Ragsdale Elementary will use funds raised to purchase document cameras to use during instructional time.
These document cameras will go hand in hand with lessons taught throughout the day. The teachers will use
it to display any document they are focusing on, or to highlight student work on the projector screen.
Students can analyze primary documents through the use of the document cameras. Teachers can also use
these document cameras to walk students through an error analysis lesson. This is a form of technology
that can be used to enhance instruction. The cameras will help move students to the next level instructionally.
Students can easily focus on the information that the teacher is presenting. The cameras can be used to
highlight exemplary work or to highlight next steps. The documents cameras are in line with the districts
second strategic goal that all students will meet or exceed academic expectations. These cameras can be used
in all subject areas throughout the day to provide students with a visual of the lesson focus. The cameras
can be used on various materials, student work, and exemplars.
Student achievement is expected to rise as the document cameras can be used to help student focus on the
task at hand. Results can be seen through formative and summative assessments. Students can use the document
cameras initially as a tool to engage them in learning. Then, the goal would be for them to use the cameras as
they are doing classroom presentations to their peers. Doing presentations and public speaking is a skill that
would prepare them for college and the workforce.
Classroom Technology Enrichment with Document Cameras
W. C. Abney Elementary School
Abney Elementary is fundraising to purchase document cameras for every 3rd, 4th and 5th grade classroom.
Our student improvement goals are to exceed the district average on the constructive response for the GMAP, to improve
3rd, 4th and 5th grade CRCT readiness by 2% overall and to increase overall CCRPI Lexile scores by 2% and to have 3rd,
4th and 5th grade students increase CRCT readiness to the GMAP by 2%. Document cameras in each classroom would contribute
to this kind of student success. The county goal of preparing every learner for success in the 21st century would also be
supported by including this technology in our upper elementary /classrooms. These cameras are used in conjunction with Smart
boards and will enable teachers to showcase any document, chart, map, or other realia not larger than a sheet of copier paper.
Students will gain a greater knowledge of standards regardless of subject with this type of classroom technology. The purchase
and use of these document cameras would benefit approximately 500 students at Abney. Teachers are requesting this type of technology
for their classrooms as it is the latest tech-tool to help make classroom learning more effective. It is also financially possible.
This grant will greatly reduce the cost to our local and county budget.
Student engagement is the key to student learning. Classroom technology such as document cameras can generate student engagement
and therefore promote student learning. Our student improvement goals are to exceed the district average on the constructive response
for the GMAP, to improve 3rd, 4th and 5th grade CRCT readiness by 2% overall and to increase overall CCRPI Lexile scores by 2% and to
have 3rd, 4th and 5th grade students increase CRCT readiness to the GMAP by 2%. Document cameras can be used with any subject whether
it be Math, ELA, Science or Reading. They make large and small group classroom instruction more engaging and meaningful.
Third, 4th and 5th grade teachers will receive one document camera per classroom. Use of these document cameras will increase student
engagement and therefore student learning. Teachers have requested them so they can show the entire class the same document for instruction.
This could possibly cut down on the amount of paper used by some classrooms. Our desired result would be to show improvement in needed areas as
mentioned by the student improvement plan. We will look at scores from standardized tests, usage of programs like MyON for Lexile improvement
and any other reliable information made available to our local data committee.
We are so excited about acquiring document cameras for our upper elementary classrooms. The teachers will utilize them for classroom
instruction or assessments and the students will use them during their presentations. This will help ready them for middle and high school
presentations and for the 21st century workplace.
Utilizing IPADS To Provide Classroom and Differentiated Instruction.
McGarity Elementary is fundraising to purchase IPADS, protective cases and apps.
IPADS are not just a fad or a cool toy. They are a valuable tool for people in fields as varied as art and music to healthcare and law enforcement. As educators, we seek to equip our students with the tools to be the professional leaders of tomorrow. McGarity Elementary will use the funds to purchase IPADS for use within the kindergarten classroom. The ultimate goal of this purchase is to expand the utilization of technology for classroom instruction and to provide a unique means of differentiated instruction.
IPADS benefit classroom instruction by providing a means of engaging young students through tactile, visual and auditory experiences. In addition, the size and touch screen operation make the IPAD a tool that young students find easy to operate independently. This feature allows students and teachers to focus more on content rather than operational issues.
IPADS are one of the most innovating tools available for students today. Without doubt, this technology is transforming today’s classrooms by providing amazing resources to the fingertips of all learners.
The purchase of IPADS through this grant will enhance student learning and achievement by providing a tool that engages learners across all disciplines. Reading, Math, Science, Social Studies and YES, even writing apps are available to help students excel throughout the curriculum! These apps provide resources that allow students to experience sound and symbol connections. In addition, voice and video capabilities provide a resource that can be used to teach kindergarten standards that fall within the domain of listening, speaking and viewing. Early reading opportunities are readily available through IPAD apps that focus on sight words and phonics skills. Drawing programs are available that allow students to print with a fingertip or tool. Math concepts are presented with IPAD apps that are followed by immediate feedback. Countless science and social studies resources are available as well that can be easily integrated into a student’s curriculum.
IPADS in education are taking the world by storm. Our students must be afforded the opportunity to rise to the new world of technology. With this small, compact device, students are taking a larger role in facilitating their own learning. Recent research suggests that the use of IPADS are directly linked to a student’s academic success.
New Georgia Elementary
New Georgia elementary is fundraising for instructional technology to correlate Common Core Standards and the state curriculum for K, 2-5 students (295) at New Georgia Elementary School. First grade has purchased the license for their grade level. The goal is to give all of the students at New Georgia another opportunity to build upon, improve their reading skills and measure the students’ progress through Reading A-Z.
Foundational skills require mastery before students can become fluent readers and comprehend what they are reading. Reading A-Z will provide formal assessment tools to help diagnose a student’s instructional needs and their understanding of the instruction delivered.
Reading A-Z will improve the student’s reading rate, accuracy and expression. The leveled readers span across levels of difficulty to raise the rigor for students who need to be challenged with increasingly complex texts.
