Grantee Archive

Liberty High School students will use an audio studio to create original digital media as a means of personal and academic expression. Mrs. Anderson and Mrs. Riedel will implement and facilitate an audio recording studio in the school library.  Students will use the studio to think creatively, construct knowledge, and develop innovative digital media. Mrs. Anderson and Mrs. Riedel will provide learning opportunities to support student and staff use of the studio.

Through the “Next Generation Science Standards (NGSS) Elementary Professional Community,” Ms. Apalinski and Mrs. Dollard will lead a study group comprised of third through fifth grade teachers. The group will provide teachers with the tools necessary to successfully support elementary students to use evidence to construct scientific explanations and to engage in argumentation as the NGSS are implemented. The group will also develop their capacity to engage as a professional learning community that deepens their practice in support of student learning. 

NEW YORK

Dr. Michael Rozalski, Binghamton 

Associate Professor, Binghamton University

Grant Amount: $2,000

Dr. Rozalski will complete a professional development program designed to increase crisis intervention and bullying prevention skills. Upon completion of the activities, Dr. Rozalski will share his knowledge with students seeking additional certification in special education in various classroom settings. The program will result in the creation and implementation of a replicable, research based module. 

Dr. Park will partner with Mrs. Spelman and staff at DeVaney Elementary School to help both students and educators get excited about math. Staff will install a 3D printer that will help pre-service teachers learn ways to integrate current technology into lesson plans. Participating educators will understand that technology can be used in tandem with basic learning tools to spark greater student interest. 

Ms. O’Bryan and Mr. Steele will use Chromebooks and Promethean boards to provide consistent classroom computer-based instruction. The primary focus of student work will be on phonics, language arts, and math. Each student will ideally maximize their individual potential and advance both socially and academically as they receive immediate feedback as they work.

Through the “Making a Difference” project, Mrs. Latham and Mrs. Rich will use a local garden to connect students with the community. Students will read the book “Seedfolks,” which describes how a diverse community in Cleveland came together through a shared community garden. The book will be used as a basis for creating a garden in Marysville’s central pavilion area.

Through “We Do STEM with Legos,” Ms. Rothering and Mrs. Jensen’s students will be presented self-directed opportunities to explore, create, and share knowledge about science, technology, engineering, and math. Educators will integrate the Lego kits in Next Generation Science Standards-based curriculum with unit projects covering earth, life, and physical science. The inquiry-based project will enhance students’ 21st Century skills and competencies which will enable them to be competitive in a technology-rich global market.

To build teacher capacity in creating rich and authentic project and problem-based learning experiences, Mrs. Kennedy and colleagues will participate in an intensive two-day training on constructing project or problem-based learning units. Participants will be trained on all aspects of project and problem based learning, including skills development, measuring learning outcomes, entry and exit events, and calendar mapping. The training will provide necessary support for faculty as they transition to a fully integrated curriculum focused on authentic experiences for students. 

Through the use of a Makerspace focused on STEM concepts, Mrs. Decuf’s students will be presented with real world learning experiences. Students will design, collaborate, invent, build, and create artifacts to solve problems through personally meaningful activities. Students will use the Engineering Design Process (ask, imagine, plan, create, and improve) to complete various challenges and explore future career options that peak their interest.

Mrs. Chew and Mrs. Delfino will introduce robotics curriculum that will enable students to work through open-ended problem-solving activities in a context that encourages students to have fun in engaging with STEM. Projects will follow a design engineering process that will provide a structured flow through the activities. The structure will help students develop the creative thinking, problem solving, teamwork, and communication skills required for success in school and beyond.

To improve her ability to meet the needs of her gifted and talented students, Ms. Wagner will attend the National Association for Gifted Children Conference. While there, Ms. Wagner will attend workshops on current research and strategies on gifted education. Workshops and symposiums will offer information on differentiation, social and emotional concerns, academic rigor, creativity and innovation, and support for gifted individuals. Upon returning, Mrs. Wagner will disseminate information through professional development training with her colleagues.

To increase students’ experience in horticulture and emphasize the need for sustainable farming, Mrs. Kelly will implement an aquaponics system at Berks Career and Technology Center. The system will hold fish and grow crops that will be used in the student culinary program. Students will be actively involved in the production of their food and will gain a greater appreciation for sustainable and healthier living. Horticulture students will work with students from different programs through a cross-curricular collaborative that will mimic 21st century professional relationships. 

Mrs. Grimm and colleagues will build a greenhouse and use it to enrich the science curriculum for Dalton Local Elementary and Middle School students. Lessons taught in the facility will assist students in acquiring the knowledge and creative problem-solving skills needed to meet the challenges of feeding an ever increasing world population. The facility will allow students to understand the origins of their food and conduct independent study projects. 

To enhance cultural competency in Milton Public Schools, Mr. Jordan will lead a district-wide reading of “Blindspot: Hidden Biases of Good People.” The learning community will examine scientific evidence that reveals hidden biases carried by many people through learned cultural attitudes. The team will work together to learn the characteristics of a culturally competent educator and how those traits can translate to classroom practices. 

Ms. Villaverde will work with educators at Peeler Open School to build and disseminate institutional knowledge about best practices in open education and arts integration so that participating educators can form successful partnerships that sustain high-quality open arts-integrated education. Institutional knowledge will be built via units on multi-age flexible grouping, project based learning, and arts integration. The project will support the longterm viability of high-quality open and arts integration teaching through direct instruction, modeling, and teacher mentoring partnerships. 

Ms. Adams will lead a book study to support new teachers in learning classroom management techniques that emphasize the creation of caring communities and avoid coercion through rewards and punishments. Participating educators will be invited to participate in a book study that will include group reflection and planning sessions.