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Grantee Archive

Our grantees represent educators from all parts of the U.S. and cover all grade levels and subject areas. Below you will find a searchable database of all of the projects we’ve funded in the past 3 years.

Type of grant received
Grade level taught
Subject taught
State where grantee teaches
  • Beth Remaly

    Bunche Park Elementary School
    Opa Locka, FL
    Innovation Grant
    Grades K-5
    2003, Fall

    Integrating their special needs students into general education classes, Ms. Remaly and her partners have developed a model to increase the literacy skills of their kindergarten and first-grade students. Students at all learning levels craft memory books that recall learning activities, events, and trips in which they have participated. Teachers and paraeducators emphasize the vocabulary associated with each activity and take photographs that each student can use to develop their books.

  • Bradley Stein

    Thomas Edison Elementary
    Morton Grove, IL
    Innovation Grant
    Grades K-5
    2003, Fall

    Mr. Stein and Mr. O’Malley have developed the “Techno-Immersion Project,” a group of cross-curricula units through which fifth-grade students mentor fourth-graders to conduct research and develop a creative presentation of the results using technology. Working in teams, students choose a topic for research—Native American studies, slavery and civil rights, geometry, or endangered animals—and select an effective medium to present the information. At the conclusion of the project, each team presents their research to their teachers and families.

  • Bradley Stein

    Thomas Edison Elementary
    Morton Grove, IL
    Innovation Grant
    Grades K-5
    2003, Fall

    Mr. Stein and Mr. O’Malley have developed the “Techno-Immersion Project,” a group of cross-curricula units through which fifth-grade students mentor fourth-graders to conduct research and develop a creative presentation of the results using technology. Working in teams, students choose a topic for research—Native American studies, slavery and civil rights, geometry, or endangered animals—and select an effective medium to present the information. At the conclusion of the project, each team presents their research to their teachers and families.

  • Cindy Rushing

    J. S. Slocum Elementary School
    Pineville, LA
    Learning & Leadership Grant
    Grades K-5
    2003, Fall

    Ms. Rushing is leading a study group for elementary teachers at each grade level to examine and improve reading instruction. Group members use Star Early Literacy, a computer-adaptive diagnostic assessment and database reading program, to disaggregate data on students’ reading skills and use that data to inform instruction.

  • Cindy Rushing

    J. S. Slocum Elementary School
    Pineville, LA
    Learning & Leadership Grant
    Grades K-5
    2003, Fall

    Ms. Rushing is leading a study group for elementary teachers at each grade level to examine and improve reading instruction. Group members use Star Early Literacy, a computer-adaptive diagnostic assessment and database reading program, to disaggregate data on students’ reading skills and use that data to inform instruction.

  • Claire Klassen

    Loch Lomond Elementary School
    Manassas, VA
    Innovation Grant
    Grades K-5
    2003, Fall

    Ms. Klassen, Ms. Slauson, and Ms. Spor aim to improve students’ writing skills with “A Work in Progress,” a project that uses individual portfolios to chart each student’s progress in writing from kindergarten to fifth grade. The student portfolios contain writing samples from each school year as well as writing strategies and rubrics for self-evaluation. During the year, students present their published work at a “Young Authors’ Showcase Night,” which includes a parent workshop that offers tips for supporting student writing at home.

  • Claire Klassen

    Loch Lomond Elementary School
    Manassas, VA
    Innovation Grant
    Grades K-5
    2003, Fall

    Ms. Klassen, Ms. Slauson, and Ms. Spor aim to improve students’ writing skills with “A Work in Progress,” a project that uses individual portfolios to chart each student’s progress in writing from kindergarten to fifth grade. The student portfolios contain writing samples from each school year as well as writing strategies and rubrics for self-evaluation. During the year, students present their published work at a “Young Authors’ Showcase Night,” which includes a parent workshop that offers tips for supporting student writing at home.

