Mathematics & Science

SOLRUN CLASSROOM: STEM Solar Kits for Innovation and Engineering

Grant Applicant
Ashley Staron
Grant Date
2018
Amount Funded
$1128.00
Description (10 points)

These kits will whole class to invent and build simple solar-electric machines that run on light. This is for the purchase of two classroom kits of 15 Solardrive components, with additional tools and materials. Renewable and re-usable, the SolRun kit enables students to explore and invent solar-powered machines. Hands-on Solar Energy STEM.

Benefits of Program (10 points)

This class set of solar kids with help foster engineering skills and knowledge. Students will need to use problem solving skills to manipulate these tool to repurpose materials for the creation of solar powered vehicles. This tool will support our science and engineering standards. 

Success of Program (10 points)

The succes of this grant will be determined by the students application of energy and forces. The success will also be determined by the level of engagement to students display while working with these tools and finding alternative sources for energy and various applications of solar power.

Implementation (10 points)

This kit enables students to build onto recycled materials (such as cardboard, plastic bottles, blister packs, juice cartons, etc.) and/or onto wood. Wood dowel axle-shafts are held in place by screw eyes. With these, axle-shafts can be mounted onto almost anything, at almost any angle. Rubber tubing snippets keep the axles from sliding sideways. All gears, pulleys, wheels, and hubs fit onto the same size dowel. Possible SolarDrives, showing wheels, gears, pulleys, propellers, CD-hubs and shaft mounted directly to motor. 15 x 1 watt (2 volt x 500 mAmp) solar panels. Use the AA battery holder for solar battery-charging. Components can be dis-assembled and used over and over again, to build a wide variety of solar-electric machines. This will be used for classroom STEM acitivities in the classroom and support science and enginerring standards. 

Sustainability
These kits can and will be reused from year to year for grades 4th and 5th.
Can you share this grant with your grade level or subject team?

These materials can be shared grades K-5, but apply to the 4th and 5th grade standards more accuratly. 

Taxes
$0.00
Shipping
$0.00

National Geographic Giant Map for Donner Trail Elementary

Grant Applicant
Ashley Staron
Grant Date
2018
Amount Funded
$2745.00
Description (10 points)

This larger than life way to teach young people the power of maps and the limitless depth of geography using a half court-sized map of a continent or a classroom-sized state map on which they can explore, travel around, compete, collaborate and have lots of fun. The National Geographic Giant Map is an enormously entertaining and educationally powerful tool for introducing geography and map reading skills to students, grades K-12. This grant is requesting the purchase of both the North American continent and State of California maps. 

Benefits of Program (10 points)

A giant National Geographic map of North America, measuring 26 feet by 35 feet, gives student explorers a geographic experience like no other. The National Geographic Giant Traveling Map brings with it rich content and exciting activities to enliven the study of geography, making it a fun, interactive experience. The map is based on the National Geographic reference map series and on the North America map in the “National Geographic Atlas of the World, 8th Edition.”The new giant map, designed for grades K-8, includes interactive games, geography adventures, and lessons that teach students about the physical characteristics of North America as well as its rich history and varied cultures. 

Success of Program (10 points)

The success of these maps will be measured by the depth of geography knowledge obtained by the students and their application of social studies and science concepts in connection to their continent and state. We could use these maps to bring together families with geography nights/ or tie them into open house night where parents can play the games with their child on the maps. 

Implementation (10 points)

This map can be rolled up for folded for easy storage. These maps will be used by all classes for interactive lessons to support concepts in science, social studies, and geography in grade K-5. 

Sustainability
This is a one time purchse of two maps made out of strong vinyl material that is dourable to last for many generations of Donner Trail students to utilze to enrich their learning experience and connections between what and where things occur in both science and social studies.
Can you share this grant with your grade level or subject team?

All Donner Trail students will use these maps and have access to them at any time for lesson support. 

Taxes
$0.00
Shipping
$110.00

Scholastic Let's Find Out Readers

Grant Applicant
TK/Kindergarten at TES- DePew, Krengel, Reid, Garcia, Duner
Grant Date
2018
School Site
Amount Funded
$690.00
Description (10 points)

Weekly newspapers covering Social Studies, Science and current events to enhance our literacy and knowledge of given topics.  The topics are all what is being taught in the Kindergarten Classrooms.

Benefits of Program (10 points)

This is a great resource to get students excited about learning the topic of that week.  An additional resource for our Daily 5 reading, our ELD Speaking and Listening standards as this allows for great discussions!  There are also online resources to use each week like videos, games, songs etc.

Success of Program (10 points)

The success comes from great conversations, more facts and adding to our curriculum.  Success can also be measured by the excitement on the students' faces when it is Weekly Reader time!  They love the videos and little readers.

Implementation (10 points)

These are utilized weekly during ELD and for science and social studies.  Used for guided reading, then independent read-to-self, then home to discuss with their families.

Sustainability
One year of use for all!
Can you share this grant with your grade level or subject team?

This grant is for whole grade level; a copy for each child.

Taxes
$0.00
Shipping
$0.00
Budget Notes

We are projecting 1 TK and 4 Kindergarten classes next year at 24 students per class.  This amount would cover one subscription for each student.

International Space Station Above for Donner Trail Elementary

Grant Applicant
Ashley Staron
Grant Date
2018
Amount Funded
$337.00
Description (10 points)

This grant is being written for all Donner Trail Elementary students to be able to observe the live feed from the International Space Station all day, everyday using ISS-Above! The ISS-Above tracks the International Space Station and displays information screens and live video from the external cameras on the ISS.ISS-ABOVE comes with Raspberry Pi, SD card with ISS-ABOVE software, PiGlow LED lights, in built WiFi and power supply. Requires an HDMI TV or Monitor. This set up with be mounted in the main hallway at Donner Trail Elementary to engage the students in continious space observation and be used to support instruction. 

Benefits of Program (10 points)

The ISS-ABOVE is an electronic device that brings the Space Station to your TV. With informational screens and live views of Earth from external cameras, the students will be able to observe:

  • The Space Station passes them by 5-8 times every single day
  • When and where to look to see the Space Station - it's visible when the solar panels catch the light, so around dusk and dawn. The ISS-Above tells you when and where to look, both by flashing like crazy and displaying information about the pass on the info screens
  • Who’s up there right now - each Expedition typically had a crew of 6 and lasts 6 months. Three astronauts change out every 3 months so there's continuity for the crew
  • What the orbit of the Space Station looks like and where it is right now - at a glance you can see the ISS image on the world map. As the ISS always travels from West to East, you'll be able to see when it is in darkness, when in daylight and what part of the Earth it's over right now
  • Lots of stats and data about the Space Station
  • What the astronauts see when they look out of the cupola - the ISS-ABOVE streams live video from the external cameras on the Space Station whenever the ISS is in sunlight. That's 46 minutes out of every 92.

 

Success of Program (10 points)

The success of this grant will be measured by an increase in student engagement, knowledge, and participation in dicussions surrounding space. This will bring space interaction to life for the students in a way they have never seen before. 

Implementation (10 points)

 This device will be plugged into a TV mounted on the wall for all students to observed as they walk in the main hallway of Donner Trail Elementary as opposed to one classroom. This will contribute to a constant interaction with Earth and Space science. 

Sustainability
This is a one time purchase for the TV, mounting bracket, and IIS-Above device.
Can you share this grant with your grade level or subject team?

This grant will be shared with the entire Donner Trail Elementary students and families that walk the halls and be used to support classrom instruction.

Taxes
$13.28
Shipping
$0.00

Science Supplies

Grant Applicant
Allison Everist and 2018-19 2nd grade team at Tahoe Lake (3 teachers)
Grant Date
2018
Grant Category
School Site
Amount Funded
$868.00
Description (10 points)

The 2nd grade team at Tahoe Lake for the 2018-21019 school year will have 3 classrooms. We have loved using the Mystery Science program along with the Stemscopes program the district is providing to enhance student learning.  We have all already received a free year of Mystery Science as a trial and would love to continue using it next year.  The annual subscription is the first item we are asking for.  We also need to replenish consumable materials used in our classroom to support our science program.  

Benefits of Program (10 points)

Tahoe Lake Elementary is a Science School!  We have a weekly science enhancement teacher, but we also do hands-on experiments in out classrooms, 2-3 times a week.  We use both Stemscopes, supplied by the District as well as Mystery Science.

While learning about properties of matter, students made soap to learn about the property of dissolving.  We also made candles to learn about melting.  We even melted candy to learn and about reversible and irreversible changes. 

When studying plant and animal biodiversity, we grew "grass heads", made root viewers, and went on sock walk to see how seeds could stick to fur.

Finally, when learning about changes to our earth, we made cornmeal "land" to show the effects of erosion.  

 

Success of Program (10 points)

We did many other projects throughout the Stemscopes and Mystery Science curriculum that truly enhanced the student's understanding and allowed them to often keep their projects to remember their learning. 

Implementation (10 points)

We currently offered all of these lessons this years in second grade at Tahoe Lake.  We depleted the supplies that were available to us this year.  We are hoping to offer all these lessons/ experiments again next year! 

Sustainability
This grant is entirely consumable items.
Can you share this grant with your grade level or subject team?

This is a grade level grant that will benefit all 2nd graders at Tahoe Lake Elementary.

Notes

There are over 40 lessons throughout Mystery Science and Stemscopes.  Links to both to view the lessons and project materials have been included.  Several materials, like tin foil, paper plates and cups are used in multiple lessons.  When reviewing the supply order, keep in mind that 1000 paper plates are not used in just one lesson.  Thank you for your consideration!

Taxes
$8.34
Shipping
$6.95
Budget Notes

Since this grant is for three different second grade classes, the total per class will be $289.42.  

 

Other funding sources

The district office currently purchases the Stemscopes curriculum.

THE TROUT CREEK POCKET PARK STEWARDSHIP & SERVICE LEARNING PROGRAM

Grant Applicant
Dana Seaborg, Justine Minczeski & Diane Welch with Sierra Expeditionary Learning School 2/3 grade teachers
Grant Date
2018
Grant Category
Amount Funded
$151.00
Description (10 points)

Every other year the Sierra Expeditionary Learning School (SELS) takes its second and third grade students on a tour of historic, downtown Truckee. This tour exposes the students to sites on Commercial Row, Jibboom Street and the surrounding areas, which contain rich historical resources. The purpose of this tour is to engage our youth with valuable assets that exist close to home. There is much to learn about Truckee’s vibrant past and it is all accessible by foot and in close proximity.

This fall, Mountain Area Preservation (MAP) will collaborate with SELS and include the Trout Creek Pocket Park (TCPP) on the downtown tour. In 2016, TCPP was completed at the intersection of Jibboom and Bridge Streets in historic, downtown Truckee. Prior to completion, the site was a neglected, environmental disaster. Compacted dirt, crumbling asphalt and garbage covered much of the area. Dirty snow, road debris and toxic runoff was deposited along Trout Creek, a tributary of the Truckee River and drinking water source for Truckee, Tahoe and Reno. MAP turned the park into a Sustainable Site featuring native, drought tolerant landscaping, permeable pavers, a storm water drainage facility and a solar light fixture. The park provides garbage and recycling collection, an interpretive kiosk with panels done by a local artist featuring the flora and fauna of the area as well as a watershed overview of the creek path from its headwaters in Tahoe Donner to its connection with the Truckee River. Truckee's Native American history is highlighted in an art panel depicting how the Washoe Tribe utilized local pinon pine nuts and goji berries for their diet. An authentic Washoe grinding stone has been relocated to the park and commemorated with a plaque honoring its cultural value. A hand forged Art Bike Rack designed and built by two local female artists serves dual purposes as both a place to park your bike and a work of art to admire. Topics such as infill, environmental restoration, native landscaping, flora, fauna, watershed ecology, sustainable design and stewardship will be covered in this experiential place-based education program. At the end of the tour, each student will receive a two-sided, color, bilingual activity sheet to take home with environmental education themes and games to reinforce the many learning targets. In addition to the activity sheet, the students will create an informational rack card pointing out the various attributes of the park. This card will be designed in the classroom by the students and will be distributed to every student at SELS as well as placed at the Truckee Chamber of Commerce/Visitors’ Center at the Train Depot.

This grant request covers the cost to print the activity sheets and rack cards at Copy Center. 

 

Benefits of Program (10 points)

This is likely the first time many students will hear about land use planning and why it is such an important part of how we design our communities. The tour participants will see firsthand how a place can go from a wasteland to a vibrant, sustainable green space and how simple measures like using permeable pavers can be taken to address water quality impacts. Students will also learn about non-profits and their role in community building and collaboration. They will see how art can be used not only for visual pleasure, but to serve a functional purpose as a bike rack.

Additionally, the inclusion of TCPP on the tour offers a wonderful opportunity to cross cultural lines and open up a field of study to populations that are often marginalized and left out of land use planning conversations. Ensuring that Truckee’s Latino population is included in watershed stewardship and environmental restoration programs is an invaluable benefit of expanding the tour. As we broaden the scope of our environmental outreach to include more people from diverse backgrounds, we will see an increase in young people who care about the natural world around them. These individuals will share this knowledge with their communities. SELS and MAP will work together to create project materials that are written in Spanish and culturally sensitive. As we are able to add additional classes to the tour each year, this will increase in our ability to promote cultural awareness and diversity around environmental stewardship.

Success of Program (10 points)

We will define success with the inclusion of the TCPP on the Downtown Historic Tour in fall 2018. The impacts of this project will enhance the classroom in that it will cover a wide array of learning target topics described above. The students will take what they learn at the park site and work in the classroom to create a informational rack card highlighting the park's attributes. This activity will expose the students to many skills including graphic arts and design, research and development of ideas, editing of text and team work. Additionally, the development of the rack card will reinforce the themes learned at the park regarding environmental sustainability and stewardship. The inclusion of Truckee Elementary in fall 2019 will be another indicator of success. This will be accomplished via outreach by MAP to the elementary school. We will work to have a representative from the school attend the tour in 2018 in order to see the program. Our hope is to inspire these third grade teachers to include the park in their downtown tour in 2019. This will add an additional 100 students to the tour with all of the associated benefits. As a follow up each year, we will have the teachers provide us feedback from which we can make improvements to our program. We plan to include all of the elementary schools in the district as well as the other Charter, Private and Alternative Schools in the region. This project has the opportunity to create educational benefits for our youth and adult population as well as the environment as a whole.

Implementation (10 points)

The pilot program will take place in fall 2018 in conjunction with SELS' historic, downtown tour, exact date yet to be determined but usually September or October. The plan is to work with Truckee Elementary after the pilot program occurs to have the third graders participate in fall 2019. 

Sustainability
The goal is to expand this pilot program to the rest of the school district in fall 2019. MAP is actively writing grants for larger amounts of money to make this program sustainable and require limited resources over the years. Once the curriculum is designed, the costs will be minimal.
Can you share this grant with your grade level or subject team?

This grant covers the cost of materials for all 2/3 students attending SELS. 

Taxes
$12.16
Shipping
$0.00
Budget Notes

The pricing above came from Copy Center in Truckee. We plan to have them do the printing of the materials requested in this grant. 

Other funding sources

Once the pilot program is launched we believe we will have more success with larger funding sources to cover the entire cost of the program. Given the short turn around time to begin the program we are working with local foundations to help kick off the program in its first year. We have submitted grants to the Clif Bar Family Foundation and the Lahontan Community Foundation for additional funding support to cover MAP's staffing needs. We will apply to the SELS' PTC spring grant program for a small grant to support the development of the curriculum for the program as a collaboration between SELS and MAP. 