Allgood Literacy Lab
Last year, we began creating a literacy lab. With Title I funding, we were able to
purchase 2 wireless printers, literature books, and 2 book binding machines. We are in
need of a SMART board for the lab, but we cannot use Title I funding due to supplanting
guidelines. The funds from this grant are being sought to purchase a SMART board, so
that student work can be shared, edited, and revised as a group. It will also be used to
share reading and writing websites, as well as e-books. Allgood has a large group of
economically disadvantaged students who do not have access to technology at home.
The interactive capabilities of a SMART board will not only serve as a motivational tool,
they will provide our students with the exposure to technology that other students are
Interactive lessons with the SMART board will engage our reluctant readers/writers. It
will provide students with opportunities to incorporate technology into their reading and
writing experiences, as well as provide support for the county adopted Lucy Calkins
Writing initiative. Our School Improvement Plan outlines goals and action steps to
increase ELA scores on the Georgia Milestone Assessments and the Student Learning
Objective Assessments (SLO). Allgood students consistently fall below the district
average in ELA and writing. Last year, fifth grade scores on the Georgia Writing
Assessment ranked 15th in the district (out of 19 schools) and were below the district and
state averages. Twenty-four percent of our fifth graders did not meet the state standard.
Consistent and pervasive writing across the curriculum with integrated technology
1st – 3rd grade students will make no less than a 30% gain from the SLO pre-test
to SLO posttest
Grades 3-5 students meeting/exceeding the standard on the ELA Georgia
Milestone Assessment will be equal to or greater than the district averages
Our preferred future is for Allgood students to:
become confident, proficient readers and writers across the curriculum
become proficient with technology and utilize it to improve communication skills
increase academic achievement in Reading, Language Arts, Social Studies and Science
Bessie L. Baggett
The Extreme Family Field Day fundraising will be used to create an outside Reading Garden for all 707 students at Baggett Elementary School.
The Reading Garden will be constructed outside on one of the patio areas between the hallways of our school. Students at Baggett will help create, design, and develop the Reading Garden.
A Garden Club will be established for all students and stakeholders of the school to help maintain the garden. The Reading Garden will create an opportunity for our students to build upon their social skills and teach them how to work cooperatively with each other and their community.
The goal to creating a Reading Garden is to give the students at Baggett a place to learn outside the classroom while teaching them about horticultural, recycling, and working together.
Research shows that students who are offered hands-on experimental learning opportunities, score significantly higher on standardized science achievement tests. This is especially true with fourth and fifth graders. Research also shows that students with disabilities who are engaged in gardening increase their nonverbal communication skills, develop positive relationships with adults, and learn how to participate in a collaborative effort. Students with attention deficit and other disorders may find this environment more conducive to their learning style.
Reading Garden activities can meet any Common Core Standard, including health and nutrition. It is also a great and exciting way to make subjects enjoyable and more interesting to students. It lends to an environment that allows creative thought, active learning, and personal skills.
Once the Reading Garden is complete a sign-up sheet will be created so that teachers can sign –up any time. The Garden Committee will analyze student performance on standardized tests.
If Baggett is awarded this grant it will lead to future educational opportunities for students by allowing them the opportunity to design, create, and develop a garden that they can maintain yearly. The impact this grant can have on our school and the District is multi-faceted by giving our students a place to experiment and think outside the box for many years to come.
Lunch and Learn with Picnics and Plants
Burnt Hickory Elementary School
Burnt Hickory Elementary will funds to supplement our current outdoor learning environments with mini-gardens complete with plants and planter boxes, shading from the sun and a foundational surface complete with handicapped accessibility, making the area usable for more students and groups. The goal of this grant is to further differentiate the instruction our students are receiving in science and math and offer an alternative learning environment which students and teachers may use. Students will work in teams to plant, tend, and monitor the progress of their mini-gardens while enjoying outside time for lunch on a rotational basis. The project funding is beneficial to the students and teachers in offering a new opportunity for exploratory learning. Students will not be sitting inside the four walls of the classroom reading about plants or looking at them online; rather, they will be planting, investigating, tending, and monitoring the plants during their time in the picnic area. This grant project will benefit the approximately 900 students regularly attending our school during the school day. Additionally, this opportunity will make the area available to our teachers and other community groups as needed. Innovation in the classroom often includes getting out of the classroom itself. Having our students invest more time on science and math in the outdoor learning environment differentiates instruction.
According to our SIP goals, Burnt Hickory Elementary students in grades 3-5 will meet or exceed that of the state average on the GMA in all five content areas, the daily student attendance will continue to improve, and the percentage of students in grades K-2 showing proficiency in ELA, Reading, and Math will meet or exceed that of the state average. Among the district goals, we plan to close achievement gaps, focus on math intervention and support, and increase overall achievement K-12. In funding this project, we will work towards these goals as we connect our students with real-world opportunities and differentiation of instruction as we are always seeking ways to increase rigor and vary the instructional experiences in order to foster student success. Taking an otherwise unused area and creatively transforming it into a new learning environment will not only meet many of these goals but also increase student excitement and love of learning.
We desire that our students will use lunchtime as learning time as they study plants, soil, rocks, and minerals in our outdoor learning area during periodic picnics with their teacher. We also desire that our students will think mathematically and scientifically as they investigate and show their finding in measuring, weighing, comparing, and sorting plants, soil, rocks, and minerals. Measurement tools such as graphs, charts, logs, and journaling will be used by the students to chart the progress of the mini-gardens. Students will use current science kits for measuring, weighing, and sorting the soil, rocks, and minerals and they will log their findings.
Initially, the project is for students during the current 2014-2015 school year; however, students will continue to use the area for years to come. Future projects may be developed using the location and materials as we hope to continue offering new and exciting ways for students to learn.
If They Build It, They Will Read!
These funds will be used to purchase snap-together model cars, trucks, planes, etc. to encourage students to read informational material, follow instructions, and become problem solvers. For differentiation, students will able to work at their own pace to achieve individual goals such as producing a completed project (the model itself) and creating a writing piece to accompany their project (researched information about the era represented by their model). Some students will extend the activity by adding a technology component to their project such as using a flip camera to document progress, creating a PowerPoint presentation, and/or a SmartTechnology presentation.
This idea is innovative because it incorporates so many academic areas of study and can be used as a jumping board for other projects. For instance, math teachers can reference the models when addressing scale, social studies teachers can connect with the era of the model, science is incorporated by the use of step-by-step process skills, and of course technology is encouraged throughout. Even with all the rigorous academic processes taking place, the students will be highly engaged in their own learning with limited intervention from the instructor.
The District Goals that will be impacted is the Focus on: Rigorous, Engaging Instruction; Individualized Instruction; and Monitoring Student Progress. The primary Performance Standards that will be impacted are: RI10 Read and comprehend grade-level informational writing and RI9 Integrate research from several texts in order to write or present a topic. Supplemental Performance Standards that will be impacted are numerous. The project can be adjusted to meet students’ individual needs according to the exact standard the student is trying to meet.
This program will lead to future educational opportunities for students by encouraging them to read to learn and achieve. Through the process of reading, putting their projects together, and researching their model, the students will be introduced to many aspects of future academic success. Dallas Elementary and Paulding County School District will be impacted academically by the increase in students’ reading comprehension skills at a higher level.
Hornet STEM Lab Initiative
Hiram Elementary School
Hiram Elementary School had the privilege of hosting the STEM camp over the summer of 2014. The camp was run by KSU. The camp was a success and gave students and opportunity to utilize “hand on” activities in learning typical science content such as lift, electricity and circuits, measurement, weather, and other topics of interest. Students were able to construct models, build their own circuits, design their own airplanes and many other activities that connected to common scientific standards. The feedback was very positive. We would love to see these type of activities more pervasive in our school. We hope to open up two science labs in our building where teachers will be able to enter with supplies already arranged so that a grade level could do an experiment or lab that related to their standard. The end result would be more “hands on” learning and real-life connections to learning. KSU is already working on a list of supplies to create a K-2 lab and a 3-5 lab equipped where teachers could self-design or call upon KSU’s expertise to create meaningful lessons.
We would hope that these labs being set up by someone in the business of providing professional learning for educators would lend themselves to be model classrooms and impact all students on each grade level. We would also love for this to grow into a strong partnership where we could utilize pre-service teachers along with our classroom teachers to conduct meaningful professional learning in the presentation of quality lessons in science and math that are hand on and engaging.
Hal Hutchens Elementary School
We are fundraising for The Skubes Program, which is an online educational site for students, parents, and teachers. The program offeres thousands of educational videos taught by certified teachers with classroom experience. Skubes utilizes CCGPS as the curriculum for the program. Each video lesson is short, precise, and accessed through any form of online technology. Hutchens would purchase the math portion of the program and would provide online math lessons and support for all students, parents, and teachers in our school. Teachers would have access to the program for classroom lessons. Parents and students would have access to the same lessons at home to assist with homework, review, and preparing for assessments. We feel there is a strong need to provide parents with examples of how we teach math to our students. The methods used today are very different from the way our parents were taught. The videos in this program use current teaching practices to demonstrate how math skills and concepts are taught. The goal of using this program is for all of our students to master the math standards at their grade level and for our parents to have the tools needed to help their child at home.
The use of Skubes will enhance student learning and achievement by providing teachers an additional tool for teaching math concepts and skills. Students and parents will have the same tool to use at home or anywhere they are connected to the internet. When parents and teachers use the same resource for teaching, students’ understanding is improved.
The overall desired result is for all students to be proficient with grade level or above grade level math skills and concepts by the end of the school year. We also wish for all parents to be comfortable helping their child with math skills and concepts at home and for the parents to have the tools necessary to support math learning. Math proficiency will be measured with end of the unit assessments, SLO assessments, and Georgia Milestones assessment scores.
The Skubes program will offer future educational opportunities for students by providing support for the remainder of the school year and over the summer break. The program will also be available through October of the following school year. The program will provide opportunities for parents and teachers to remediate, introduce new material, and enrich students’ learning with skills and concepts. If all students are proficient with their grade level standards, the students will have the opportunity to use their knowledge to deepen their understanding of future learning.
A study group of Northside teachers were sent to the GaETC (Georgia Educational Technology Conference) last year to identify cutting-edge educational technology resources. The team collaborated with administration to establish a five-year plan; the first step towards making Northside Elementary an instructional technology model-school would be providing the students with an interactive technology lab. The anticipated equipment/software purchases would include items such as iPads, SMARTboard, projector, interactive software, SMART response pads, etc. Our school would use the grant to purchase items to establish our technology lab. The lab will benefit all students (K-5) and will enhance learning activities by incorporating technology into instruction. The lab will also be used for STEM (Science, Technology, Engineering, Mathematics) activities and promote Digital Citizenship. We want to prepare our students for the 21st century by providing authentic, technologically-enhanced learning activities thereby increasing the use of technology and supporting district goals.
The lab will enhance student learning by providing authentic, engaging learning activities as well as hands-on group activities and technologically-enhanced demonstrations. The technology lab will help strengthen the use of research-based best practices in curriculum, instruction, and assessments. The technology lab will provide instruction that supports all students as well as providing relevant, rigorous, and engaging learning experiences.
The fundraiser will help purchase technology to develop a technology lab that will enhance the
learning experiences for students at Northside Elementary. It will support and promote
student learning for the 21st century as well as prepare students to be career ready for the
Lillian C. Poole Elementary
The goal of this fundraiser is to provide visual, auditory, and tactile stimulation in a calming atmosphere for all students with sensory issues so that they can return to their classroom ready to learn. This program will provide the resources needed to equip a multi-sensory room. In this room, students will participate in sensory integration activities, learn to self-regulate themselves, and develop the skills needed to succeed in class with their peers. Through the support of this room, students will be able to find success in their classroom with their typical peers.
The goal of all students achieving and the need for schools to provide our students with a safe and healthy learning environment is aligned with the major focus of our school Improvement Plan as well as the District Goals. Throughout the school day, many of our students are receiving too much sensory stimulation (i.e. people talking, children running, lights blinking, music blaring, bells ringing, lunch smells drifting, snapping of pens). At times, sensory overload can cause a student to display intense behaviors and disruptions due to too much stimulation to handle or tolerate appropriately. They are not able to process all of these inputs in the correct way and are left to feel overwhelmed. This sensory stimulation often impedes learning. Students with this challenge are unable to regulate themselves and need sensory therapy to help them focus. A multi-sensory room will provide the visual, auditory, and tactile stimulation in a calming atmosphere.
The desired result of this grant is to assist us in meeting the sensory needs of students at our school thus allowing the students to find success in their classroom with their typical peers. Teacher created checkpoints throughout the year on individuals with sensory needs will monitor student participation and achievement to evaluate the sensory room’s effectiveness.
Sensory rooms are an integral part of working with students with sensory needs. They provide stimulating and/or calming environments when needed and they can easily be adapted to suit various needs. The students using the room are much more in control of themselves (be it behaviorally, physically, or emotionally, or all three). This means a higher chance of being able to work within the classroom for most of the day plus better motor control skills enabling them to take a fuller part in lessons and activities.
Building Brilliant Builders
C. A. Roberts Elementary
These funds will be used for a K-5 STEM Laboratory (Science, Technology, Engineers and Math) at Roberts Elementary. The objective is to empower the elementary teachers at Roberts Elementary, at all grade levels, to plan and deliver STEM lessons in accordance with the Common Core Standards, as well as, the Next Generation Science Standards. One of our goals is to provide engaging, hands-on learning experiences through STEM lessons. Another goal, is to integrate mathematics, engineering, science, and technology through the use of STEM lessons. While using the STEM laboratory, the students will be involved in the science, mathematics, and engineering design processes. This will enable the students to connect real-world experiences through the use of the STEM laboratory. Robert’s innovative STEM laboratory will broaden student’s interest in the sciences leading to higher achievement. Robert’s laboratory will provide a bridge between STEM lessons and real-world experiences. Thus, leading more females to be interested in the sciences as a career choice. Approximately, 672 students will benefit from the rotation of all grade levels through Robert’s STEM laboratory. The STEM lab at Robert’s Elementary will engage female students in mathematical concepts early on, therefore, making it more likely to enroll in higher-level mathematics courses later in high school. This path created leads to more female students pursing STEM career later in life. The STEM lab will offer students of all grade levels and backgrounds a learning opportunity that will spark curiosity and learning interest in STEM subjects. It will provide the students with new technology that enhances 21st century learning, strengthens independent learning skills, and builds a foundation for the pursuit of higher education STEM opportunities and jobs. The Robert’s STEM lab will expose underrepresented learners in the STEM workforce to important STEM concepts, skill, and authentic scientific practices. The laboratory will be innovative because in-house training and support will be provided to all staff members that are unfamiliar with incorporating user friendly STEM lessons. There are few STEM labs up and running in surrounding Paulding County area. The Robert’s STEM lab will be one of the first STEM labs in Paulding County to include hands-on educational resources for students to explore STEM lessons and careers. The STEM lab at Roberts Elementary will provide STEM education and inquiry-based lessons for teacher’s throughout the county to come watch, model, and incorporate within their school setting. This STEM lab at Roberts will create a model that will bring awareness to the teacher’s within our county of how to best teach STEM lessons, increase interest in STEM fields and courses for our students, and address the need for these skills within our community.
Ipads for education
Nebo Elementary School
Nebo Elementary School will use funds from this event to purchase 7 mini 1-pads and cases. The goal is for our students to use these devices to actively engage in learning the common core standards at each grade level. The devices will be loaded with apps that focus on differentiating learning based on student’s needs and skills. The teacher will be able to assign each student an app folder that contains preselected apps that will allow the student to make growths in the areas of reading fluency and comprehension, growth with writing skills and growth in math with an emphasis on meeting and exceeding the requirements on the milestone tests taken in grade third through fifth grade.
The IPads will allow students the opportunity to use the internet to access educationally websites such as myon and storywriter as well as educational apps from the apple store. Nebo currently has one student computer per classroom for students to use. The IPADs will allow 7 students at a time to have individualized instruction while allowing the teacher to check their progress at the end of each day.
IPad apps are expanding the learning experience both inside and outside the classroom, making it more interactive, immersive, and engaging. And we know that when students are more engaged, they are more motivated and they perform better. Nebo’s School Improvement plan concentrates on improving our reading and math scores for all our students. We have an emphasis on providing support for our economically disadvantaged students. The District goals of providing best practices in instruction supports the use of technology in preparing our students to be productive citizens. The District also believes in developing collaborative learning communities in our schools. Nebo would put in place a committee that will evaluate educational apps for student use before placing these apps on the IPad devices. The District goal of using data to drive instruction will be incorporated in our choice of apps and also in the constant monitoring of each student’s progress. The IPADs will provide students with relevant, rigorous engaging materials that will prepare them for high school graduation. The District has a separate smart goal for economically disadvantaged students and for students with disabilities. This technology will be able to motivate these students to make academic growth in a fun and entertaining way.
Our students will be exposed to state of the art technology that gives them the opportunity to engage in relevant, rigorous materials that will support the common core standards and prepare our students for high school graduation. These devices will allow our teachers to individualize the curriculum so that all students have the opportunity to make the required academic growth.
Using Leap-Pad/Leap-Track System
All students must be given every opportunity to access to the curriculum. For the average learner, access to information can typically be obtained through traditional methods of instruction (text books, articles, etc.) However, with the number of struggling learners growing each year, it is imperative that non-traditional instruction be made available. The Leap-Pad/Leap-Track system, which supports the three principles of UDL (Universal Design for Learning), would assist with improving student achievement by providing learners with an alternative way to acquire information and knowledge; give learners an engaging resource for demonstrating what they know; and offer appropriate challenges and increase motivation. A hand-held instrument would provide the students with an alternative to traditional paper/pencil lessons and assessments. The teacher has feedback of student knowledge while providing accommodations to support the needs of each student.
By utilizing the Leap-Pad/Leap-Track system in conjunction with UDL, the students will have access to and be allowed multiple ways to represent information using interactive tools. Providing multiple forms of access to the curriculum is vital for struggling learners. The use of the Leap-Pad/Leap-Track system and the support it will provide is aligned with the Dugan Elementary School Improvement Plan to improve student achievement in all subjects as well as the following district goals:
The Leap-Pad/Leap-Track will be used as a tool to improve overall problem-solving, comprehension, and school-to-world connections. Evidence of improved learning will be collected through teacher observations, district benchmarks, and standardized testing data.
The Leap-Pad/Leap-Track is a non-disposable resource that can be modified and adapted with other resources to provide an additional source of learning experiences for current and future students at Dugan Elementary.
21st Century Classrooms
Our school would like to purchase SmartBoards for the remaining classrooms in our school that do not yet have 21st century capacity. All students will benefit as research shows that interactive learning through technology can greatly enhance student achievement in a positive manner.
This impact will be significant as we work towards our goal of having ALL Russom classrooms be 21st century equipped. This is in alignment with both our district and school goals of improving technology, ensuring students are career and college ready and providing students for success in the 21st century. It supports our findings from the accreditation team in 2014, that we are well on our way but need to continue to make upgrades to technology. Our future fundraising efforts will also support this initiative.
We believe in starting at the beginning. If we can house our classrooms equitably with technology that is much needed and used our students will benefit greatly. The future implications are not only at the elementary level, but will provide them with a skill set that will impact future classrooms, work forces and our community.
Chromebooks and Google in the Classroom
Shelton Elementary School
Paulding County installed wireless points in all schools this summer. This has been the key to letting our students and teachers take their teaching/learning to the 21st Century. We now need to purchase mobile devices that can be checked out from the media center. We have done a great deal of research to determine which devices are the best for our teachers and students and we have determined that Chromebooks will meet all our needs and are more cost effective than any type of tablet. They have all the capabilities of tablets other than the camera and that is not the most important feature that we need in our mobile devices. The Chromebooks are less expensive, they have many free apps, they are lightweight and they have a built-in keyboard which makes it much easier for students to type. We have joined Google Apps for Education and am a part of Google in the Classroom for our school. Classroom is available to anyone with Google Apps for Education, a free suite of productivity tools including Gmail, Drive and Docs.
Classroom is designed to help teachers create and collect assignments paperlessly, including time-saving features like the ability to automatically make a copy of a Google Document for each student. It also creates Drive folders for each assignment and for each student to help keep everyone organized.
The Chromebooks can be used by any teacher/students in their classrooms, however, the Google in the Classroom will probably only be used by fourth and fifth grade teachers and our Venture teachers.
Our teachers only have two student computers in their classrooms this year . The Chromebooks will make it possible to use with a whole class, small groups, and for differentiating lessons. In addition, for the lower grades the Chromebooks can be checked out and used in stations for differentiation and to allow the students time to read on myOn, the reading program that Paulding County purchased this year for all elementary and middle schools. MyOn sets a student's lexile level by a placement test and then gives them lots of the genres that they like to read. It gives them a quiz (5 questions) after each book read and a benchmark test after a certain amount of books have been read. Then it moves them to another lexile level and adds books to their recommended list. Our students love myOn but some do not have access at home and others would read more if they could do it at school in addition to home. The student time reading, the scores on quizzes and benchmark tests and their overall progress can be printed out and shared with parents or administrators. It is another way of differentiating.
The Chromebooks will help our school to continue to increase student engagement with technology. Our students need to leave our school and Paulding County with the ability to use technology in ways that will help them in college and in the careers they choose. No one today can function without technology and we do not want our students to be left behind.
Differentiated Instruction equals Success for All Students
Austin Middle School
Austin Middle is fundraising to purchase several items:
- Books for professional learning: Tomlinson: “Assessment and Student Success in a Differentiated Classroom”
- Purchase 6 ft. dry erase boards for each classroom to be utilized as a tool allowing teachers to differentiate their classroom instruction.
- Document Camera for our teacher training classroom.
Our school believes that all our students can learn and improving our ability to differentiate instruction; by providing scaffolding or enrichment/challenge opportunities we can continue to allow our students to grow. At Austin Middle, we are determined to follow our motto which is: “Moving from Good to Great” and in order for our students to continue down the road towards Great we must continue to improve our instructional practices relating to Differentiated Instruction. One of the key components of our school improvement plan is to utilize assessment data to provide effective differentiated instruction across all content areas. Our goal is to meet the needs of all learners in classrooms and move away from the “one size fits all” method of instruction. In any given classroom, there are students who are always going to benefit from additional enrichment and those who will need some additional resources in order to achieve success. Our goals for this grant are very simple:
1. Provide training to teachers on research based methods of addressing students’ different phases of learning from novice to capable to proficient (books for professional learning)
2. Provide a tool that teachers can use in the classroom that allows them a dedicated space to write out the specific learning objectives and activities (novice, capable, proficient). (6 ft. dry erase boards)
3. Teachers sharing lessons along with challenges/success associated with implementation of differentiated instructional strategies during professional learning training (document camera).
We will be utilizing the additional dry erase board as a tool for spelling out how lessons will be differentiated for the students. Lessons will be taught in a manner to provide instruction for those who are at 3 levels in the class: novice, capable, proficient. Two of my staff members are modeling the use of the tiered lessons; one staff member prefers assignments to be set up as “freshman, junior varsity, varsity” while another has a “bronze, silver, and gold lesson”. They are utilizing formative assessment data to determine the assignment students will complete based upon student ability.
We will conduct our professional learning on differentiation in grade level groups (about 10 – 15 teachers) and the most impactful portion of our professional learning will be the sharing of successes and challenges faced as teachers try out various strategies in their classrooms. A document camera is a necessary for teachers to share with one another lessons along with student work samples.
All students at Austin Middle school will benefit as our teachers become proficient in providing differentiated instruction in their classrooms. We believe that this will allow for more rigorous learning to take place as teachers plan out their lessons.
The mission of Austin Middle School is to challenge our students to become independent thinkers by maximizing their full potential through high expectations in order to ensure lifelong success. We believe that in order to move from Good to Great we must continuously research and refine our ability to differentiate instruction for all learners.
IPads in the Classroom
Moses Middle School
The funds from this event will go to the purchase of iPads for student use in the classroom. As a school, one of our goals is to provide more opportunities for students to use different technologies in the classrooms that will help to enhance the learning process. With the iPads, teachers can create lessons centered around these devices that allow for individual or small group use. This allows for lessons that are student-centered and student-driven. Our students are gaining their education in a technologically enhanced world. We as a school want to provide opportunities for the students to apply what they are learning using technology. There are many education apps that students will be able to use within the classroom that will help add to what they are learning in class. Every student can benefit from the use of the iPads in our school. Also the innovation of students creating projects and other demonstrations on different apps using the iPad is a great way for students to showcase the application of their knowledge.
Using the iPad, there are several apps that we would like to introduce to the students this year as we begin incorporating the new technology. Each of these apps would be modeled by the teachers for student use in the classroom and/or at home. One of our district’s goals is that all students will graduate from high school prepared to be college and career ready. Research has shown that the use of technology in classrooms will help to enhance student learning. At Moses, our SMART goals for each subject area are to increase the achievement of our students. The use of the iPad technology and the different education apps will showcase the students’ knowledge. It will provide them with the opportunity to apply their knowledge in different platforms.
The first app is the Doceri app. This app is an interactive whiteboard that both students and teachers can use. An ideal application for the Doceri app is the flipped classroom model. For math students, the teachers can use this interactive whiteboard app to teach different math strategies. This app will record what the teacher is saying as well as what they are writing on the whiteboard. The students can then view the interactive video at home while they are working on assignments for class. As they are working on their assignments, they can start and stop the video as often as they need to while working. Not only is this app for teacher use. Students can use this tool to present their projects that they have created themselves. This can take them away from the traditional stand and deliver model.
Another app for the students to use is Aurasma. This app is one that several schools have put into play with their students. Aurasma is an app that students can use to present information using augmented reality. Students will use a trigger, such as a picture. When the Ipad or phone is held over the picture, the picture will show an overlay such as an image, video, or animation that was added to the picture. The presentation aspect is one that, again, takes the students away from the stand and deliver model of teaching.
The My Big Campus App is another app that we want to put in to the hands of our students. My Big Campus uses a social media style platform, which students are very receptive to. It allows for collaboration with students and teacher inside and out of the classroom. Our teachers are currently using this app in their professional learning class, Visible Learning: Studying What it Takes to Help Students Grow. The goal is for the teachers to learn how this app works and learn different ways that students will be able to use this app in conjunction with their classes. An excellent feature of My Big Campus is that students can be a part of a digital learning community. Students can participate in classroom discussions online and conduct group work through live chat.
The final app that we want to incorporate into our school is the use of Animoto. Animoto is an app that students can use to create small videos. The videos can then be turned into QR codes that students can view using a QR code reader. With this app, students can create short videos that can enhance project boards. Teachers can even use this app to create videos that the students can view from home about different assignments. These videos can even be embedded into other presentation devices so students can make the presentation more interactive.
The desired results of having the iPads are for the students to be able to use many educational apps to help enhance the learning that is taking place in the classroom. As a school, we desire for the students to be comfortable adding technology into their everyday learning. The use of the iPads and apps will be measured in terms of an increase in student engagement in student-centered activities in and out of the classroom.
The integrated use of these iPads will increase based on the differing apps that the students will be able to use within the classrooms daily. The educational opportunities for students will be enhanced because the use of apps will allow for students to expand what they are learning and apply it in real world situations. They will not just be regurgitating information. Instead, they will be showcasing what they know in ways that will excite and motivate them to learn more. It will not be about just listening and participating in the same activities and presentations. Instead, the application of knowledge and presentations will come to life in new ways using the technology that the iPad and the different educational apps can offer the students.
Integrating Technology in Math
Sammy McClure Middle School
Sammy McClure is a diverse school with a significant number of gifted/highly achieving students. At the same time, there is an ever growing student population with special needs. The addition of technology within the classroom would allow additional means of differentiation at both ends of the spectrum for both regular ed and advanced students. The goal of this event is to add ipads/tablets to the classroom.
Students would benefit from this program by having the following opportunities:
Gifted/high achieving students could work independently or in small groups on creative projects aligned with the CCGPS to extend their learning opportunities. Students could also use the technology to remediate a particular skill/concept.
ESEP / struggling students could easily be pulled into a small group to work on specific areas of weakness. This will also serve as a motivational tool for reluctant learners.
This project is innovative as it allows us to reach students by appealing to their specific interests.
The Performance Standards require students to prove mastery in a variety of ways. Evidence can take the form of a test, but that is definitely not the only way a student can demonstrate they understand the content. Math has always been one of the more difficult subjects for most students. If they can approach the curriculum using what they love most, technology, then maybe we can reach those students who have “given up on themselves.” Technology will also give that truly gifted student who may need further enrichment, an additional opportunity to explore and express their knowledge.
In summary, if we hope to increase student achievement, then we should teach them to use appropriate tools in order to solve mathematical problems and to prepare them for success in the 21st century. In addition, we must provide opportunities that enable them to do just that. We live in a technology rich-world. To be successful, students must be able to gain access to this technology to support and enhance their learning.
The expectation of this project is that the overall attitude of students in regards to math will increase, which in return should increase their performance. Excitement for math will become the new norm.
If we can ignite a desire to learn by enabling students to discover how technology can support their learning, then we have begun the task of developing students who won’t stop learning when they leave our doors. Learning will have become an integral part of them.
These students have been raised with technology. They respond to the opportunity to use technology with enthusiasm. Many years ago, when I first introduced the smart board technology in my classroom (Mimio), I had a student who finally “got it”. She had never liked math but discovered that math could be fun and engaging. She was jumping up and down in class shouting “I love math!” In the following days, her performance improved dramatically.
“Math Counts!” and so does the necessary technology to make it count for our students.
Understanding Art with iPads
Dobbins Middle School
The goal of this fundraiser will be to improve student understanding of the different forms of media and techniques that are taught and applied in visual arts. Funds will be used to purchase five to six iPads for the art classes at DMS. An art class is arranged in tables and each table will have its own iPad. With the use of the new Wi-Fi, students will be able to search the web and view the different forms of art available. By having this opportunity, students will be able to better understand the concepts of art through the generations. In addition to this understanding, using the iPads at each table will improve student interaction among each other and improve collaborative learning. Over the course of the year this will benefit over half of the 800 students at DMS who take art either first or second semester.
Before anything else, the desired results are to create an excitement about learning visual arts in our middle school classrooms. Along with this, we want our test scores and knowledge of the visual arts to increase.
As students continue with their education past their respective grades and middle school, they will take with them a knowledge of the visual arts that can be applied to different areas of their education. Whether it be in the field of art for future classes, scholarships and jobs or just a better grasp of the media, techniques, and different concepts used in art; our students will be better for it as they are becoming well rounded innovative individuals. Not only will they be better students, but they will have gained a valuable education in the use of new technology and in performing and understanding proper research techniques. Thereby improving the quality and quantity of art majors coming from the Paulding County School District.
Technology – Transforming The Way We Teach & Learn!
Herschel Jones Middle School
Herschel Jones Middle School Business & Computer Science class would like to use funds raised from this event to purchase several iPads to use in the classroom. IPads give the students an opportunity to create hands-on learning experiences by utilizing apps and books to expand the student’s 21st century skills. Approximately 240 students will be able to use the iPads in a school year. We plan to prepare these students for high school, college, and careers. In their education and career paths they will need technology literacy skills. The iPads can assist my students in developing skills to express their views, customize technology, collaborate, and become more innovative. The iPad can drive the innovation in the classroom. Through various apps the students can make deeper connections with the content.
The iPad allows old and new ideas to be presented in a fun and exciting new methods – through the use of apps or online tools. A huge part of teaching is engaging the students and the iPad allows the teacher to bring a “COOL” new tool to attract the students and hold their attention. Increasing the students writing skills and vocabulary are a large part of our School Improvement Plan. Apps, such as Quizlet, allow students to develop flashcards to learn key vocabulary. This app can be adjust to accommodate various learners. The terms can be read or even spoken to the user. Video and other forms of media can take basic concepts beyond the written text. Many of our standards relate to communication and presentations. The iPads can allow students to use various visual aids when they give a presentation or create and edit videos to present to the class.
In their next steps - education or the career world, they need to be able to compete or move ahead of their peers. They need to be comfortable with the technology that is consuming our world. The goal is to have students succeed in life by teaching them 21st century skills (employability skills). Various checkpoints at the end of each lesson to determine if the student should advance to the next lesson or skill. If not, we will take the proper steps to remediate before proceeding.
Fortunately for these students, technology is going to be a priority in every step they make – education, careers, and everyday life. Introducing technology in the classroom can assist my students in all three aspects of their life. I hope the basic skills learned on these devices will help them stay organized and prepared for classes, help them obtain jobs/promotions over their peers, and help them organize everyday tasks; such as locating directions, paying bills, or even balancing a checkbook.
Moving SPMS into the 21st Century
South Paulding Middle School
Today’s students are living and learning in an environment where technology has the
potential to transport them to eras, places, and experiences previously unreachable.
While technology has the capacity to revolutionize our school, the lack of that technology
is causing our teachers and students to lose ground. SMART boards and SMART
technology assistive units have helped to close achievement gaps at SPMS, but our
teachers and students need access to additional resources. The county has provided
Wi-Fi services, and we would like to add class sets of student held devices such as iPads
or Kindle Fires.
SPMS seeks to make its students competitive with other children from around the
county and the state as reflected in SGPs (Student Growth Percentiles). Teachers will
integrate technology into their lesson plans, gaining greater access to new programs such
as MyON and My Big Campus. Students will be able to demonstrate their mastery of
content in new ways. With the administration of SLO and Georgia Milestones tests, we
hope to see a reduction in the performance gap between our general education students
and those who are economically disadvantaged or those with learning disabilities.
With the use of hand held technology, our classrooms can keep pace with the ever
changing needs of our students. It is vital to engage our students in the learning process
and establish strong foundations to insure future success in high school and beyond.
Calculators for Math Department
Ritch Middle School
Being a new school, we are still working to build our curriculum resources. We are in need of calculators for our students to use in all math classes including math connections. Sixth grade math classes need a basic four-function calculator. Seventh and eighth grade math classes need a scientific calculator. The current needs are 6th grade: 4 function calculators (a total of 100 calculators @ an approximate cost of $5 per calculator); 7th and 8th grade: scientific calculators (a total of 170 calculators @ an approximate cost of $15 per calculator). The calculators will benefit all Ritch Middle School students and math classes. Our goal is to provide all math teachers with a class set of calculators that meet the allowable requirement for the Georgia Milestone assessment along with providing equity for our students among their Paulding County peers. The calculator use on assessments is new to middle school students and having the calculators in their hands everyday will expose them to the tools of a calculator rather than the limited calculator function on their electronic devices.
Our desired result is to have all students have access to a calculator that supports the curriculum and be able to use it fluently to apply the math standards as they learn them. We will be able to measure the extent to which our desired results are being met by surveying teachers to glean their perceptions of students’ ability to apply math concepts as a result of having access to calculators.
The use of calculators will increase the level of student engagement and confidence in our math classes which will result in increased academic achievement. It will also increase efficiency and productivity while connecting to real-world opportunities because our students are accustomed to technology at their fingertips. While some of our students have access to social technology, they do not have access to the educational technology that is allowable on state and national assessments as well as in the real world. Calculator use will also help improve student’s readiness for high school math classes along with college admission assessments such as SAT and ACT.
Teaching Tomorrow’s Skills Today
Scoggins Middle School
Teaching Tomorrow’s Skills Today, a program designed to be an instructional strategy that has the ability to help students become career and college ready.
Scoggins Middle School will use the funds from this grant to purchase an iPad along with audio visual camera/recording accessories and applications needed for digital media implementation. It is the goal of this proposal to prepare today’s students for jobs in the 21st Century using digital media technology. The requested digital media video production equipment to be used in the media center and in computer science classes. The students will use the equipment to produce morning news, school related learning videos, digital storyboards, and case studies. The students will benefit through gaining skills that are readily transferable to any college or career pathway in digital media that will meet the growing demand for music, audio, video, multimedia information and entertainment in today’s world of technology. Scoggins Middle School has approximately 743 students enrolled this present school year. Of those students, approximately 59% are enrolled in the free or reduced lunch program. This grant will give students the opportunity for innovative hands on experience with digital media, audio visual, and communications technology.
The PCSD is implementing a program to help students be career and college ready for the 21st century. It is no surprise that we are educating a different type of student than previous generations. According to Mac Prensky, today’s digital native students have spent their entire lives surrounded by and using computers, videogames, digital music players, avatars, kindles, iPads, over 800 television channels, cell phones, YouTube, Facebook, and many tools of the digital age. Education must meet the needs of students with new strategies and tools to keep their hypertext minds engaged. (http://www.marcprensky.com) Through the use of digital tools the PCSD will prepare students at risk for the 21st century workplace.
