Grantee Archive

In their study group, Ms. Hjelle and her colleagues learn reading achievement research applications. Study group members observe each other’s classroom teaching to analyze how faculty use reading strategies across content areas, and develop a common framework for teaching reading across curricula.

To improve writing instruction and assessment at Snowshoe Elementary School, Ms. Powell pursues advanced study in the 6+1 Traitú writing model through the Northwest Regional Educational Laboratory. She uses this training to provide peer assistance and coaching to colleagues in her school.

With "Living and Working in Space," Ms. Holmes and Ms. Lindsay collaborate with NASA education specialists, local scientists, and engineering students to create a scientific design challenge to teach their fourth-grade students about Newton’s Laws and introduce them to careers in science. Students work in teams to develop a balloon-powered rocket car that can travel the longest distance. Once the students test and refine their design, they make a presentation on the design’s effectiveness.

Partnering with a local marine environmental organization, Mr. LaBanca and Ms. Coelho have designed a hands-on, inquiry-based scientific study for their disadvantaged biology and mathematics students. Students conduct field research on Holly Pond, an enclosed salt-water pond, to assess how water quality affects organisms in Long Island Sound. At the conclusion of the study, students present their research to the community during a symposium.

To better meet the needs of their economically disadvantaged students, Ms. Shaffer and her partners observe classrooms in the Brazosport Independent School District, which successfully helped more than 90 percent of its students meet Texas state standards. These teachers, who represent each grade level at Brentwood Elementary School, share the practices they observe in three Brazosport elementary schools with their colleagues. To improve student achievement, Ms. Shaffer and her partners mentor colleagues in the use of test data to plan and assess instruction.

To increase the effectiveness of the economics department at Irvine Valley College, Ms. Stuffler is taking distance-learning assessment theory courses online through Loyola Marymount University. In these courses, Ms. Stuffler examines online and traditional classroom assessment techniques. She shares this knowledge with her colleagues and the college’s administration to develop Internet resources and courses.

Ms. Luczynski and her partners created a lesson study design group to learn how to develop high-quality, standards-based lessons and student assessments. After determining the learning needs of their students, the teachers develop a rubric that assesses student learning and lessons that address the skills in the rubric. Each teacher presents a lesson, which is videotaped. The study group reflects on the videotapes and offers suggestions for enhancing these lessons before using them in the classroom.

To boost the number of college-bound graduates in Nevada—where only 20 percent of high school graduates pursue higher education—Ms. Newman attends a weeklong advanced certification course in college counseling at the University of California, San Diego. The course addresses admission options, counseling of minority students, transition to college, and best practices in helping students plan for college. Ms. Newman plans to share what she learns with other counselors in the district.

Ms. Kurceba and Ms. Cotton lead their fourth-grade students on a multidisciplinary journey of the Elizabethan era. Assuming roles as writer, historian, and artist, students study Shakespeare and the period in preparation to host a Shakespeare Festival. Students learn calligraphy to create invitations and a playbill, and design and build props for the festival. After working with local high school drama students to learn acting skills, the fourth-grade students perform two Shakespearean plays and period dances at the festival.

Ms. Booth, Ms. Little, and Mr. Thomas create a home-school connection through "Super Science Friday Clubs." Each week, students conduct inquiry-based science experiments. The teachers give students materials to recreate and build on these experiments at home with their parents. After completing the assignments, students and their families answer open-ended questions and share their discoveries on the school web site.

Mr. Schnowske, Ms. Alcott, and Mr. Bank collaborate with a landscape architect to provide a hands-on environmental biology experience for emotionally disabled students at Plainfield High School. Students research plants and meet with the architect and community leaders to plan, design, and create a community landscape. After deciding on a site and selecting plants for the landscape, students develop a cost analysis for the project, make scale drawings of the site, and present their design to the community.