Modern molecular biology and biotechnology in the high school biology classroom

Grant Applicant
David Steakley
Grant Date
2018
Grant Category
Amount Funded
$2848.00
Description (10 points)

This grant seeks funding to purchase a polymerase chain reaction (PCR) machine for classroom use in biology and AP biology courses at NTHS. A PCR machine is a analytical instrument that precisely heats and cools small liquid samples to allow biological enzymes to copy DNA, generating millions of copies of a specific DNA sequence from a small and non-specific starting pool. (The process is described in further detail here: https://www.youtube.com/watch?v=aUBJtHwHASA). This process won the 1993 Nobel prize in chemistry and is based on the idea that a DNA polymerase, copying enzyme, from a heat loving bacteria can still operate at high temperatures, but DNA itself will denature, or split up, into multiple strands at those same high temperatures. This allows the exponential copying of specific DNA molecules in a sample, by precisely modifying the temperature, up and down, of the samples themselves. This is what a thermal cycler does. It makes rapid, timed changes to precise temperatures of a set of biological samples.

A PCR machine is a standard part of a modern biology laboratory and allows scientists to complete a number of modern molecular biology protocols. Having access to this will allow teachers to complete relevant and engaging labs with classes. Examples include: preparing samples of DNA from supermarket bought fish to determine if the label matches the actual species, preparing samples for DNA sequencing of bacteria from Lake Tahoe water samples to potentially identify new bacteria present in the lake, creating DNA samples to use in bacterial transformation activities to creating glowing bacteria, among others. These tools will allow science students at NTHS to get real world experience using professional level equipment and doing modern, interesting molecular biology experiments. This is a tremendous help because students are able to contextualize and apply the scientific concepts they are studying in their courses with their own hands. With the transition to the Next Generation Science Standards (NGSS) this is now the expectation and the purchase of this tool will allow NTHS students to keep up with the now increasingly rigorous standards.  As the district broadly transitions to NGSS science instruction, students students will need to engage with tools and labs like these in order to build the 21st century skills. This skills are paramount for success in future science careers, and success on upcoming NGSS-aligned science assessments.

Benefits of Program (10 points)

Funding this proposal will have durable and long-term benefits to the student population at North Tahoe High School. The purchase of the PCR machine will allow the labs described above to be delivered to students in all grades (all 9th graders in  biology and upper classmen in AP bio). Over time the whole school population will benefit from their use. The PCR machine will be stored and reused with no further upkeep cost. Consumables required for its use will be paid for with the yearly NTHS science department budget. Numerous empirical studies have demonstrated that student-centered, hands-on curriculum, like these labs, increases student learning outcomes in a variety of ways. Labs and equipment like this allow students to physically engage with real science data, and form their own conclusions based on their observations. It also allows them to arrive at universal truths about many chemical and biological principles by generating and testing hypotheses themselves rather than reading information from a book and taking it as fact. By providing opportunities for students to stretch their critical thinking skills and "act like scientists" while they look at real science data, they are able to internalize the information in a far deeper and more authentic way. Not only does this type of learning experience motivate and engage students, these skills are cross-curricular in that they allow students to create meaningful argumentation from evidence and use quantitative arguments to support their ideas, having far-reaching benefits across subject areas.

Additionally, having access to this machine will allow biology teachers to prepare and generate reagents for some labs themselves, at low-cost, compared to having to buy those kits yearly from science education companies. For example, DNA samples required for an unrelated DNA electrophoresis lab usually must be purchased yearly from a science lab company, but with a PCR machine in house, buying the kit one time will allow us to make our own copies of the reagents and store them for use in all years going forward. As a former life science researcher and PhD, I have already done this protocols many times and the savings can be significant. The upfront cost of the instrument is real, but the year over year savings of being able to generate some of our own materials for other labs will eventually recoup the entire cost of the instrument.

Success of Program (10 points)

Discrete program success: This program will be a success if students are able to use the PCR to complete the labs described above and  to master the specific content referenced within them.

 

General program success: As described above, this program will allow students to engage in scientific content in an authentic, hands-on way. This leads to more generalized success by having a positive impact on student motivation and engagement with the subject matter, by supporting 21st century skills development, and pushing students to create meaningful argumentation from evidence and use quantitative arguments based on data they collected to support their ideas.

 

Evidence to support discrete and general success: Before coming to North Tahoe High School, I taught in another district where I worked in a small team of teachers to write or modify similar labs as a part of the transition to NGSS. Last year at NTHS, I delivered labs like these to students, but had to provide “example data” they could work from because we did not have access to the required instruments to collect it ourselves. While it met the bare minimum requirements, it was far from ideal. Research has shown that when students collect data themselves and participate in the experimental planning, as well as data collection and analysis themselves their level of understanding and retention is higher. Beyond covering specific performance standards and lab content, this labs and investigations seek to allow students to experience how "real science" gets done, and how ideas are shaped by data and curiosity to arrive at the ideas we currently think of as correct. Initial evidence suggests that these types of NGSS-aligned learning experience foster this curiosity and better-prepare students for careers in the sciences. Labs we can do with this machine and the PCR process are objectively interesting and get students talking about science outside of class.

Implementation (10 points)

With the purchase of the PCR machine labs requiring its use will begin in 2018-2019. The lab plans and lesson materials already exist, we are simply missing the instrument itself that allow us to complete them. Students will use the PCR machine in groups, and a single machine can run an unlimited amount of samples, so only a single instrument will be required for all classes.

Sustainability
This project is sustainable and durable. This one-time funding will allow these labs to be implemented every school year going forward at low cost (consumables only). The lab plans and student materials that facilitate the lessons using the PCR machine have already been generated and shared with teachers at no cost. The PCR machine itself is not consumable, and will be cared for and stored at the school site to be reused yearly. Consumables (reagents, enzymes, plastics etc.) will be paid for yearly in the NTHS science budget.
Can you share this grant with your grade level or subject team?

Yes, I have already generated all of the required student and teacher materials, and have discussed how they will be implemented by the other science teachers at NTHS. The materials are available for review if requested. This machine can also be used by other teachers at the site and I am willing and able to provide assistance and support, as needed, to ensure successful implementation. Truckee High biology classes would also be welcome to run samples on it as well. I do not believe we have on in the district currently.

Notes

Please don't hesitate to contact me with any questions or concerns, I would be happy to discuss any aspect of the grant further.

Taxes
$235.13
Shipping
$0.00
Budget Notes

The PCR machine listed above is the best value for the money after some careful comparison shopping. There are instruments that can perform similar,  limited functions, but based on reviews of their durability I don’t think they are a good investment long term. It would be a shame to buy a slightly cheaper instrument that doesn't last, or can’t do a certain function that might be required in a future protocol. The model listed above is “future proof” because of it specs, and the warranty provided by the manufacturer. It will allow the most complete set of labs to be completed for the smallest amount of money.

Other funding sources

I did speak with my site team, and it is possible that site fund could be used to support this project, however, that would mean that money normally directed towards science class consumables (lab reagents etc.) would no longer be available for other science courses and some other specific labs may need to be removed from the curriculum because of a lack of funding for consumables.

Smart Carts for Physics

Grant Applicant
Susan Lowder
Grant Date
2018
Grant Category
Grant Co-applicants
School Site
Amount Funded
$4322.00
Description (10 points)

PASCO Smart carts will be used to study fundamental principles in physics such as kinematics, dynamics and energy conservation.  The carts have built-in sensors that wirelessly transmit the data to the SPARKvue app on student’s Chromebook or the classroom iPad. The app will graph the data so that the physical relationships can be visualized and analyzed by the students.

Benefits of Program (10 points)

Smart carts will expand the laboratory options for students in physics. The Smart carts use the same data collection system, the SPARKvue app, that has been used with the other probes at Truckee High School such as pH, temperature and motion sensors so the students will have familiarity with the system.  A critical part of physics is reading and interpreting graphs.  The Smart carts will allow the students to gather data efficiently so that interpretation and utilization of the data can be emphasized.  One of the sensors on the cart is an encoder on the wheels that gathers data on position, velocity and acceleration.  Each cart also has a force sensor and a three-axis accelerometer.

Success of Program (10 points)

Successful use of Smart carts will result in all students acquiring the skills to set up the equipment and interpreting the data collected from a variety of situations. The ease of data collection will allow for more time to study the graphs generated by a particular motion.  The data with the Smart carts can be collected within minutes.  Currently the students use CPO physics equipment (ExinEd 2016 and 2014) to manually collect data for position versus time graphs.  This is a valuable skill, but once acquired it is more important to study position versus time graphs as well as other graphs from a variety of situations.  The Smart carts will expand the experimental possibilities for data collection and it will allow for more experimentation within the class.  Students will have more experience analyzing real time data in a variety of situations such as collisions between objects, acceleration due to a constant force and acceleration of an object in a circle.

Implementation (10 points)

The carts will be used in all physics classes at Truckee High School.  Currently there are two college preparatory courses and one AP Physics 1 class with a total enrollment of about 70 students.  The carts will be utilized in the study of kinematics (position, velocity and acceleration), dynamics (forces, Newton’s first, second and third laws).  Centripetal acceleration and simple harmonic motion will be studied as well as conservation of momentum and energy.  These topics comprise about 85% of the curriculum in the physics classes. 

Sustainability
The Smart carts have a five-year warranty. PASCO equipment is top of the line and durable. The carts will be used with 1.2 m dynamics tracks which were purchased in the 1990’s. The grant includes new feet and end stops for these tracks as well as a longer (2.2 m) track for demonstration purposes.
Can you share this grant with your grade level or subject team?

All physics students and teachers will use the equipment.

Taxes
$326.87
Shipping
$33.00
Budget Notes

The USB adapter is needed for the student Chromebooks to connect with the wireless Smart carts or the other wireless probes.

Other funding sources

Repairs and or replacement equipment will be funded by Measure A science funds.

Justice and Equitable Representation through Reading: Social Justice Library

Grant Applicant
JenniferAnne Kavanagh, Edith Martinez
Grant Date
2018
Amount Funded
$4600.00
Description (10 points)

For children in primary grades, whatever literature a teacher presents is often the students' main exposure to both books and the greater world around them. For this reason, educators should consider the implications of the fact that while more than half of the children enrolled in U.S. public schools are people of color or Native American, only 22% of children's books published in 2016 portrayed characters of color, and only 13% were written by an author of color (Teaching for Change, 2018). As a bilingual, Title I school, Kings Beach Elementary is home to children of diverse socioeconomic, racial, and social backgrounds, all of which come together to make the school special and wonderful. It is important that the primary grades' classroom libraries act as mirrors, reflecting back the students' realities. The Social Justice Books Project well-explains what thought needs to go in to creating such reading lists: "It is not enough to simply diversify the characters in children’s literature. We are also concerned with who is writing the stories, what the characters are doing, how issues of power and activism are introduced, and representations of people in community rather than in isolation." Selecting books with these criteria in mind allows educators to bring awareness to children's differences, similarities, the realities of their day-to-day existence, as well as to dispel myths, stereotypes, and distortions of minorities. What is more, brain research shows that when children are engaged with a topic, when they consider it to be important to their sense of self, they learn more effectively. Thus, a library with a social justice orientation promotes social development, emotional development, social studies/historical contexts, and fundamental reading schools. 

The Social Justice Library grant would provide a set of books that feature quality writing and rich illustrations that also touch on a multitude of individual identities, communities, and cultures to 11 different classrooms, from transitional kindergarten through second grade, including a kindergarten/first combination classroom. The selected books are appropriate for this age range. By providing these books to each classroom, every child will be able to access the resources equitably, whether through a group read aloud or through individual exploration. If the whole list is purchased, every student in these 11 classrooms could have 1-2 books promoting social justice in his or her "book box" at any given time. What is more, having these books as a permanent staple in each classroom shows the children who can identify with certain individuals, groups, and communities portrayed in the stories that their identity matters to the teacher, the class, and to the school as a whole. Through this grant, we can promote both excellence in reading and value of our children's unique identities, a win-win for our school and our district. 