As educators, we must look at data and evaluate local resources that will enhance learning for our students. According to the Meyers, Norris and Penny 2011 study, “Since the introduction of the Georgia Entertainment Industry Investment Act (the “film tax credit”) Georgia has become a leading state for film and television production. The total value of production spending in Georgia has increased over 400% from 2007 through 2010, with total annual production spending in Georgia exceeding $600 million in 2010. Film and television production located in Georgia has grown because the film tax credit has created significant economic impacts, adding over $800 million annually to the State Gross Product and supporting over 11,000 full time equivalent jobs.” Teaching tomorrow skills today aligns with school, district, state and national standards. (Myers, Norris & Penny, 2011)
The goal of this digital media program is to help hundreds of students, including disadvantaged students, acquire career and technology skills necessary to advance in our technological society.
EPHS Pathways to Success: Ready, Set, Complete!
East Paulding High School
Our school improvement goals include increasing the number of students completing at at least one pathway in Fine Arts, CTAE, Advanced Academics, or World Language.
Pathway completion and earning an industry credential is also a measure on CCRPI. In order to positively promote this, we are expanding our student recognition program to
include honoring each senior who accomplishes this goal. For 2014-15, we have over 350 seniors who may be eligible for this honor. Currently, students do not receive a grade for
passing the end of pathway assessment and do not earn individual recognition for completing a pathway. This promotion will highlight these achievements and generate interest encouraging students to meet this school, district and state goals. The funds from the grant will allow us to purchase tangible items to promote this initiative, reward each student and provide public recognition for individuals and the school to commemorate these achievements.
This program will bridge a gap which currently exists between the emphasis on success in core academic courses and the importance of completing pathways which lead to
college and career readiness and postsecondary success. This initiative directly aligns with EPHS school improvement goals as previously cited, supports the Mission Possible
initiative of the Paulding County School District, and reflects the focus of the state in relation to career pathways and postsecondary preparation. The impact is profound.
EPHS has made pathway completion a priority for all students. The desired result will be to increase the passing rate on all End of Pathway Assessments and for all students to graduate from East Paulding High School with at least one pathway completed and an industry recognized credential. We began gathering pathway completer data in 2013 as part of our school improvement efforts. We have baseline data from the classes of 2013 and 2014. To measure success, we will compare the number of pathway completers in each area and compare End of Pathway assessment data.
This program will allow us to award all students with the much needed and deserved recognition for being a pathway completer and reward success on End of Pathway assessments. When students successfully complete pathways and earn a recognized industry credential, it opens doors for future opportunities and increases student post secondary success. As a result, our school will be positively impacted through increased academic success with course passing rates and an increased CCRPI score.
The fundraiser will be used to purchase supplies and materials to construct an obstacle course for school use. The goal is to create a challenging physical environment to develop strength, endurance, coordination, and teamwork. Potential exists for 1,000+ students to use the course through JROTC, PE, and ESEP classes as well as athletic teams.
Benefits of the course include sequencing (using multi-step activities), sensory input (activities provide proprioceptive input, vestibular movements to include linear, saggital, and rotary), increased strength and improved balance, motor planning, and bilateral coordination. The structured, sequenced activities facilitate the development of higher-level cognitive skills which are foundational skills for reading, writing, and math abilities essential for classroom success.
Optimal result is for the students to complete the course and improve their time over the semester or year. For some students challenging themselves to complete one obstacle may be the goal. Teamwork may be a desired result as well. Students’ times will be the main measurement but are not always an indication of success.
Current literature states that physical activity is beneficial for certain brain functions. Studies have shown that exercise can improve cognition and performance. As childhood obesity continues to plague our students, this course provides students the opportunity to improve their health as well as their academic performance while having fun.
Writing across the curriculum is a focus throughout education today. Students are required to write and to integrate researched material in English, history, science, as well as other classes; however, with the easy access of the internet, many students do not realize that they are plagiarizing material by not correctly documenting it in their work. Instead, they simply cut and paste without documentation. Hiram High School would like to purchase a site license to turnitin.com, a plagiarism prevention website. Turnitin.com allows students to upload digital copies of their papers for assessment, peer review, and originality checks. The website scans both internet sites as well as other digital/electronic works in order to determine if a paper contains plagiarized material. The plagiarized material is then color coded and linked to a possible source. The instructor or student may then click on the links to see where the material is located and how the material appeared in that location. Reports also include a percentage of material that is believed to have been plagiarized. Many colleges and universities already employ websites such as turnitin.com, and incoming freshman often struggle in their writing courses because they have not been taught to avoid plagiarism resulting in failure of the course, disciplinary action, or even expulsion. It is our hope at HHS to educate students about the dangers of plagiarism and to teach them how to avoid it by correctly documenting material in all of their written works in order to make them more successful both at the high school and post secondary levels.
Integration of research material as support for argument is an essential part of academic writing. Whether it is in a term paper or on a standardized test such as the SAT or an AP exam, students are expected to be able to write with academic maturity and integrity. In addition, both the Georgia Performance Standards and the District and School Improvement goals emphasize the necessity to improve the workforce readiness and scholastic skill of all graduates. Regardless of what their chosen post-secondary path may be, students must be proficient in written expression. Turnitin.com allows students the opportunity to learn to recognize plagiarism and how to correctly document research sources before entering the collegiate realm or work force. This program would also be greatly beneficial for our Senior Capstone Project that we are implementing this year at Hiram High. The Capstone Project is an essential component of the state’s College and Career Ready Performance Index.
Through the use of turnitin.com, students would be allowed the opportunity to write and to revise writing prior to final assessment, thus allowing students the opportunity to correct mistakes in plagiarism and to avoid such mistakes in the future. This should result in students feeling more comfortable using documented material in their own writing, which will improve both argumentation and style. Hence, scores on the GHSWT, SAT, and AP exams should also improve. Students would also be better prepared for the expectations in they will encounter when submitting research papers in college and post-secondary settings.
As students become more proficient writers, scores on the GHSWT, SAT, and AP exams should also improve. Higher numbers of students earning “meets” or “exceeds” on these tests should lead to higher graduation rates as well as more college bound students and fewer students dropping out as a result of failure, thus positively contributing to students being College and Career Ready. In addition, students who choose to head directly into the work force after graduation will be more marketable as their written expression skills should exceed those of others vying for similar positions and allow them to better meet the expectations and demands of potential employers.