  • Elena Stowell

    Kentwood High School
    Kent, WA
    Learning & Leadership Grant
    Grades 9-12
    2003, Fall

    Ms. Stowell and her colleagues form a study group to examine peer coaching as a means for improving their students’ reading, writing, and mathematics skills. After studying literature on peer coaching and observing each other’s teaching, group members coach their colleagues and model these new strategies to teachers throughout the school.

  • Elena Stowell

    Kentwood High School
    Kent, WA
    Learning & Leadership Grant
    Grades 9-12
    2003, Fall

    Ms. Stowell and her colleagues form a study group to examine peer coaching as a means for improving their students’ reading, writing, and mathematics skills. After studying literature on peer coaching and observing each other’s teaching, group members coach their colleagues and model these new strategies to teachers throughout the school.

  • Heather Anichini

    Goldblatt Elementary School
    Chicago, IL
    Innovation Grant
    Grades K-5
    2003, Fall

    Through several cross-curricula lesson units, Goldblatt Elementary School students generate a portfolio that demonstrates their writing, reading, science, social studies, and mathematics skills. For one of these units, students read biographies and autobiographies to reflect on their own roles within their local and global communities, and write autobiographies. Students showcase their portfolios at family reading nights.

  • Heather Anichini

    Goldblatt Elementary School
    Chicago, IL
    Innovation Grant
    Grades K-5
    2003, Fall

    Through several cross-curricula lesson units, Goldblatt Elementary School students generate a portfolio that demonstrates their writing, reading, science, social studies, and mathematics skills. For one of these units, students read biographies and autobiographies to reflect on their own roles within their local and global communities, and write autobiographies. Students showcase their portfolios at family reading nights.

  • James Egenrieder

    H-B Woodlawn Program
    Arlington, VA
    Innovation Grant
    Grades 9-12
    2003, Fall

    Mr. Egenrieder and Dr. Le’s seventh- and ninth-grade students use scientific tools to explore the hypothesis that coyotes have returned to Arlington, Virginia. With laser-guided cameras, global positioning equipment, and topographical maps in hand, students identify and document prospective habitats. Students present their findings to science and social studies teachers throughout the county, and simulate a public meeting where county officials consider evidence on the hypothesis.

  • James Egenrieder

    H-B Woodlawn Program
    Arlington, VA
    Innovation Grant
    Grades 9-12
    2003, Fall

    Mr. Egenrieder and Dr. Le’s seventh- and ninth-grade students use scientific tools to explore the hypothesis that coyotes have returned to Arlington, Virginia. With laser-guided cameras, global positioning equipment, and topographical maps in hand, students identify and document prospective habitats. Students present their findings to science and social studies teachers throughout the county, and simulate a public meeting where county officials consider evidence on the hypothesis.

  • James Everett

    Nooksack Valley Middle School
    Everson, WA
    Learning & Leadership Grant
    Grades 6-8
    2003, Fall

    Using hand-held computers, Mr. Everett and Mr. Scott pilot a program that provides colleagues with immediate formative and summative assessments. One third of the middle-school teachers use assessment data to create individual rubrics designed to differentiate instruction and meet each student’s learning goals. Mr. Everett and Mr. Scott share the result of the pilot with other colleagues throughout the district.

  • James Everett

    Nooksack Valley Middle School
    Everson, WA
    Learning & Leadership Grant
    Grades 6-8
    2003, Fall

    Using hand-held computers, Mr. Everett and Mr. Scott pilot a program that provides colleagues with immediate formative and summative assessments. One third of the middle-school teachers use assessment data to create individual rubrics designed to differentiate instruction and meet each student’s learning goals. Mr. Everett and Mr. Scott share the result of the pilot with other colleagues throughout the district.

  • Jan Studer

    Boundary County Junior High School
    Bonners Ferry, ID
    Innovation Grant
    Grades 6-8
    2003, Fall

    Ms. Studer and Ms. Bergstrand have integrated fine arts and language arts to create an arts throughout history curriculum. For this curriculum, the students use their artwork as prompts for expository, personal, persuasive, and creative writing. Students reflect on their projects in journal entries and present a portfolio of work they have submitted for assessment to their parents and community members.

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