Benefits of Program (10 points)

The Social Justice Library in each classroom will allow students to directly access texts that promote empathy, self-esteem, self-awareness, a broader world view, and a multi-perspective view of history and current events. It will also promote fundamental reading skills, by directly engaging students; neuroscience shows that students who think a subject or skill is inherently and personally important will learn that subject or skill more effectively. 

Success of Program (10 points)

Social success of the program will be determined by observing students' increased empathy, emotional well-being, and self-esteem. In terms of reading ability and social studies content learning, success will be determined by students' ability to ask and answer questions about texts, ability to recall or retell a story, and ability to read parts of or whole texts alone. 

Implementation (10 points)

Each classroom at Kings Beach Elementary from TK through 2nd grade will receive a set of the book list for the Social Justice Library. Texts will be read in whole group and small group settings, for a variety of purposes, including social studies, social-emotional learning, reading fundamentals lessons, math lessons, and even art lessons. They will also be available to students for individual reading and exploration. If the entire book set is purchased for all 11 classrooms, each student can have 1-2 books in his/her book box at all times. 

Sustainability
As long as the bindings on the books stay together, the social justice libraries will be able to be used repeatedly for years to come. No additional funding will be needed.
Can you share this grant with your grade level or subject team?

The grant will provide access to all 11 classrooms from TK-2nd to ensure equitable access and promote valuing minority identities in the school. Teachers from 3rd and 4th grade will be welcome to borrow the texts. 

Taxes
$397.00
Shipping
$0.00
Budget Notes

Shipping is listed as $0 because Amazon Prime is available as a shipping option.

Other funding sources

PACE, Measure A, and Donors Choose are potential sources for funding, but most of those resources have already been allocated to other needs. Also, not enough funds are available to cover the cost of the grant which covers 11 classrooms. 

iXL Math Licenses

Grant Applicant
Michele Forsberg on behalf of all third-grade classrooms
Grant Date
2018
Grant Category
School Site
Amount Funded
$1200.00
Description (10 points)

This year, 2 of the 4 classroom teachers were able to purchase a year's license of iXL Math for our classrooms. We tried to share, but due to cost per license, it wasn't possible. Both teachers were highly impressed with the program. 

Benefits of Program (10 points)

Unlike any other program we have tried, Everyday Math included, iXL Math offers a program designed to meet a student's needs. iXL Math can be programmed to reteach basic concepts for a struggling student as well as challenge a student working above grade level. The data was invaluable. I was able to guide my instruction based on student achievement. I follow the Daily 3 Model in my classroom. Math Writing, Math with a Friend, and Math By Myself are the components of the management piece of Math D3. I have been able to use the Teacher Time/Small Group Instruction to target the specific needs of small groups of students struggling with the same concept. The certificates, printed each week, bring a smile to my students. They love to share them with their table group. Students are able to use the program at home which allows them the extra time/support to grasp a specific concept. Another of the many features is the option to "listen" to word- problem. Many of our students are reading below grade level. Mathematical words can be confusing. A name in a word problem, such as Jamal, can STOP a student from understanding a simple one-step word-problem. Students have the option to click an option in an effort to better understand the expectation. My issue with so many programs, Everyday Math included, is that they are all about READING to solve a problem. So many of our students aren't reading at grade level. I want to know what they know about math and how I can support them. This program will help me know that exact question. 

Success of Program (10 points)

Both teachers using the program have found it to be highly successful. One of the greatest benefits for students is the "explanation" given for each incorrect problem. The program explains, in depth, why the answer was incorrect. Students with unsuccessful scores are given an opportunity to continue to practice while those that "get it" are able to move on to the next challenge. 

Success for the teacher will be seen in the formative and summative assessments given at the end of each unit of study. Success for the student is the certificate awarded each week.

Implementation (10 points)

The iXL math program will be implemented during a "Math by Myself" Daily 3 Rotation. 

Sustainability
My grade level is hoping to be able to fund the purchase for the 2019-20 school year from our class accounts.
Can you share this grant with your grade level or subject team?

My hope is to provide a class license for all third-grade for the 2018-19 school year.