of faculty concern for any innovation. Metric:
Action 5.2.2: (date) Create a faculty summer “Curriculum Creation Lab.” Metric:
Action 5.2.3 (date) Incorporate PD 360 into curriculum and technology integration. Metric:
Action 5.2.4 (date) Verify faculty 24/7 access to PD content and curriculum. Metric:
Action 5.2.5 (date) Expand the partnership with higher education. Metric:
Action 5.2.6 (date) Become a “Model” for technology supported 21st century teaching and learning. Metric: