Grant Writing Assignment

(Toshiba America Foundation Grant)

Patrice Bacote
University of Maryland University College
EDTC 630

School Information

School Name Princeton Elementary School

School Address 6101 Baxter Drive, Suitland, MD 20746

Proof of Eligibility Tax Exempt and Title I eligibility information will be uploaded in the actual grant
application.

Teacher/School Administrator Contact Information

Title Teacher

First Name Patrice

Last Name Bacote

Phone (Work) (301) 702-7650

Email (Work) patrice.bacote@pgcps.org

School Administrator Full HeNina Bunch

Name

Administrator Phone (Work) (301) 702-7650

Administrator Email (Work) henina.bunch@pgcps.org

Teacher Responsible for
Project
Project Title
Funding Principle
Amount Requested
Subject(s)
Number of Students to Benefit Approximately 45 (6th grade students)
Grades Affected
Project Start Date
Project End Date
Please summarize your
project in a short paragraph
(Paragraph) (2000 character
maximum)
Yes​​/no
Project Information
If We Build It, They Will Come
6-12 Math UNDER $5,000
$2,000
Specify Math, Science, Etc.
Mathematics
6
September 20, 2018
Ongoing
Today’s students spend more time on social media and networking sites than
students in the past. When Martin, C. Wang, Petty, W. Wang & Wilkins (2018) asked
“what do middle schoolers like the most about social media” the top answers were
that social media can be used for “information, communication, [and]
entertainment…” (p. 219). This made me think about how I can successfully combine
students’ love of social media with learning and I came up with a plan: I would like to
help the 6th grade students at Princeton Elementary School to build a digital library of
student-created math resources.
The digital library will host videos of students from our school modeling math
problems using manipulatives while explaining their thinking. The library will be
organized by Common Core standards and grade level. The student-created videos
 will be posted in a forum that encourages collaboration so that students can ask and
answer questions. Students will become “math experts” and mentors for their peers!

Livescribe smartpens “capture words, audio, scribbles, symbols and diagrams…

and syncs everything you write to a Mac or PC (Livescribe Inc., 2017).To create the
library, students will use Livescribe smartpens to record themselves solving rigorous,
PARCC -like math problems and then upload and organize the recordings onto our
digital library site. Students will also use tablets to record videos and create
screencasts pertaining to math topics.

The digital library of math resources created by our students will benefit our school
in many ways including building students’ confidence in the area of mathematics,
providing teachers with an online resource for math interventions The digital library
will also encourage students to take control of their learning using a social media-like
tool; one that enables students to communicate with peers in a non-formal way and
gain important information from engaging, entertaining resources.

If we build it, they will come!

References
Livescribe, Inc. (2017). Smartpen overview. Retrieved from
https://www.livescribe.com/en-us/solutions/k12/

Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school
students' social media use. ​Educational Technology & Society​, ​21​(1), 213-224.
Retrieved from
http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=2&sid=4
ae87f2c-99f9-4dc0-84e0-781ff27c58bc%40sessionmgr4010​)

Learning Objectives Please list the two most important learning objectives
(Paragraph) (2000 character
maximum) My project idea, “If You Build It, They Will Come”, has been designed with two
main objectives in mind. The following objectives are taken directly from the ISTE
Standards, standards designed to encourage teachers to use technology to
“appropriately support and transform student learning activities” (Smith & Mader,
2017).

Objective 1: Students will be able to “build networks and customize their learning
environments in ways that support the learning process” (ISTE, 2018). Creating and
utilizing our math digital library will allow students to experience building personal
learning networks at an early age- a skill that will prove useful in their later stages of
learning. Students will also get practice with customizing the learning environment for
visual, auditory, and tactile learners by modeling, speaking, and using manipulatives.

Objective 2: Students will be able to “publish or present content that customizes

the message and medium for their intended audiences” (ISTE, 2018). As they build
their digital library of math resources, students will get the opportunity to present
complex math concepts using language and examples appropriate for their audience-
peers.

References
International Society for Technology in Education (ISTE). (2018). ISTE standards for
students. Retrieved from ​http://www.iste.org/standards/for-students

Smith, B., & Mader, J. (2017). Align your curriculum with the ISTE standards. ​Science
Teacher​, ​84​(5), 8. Retrieved from
http://eds.b.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=9&sid=7
5011567-b93c-4f6a-bef3-4d8c2f5ba41b%40sessionmgr102

List the Two Largest Line Many of our students are able to get the correct answer when posed with a math
Items in your Budget problem but, with the introduction of the Common Core math curriculum, knowing the
(Paragraph) (2000 character
maximum)
right answer is not enough. Students now need to be able to explain their thinking
process, describe other ways they could get the same answer, and make models to
represent problems. Our students have a hard time putting math concepts into words.
The Livescribe pens that I plan to use for this project, will allow students who have
mastered mathematical concepts to make an audio/visual recording of a math
problem being solved. Students who watch the videos will be able to see and hear
one of their own peers working through a problem. My hope is that watching other
students explain the process he/she underwent to solve a problem using math
vocabulary and appropriate modeling will help struggling students to understand the
problem and build academic vocabulary in the area of mathematics. To create our
digital library, we will need three Livescribe smartpens ($340 each).
Often, math manipulatives are reserved for primary students who are trying to
grasp basic math concepts and once those same students reach the upper primary
and secondary grade levels, the manipulatives are taken away. Some students are
able to bridge the gap from manipulative (concrete) use to representational and
advanced stages seamlessly. However, many older children could also benefit from
using manipulatives in more advanced math classes. According to (Landman, 2009)
“manipulatives provide a way for students to do mathematics in a concrete manner
and they learn some mathematics concepts better when explored with
manipulatives”. The manipulatives, such as the Fraction Tower Equivalency Cubes
($180 for a classroom kit), I hope to purchase for this project, will increase SPED,
ESOL, and below grade level students chances of grasping complex math concepts.
Reference
Landman, G. W., (2009). Manipulatives in secondary school mathematics. Retrieved
from
http://teachingcommons.cdl.edu/noyce/newsevents/documents/GREISY_noyce_pres
entation_jan_09.pdf
Proposal Specifics
Section 1. Endorsement
(File Upload) FIle Upload;
5242880 byte limit
Section 2. Objectives/Planned
Outcomes
(Paragraph) (2000 character
maximum)
The project described in sections 2-8, must be acknowledged and endorsed by
a school official at least the level of assistant principal. This endorsement must
appear on official school or organization stationary and must be signed by the
school official. Please attach this document in the area provided.
Endorsement is being created by principal and will be uploaded into the actual grant
application.
Improving student achievement in science and math is the Foundation’s only
grant-making interest. In this section, tell us exactly what student learning
objectives you will reach by conducting the proposed project. The objectives
should be realistic, directly related to the project, measurable and attainable
within the time period of the project.
Princeton Elementary School’s student-created digital library will improve student
achievement in the area of mathematics in three ways.
Academic Objective 1: By accessing the resources in the digital library three times
a week, 6th grade students performing below grade level will increase their overall
achievement scores on the Math Inventory assessment, from Fall 2018 to Spring
2019, by at least 10%. The Math Inventory is a “computer-adaptive screener that
measures students’ readiness for math instruction” (Cobb Academic Division, 2016).
The majority of our 6th graders are currently performing below grade level meaning
they are not ready for 6th grade instruction. The digital library of math resources
could help them to practice current skills as well as review skills they may have
missed in the past.
Academic Objective 2: By accessing the resources in the digital library three times
a week, 6th grade students performing below grade level will increase their overall
achievement scores on the Grade 6 Unit Assessments, from interim (pretest) to
formative (post-test), by at least 20%. Our 6th graders take 5 Unit Assessments each
year and often show little growth between assessments. By utilizing the resources in

Section 3. Methods/Strategies
(Paragraph) (2000 character
maximum)
the math digital library, 6th grade students can work towards mastery of concepts in
centers and small groups, resulting in higher post test scores.
Academic Objective 3: Parents of 6th grade students will utilize the resources in
the digital library at least 25 times from October 2018- May 2019. Parents often
struggle with helping their children practice skills at home because they don’t know
how to teach the “Common Core way”. Having access to the digital library from home
“will be the first step towards a paradigm shift to extend human support to online
support” (Keane & Loch, 2017, p. 19).
Reference
Cobb Academic Division. (2016). Math inventory (MI) overview for parents. Retrieved
from
http://academics.cobbk12.org/wp-content/uploads/2017/06/Math-Inventory-Overview-
for-Parents-final-2016.pdf
Keane, T., & Loch, B. (2017). Peer tutoring using student-made screencasts.
Australian Senior Mathematics Journal,​ ​31(​ 2), 6-21. Retrieved from
http://eds.b.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=4&sid=7
c1628ce-9c68-4ce2-91ec-01cff002ea03%40pdc-v-sessmgr01
Improvements in science and math education outcomes can be achieved using
a variety of methods, materials and strategies. What exactly do you want to do
in your classroom that will produce the outcomes described in Section 2?
Please describe the nature, duration and intensity of your contact with
students for this project. What will the teacher(s) and students be doing
differently? Provide at least one sample lesson plan to give us an idea of what
a class would be like with your project.
When teachers realize that a student is struggling in math they may provide
small-group instruction to the student, find and use research-based Tier I and II
interventions for the student, offer after-school tutoring, and enlist the support of
parents. The creation of the digital library of math resources is not intended to replace
the strategies that teacher are already using, but to add another resource to help
students improve.

Here is a sample lesson for​ CCSS 6.EE.A.3- “Apply the properties of operations to
generate equivalent expressions....” (National Governors Association Center for Best
Practices, Council of Chief State School Officers, 2010):

Engage​​: Ss- complete vocabulary review activity using ​http://kahoot.it

Explore​​: T- give Ss a word problem to solve related to the standard to be taught. Ss-
(in groups)- use manipulatives provided by grant to solve the problem.

Explain​​: T- choose groups to share thinking and address misconceptions.

Extend​​: Rotations. Above Ss- work on extension activity, On Ss- work with T at small
group table. T- give another word problem; use questioning strategies to guide and
extend thinking. Below Ss- assigned to the technology center to work on weak skills.
They will be given manipulatives and a word problem. They will access the digital
library to see a model of the problem being solved by a peer and then try to use the
model to help them solve a similar problem.

Evaluate​​: Ss- complete an exit ticket to demonstrate understanding.

After the lesson: T- review the exit tickets and choose students who excelled in
solving the problem to use Livescribe pens, manipulatives and other resources to
create a video and upload it into the digital library under the corresponding standard.
T-identify Ss who did not understand the lesson and assign them to the digital library
for a lesson review.
 Note: All students will participate in data-based small group activities with the
teacher. This lesson explains one rotation.

Reference
National Governors Association Center for Best Practices, Council of Chief State
School Officers. (2010). Common core state standards grade 6: Expressions &
equations. Retrieved from ​http://www.corestandards.org/Math/Content/6/EE/

Section 4. Discussion of In Section 3, you described your choice of methods, materials and strategies
Alternatives for producing desired student outcomes. Discuss other possible ways of
(Paragraph) (2000 character reaching the same or similar outcomes and tell us why you rejected them in
maximum) favor of those you described in Section 3.

There are other ways that students could improve their math skills. Educational
games have been created to allow students to work on their math skills using
gamification techniques. Free websites host resources (i.e. videos, games, example
problems) geared toward helping students improve in the area of mathematics. Apps
can be downloaded onto tablets and programs uploaded onto computers. Teachers
in Prince George’s County have already implemented many of these programs into
their classrooms and although some improvements have been made, the county as a
whole “remain[s] challenged by [its] positioning in the bottom quartile of student
performance within the state of Maryland” (PGCPS, 2015). The missing element in all
of the aforementioned options, as well as any other option freely available online or
through the district, is ownership.

Other states are creating resources for their students as well. To improve math
and reading scores for their district, the Ohio Board of Regents designed a project,
“the Middle School Achievement”, for Ohio, California, Kansas and New Mexico. The
project will use “Technology-Rich Interventions… to develop games, activities and
learning resources for iPods, PDAs, video cameras and other mobile technologies”
 (Ullman, 2005, p. 16). Although there is a sense of ownership in this project, the
students who will use it will not experience that feeling because the project was
created at the state level and not the school level.

My project, “If You Build It, They Will Come”, is unique because it allows students
to take charge of their learning. Creating videos, screencasts and resources
themselves, will help our 6th grade students to take pride in their learning while
keeping them engaged throughout the process. Seeing their peers online modeling
and explaining math problems/concepts will also encourage and inspire other
students to strive to master math concepts so that they too can have the opportunity
to create media.

Reference
Prince George’s County Public Schools (PGCPS). (2015). SY 2016-2020 Strategic
plan. Retrieved from
file:///Users/patrice.bacote/Downloads/PGCPS_Strategic_Plan_2016_2020.pdf

Ullman, E. (2005). Four States Collaborate to Improve Middle School Test Scores.
District Administration​, ​41​(12), 16. Retrieved from
http://eds.b.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=7&sid=7
c1628ce-9c68-4ce2-91ec-01cff002ea03%40pdc-v-sessmgr01

Section 5. Project List and describe activities that will have to be managed by you and/or others
Management to ensure the project will operate successfully. For example, if other teachers
(Paragraph) (2000 character are involved, describe how they will be communicated with; if materials have to
maximum) be purchased, describe who will oversee the purchasing process; and if there
are questions of safety and/or security describe how they will be resolved.
Please include resumes of project managers where possible.

To ensure success, I will need the support of 6th grade math teachers, SPED and
 ESOL teachers, and parents. 6th grade math teachers will need to identify potential
student video makers, train students to create the videos (focusing on the use of the
Livescribe smartpens), and attend professional development to learn and strengthen
skills needed to support their students in creating the videos for the digital library.
Lines of communication will remain open between the 6th grade math teachers and
the project manager, myself. I will offer professional development to those teachers
who need it and communicate with them regularly to ensure the digital library is being
used. SPED and ESOL teachers are critical to the creation of the digital library
because they will be able to share strategies that the 6th grade teachers can use
when creating the videos to ensure the digital library will benefit special education
and limited English proficient students. I will communicate with SPED and ESOL
teachers and share information with the 6th grade teachers. Parents will need to
support this project by signing a Student Publicity Release Form so that their child
can be a part of the project creation and also by committing to use the resources in
the digital library to help their students learn the math concepts. I will work with other
teachers in the school to plan parent nights. The parent nights will allow staff to share
information about the digital library.

The school secretary must also be included in the development of the digital
library because she will be responsible for using the funds to purchase, receive, and
inventorize the materials listed in the budget. I will communicate with and support the
school secretary throughout the process by providing her with a list of the budget
(along with the rationale for the materials) and ensuring that I provide her with
detailed instructions about which websites offer the lowest price for the materials we
are seeking.

Project Manager Resumes Please upload resumes of project managers that you have in this field. Please
(File Upload) File Upload; note that there is a 5 MB size limit and that any file you upload will need to be
5242880 byte limit under this limitation.

N/A
Section 6. Project Timetable
(File Upload) File Upload;
5242880 byte limit
Section 7. Budget
(File Upload) File Upload;
5242880 byte limit
Section 8. Evaluation
(Paragraph) (2000 character
maximum)
Please devise a concise timetable that shows all of the key project activities
and estimates the amount of time each activity will take. For this section you
may create a simple chart or list of key deadlines and project elements.
Project Timetable
Provide a cost estimate for each item for which you seek funds. Please base
your estimates on information gathered from vendors, catalogs and
salespeople.
Please be sure you describe all items in the budget and explain how they will
be used to improve student learning and achieve the objectives described in
Section 2.
Please review the section on “Restrictions” to learn about items which the
Foundation cannot fund.
Be advised that many suppliers offer bulk discounts and special pricing for
teachers. Ask about discounts when you create your budget in order to avoid
having unspent funds at the end of the project.
Project Budget
Upon completion of the project, you must prepare a final report in which you
will provide evidence- qualitative and quantitative- that you did what you said
you were going to do. Therefore, you should include plans for collecting
needed data that measure student learning throughout the project (e.g. pre-
and post-tests, journals, portfolios, etc.).
As stated in Section 2, the success of this project will be measured by Math
Inventory and Unit assessment scores as well as parent involvement. Princeton
Elementary School teachers have access to a Google Sheet, created by
 administration. Teachers are expected to keep the Google Sheet current by adding
pre and post test data from state, district, school and teacher created assessments.
Since all teachers have access to the Google Sheet, checking pre and post
assessment scores for the Math Inventory and math Unit tests will be simple. The
more difficult task will be tracking below grade level students’ use of the digital library.
In order to overcome this barrier, I will create a Google Form and send it to 6th grade
math teachers on a bi-weekly basis. The Google Form will be short and simple; only
requiring teachers to check off whether or not their students used the digital library 3
times each week. The Google Form will also have a short answer response section in
which teachers can quickly type success stories.

I will also measure parent involvement. In order to do this, I will send home
surveys to parents, that ask them if they had their student use the digital library from
home and, if so, what videos the students accessed. Parents will be reminded of the
existence of the digital library during PTO meetings and parent-teacher conferences,
through Classdojo school announcements, and when they attend parent nights
hosted by the school staff.

Towards the end of the school year, 6th grade students and teachers will be given
the opportunity to reflect on whether or not they found the digital library of math
resources to be useful. This will help me to collect qualitative data. Students and
teachers will fill out a survey (rating scale) and be given space to make suggestions
for improvement or provide an explanation for areas marked with high scores.

Additional Information If you were unable to provide a complete response in any of the questions
(File Upload) File Upload; above or would like to attach any additional documents that you think would be
5242880 byte limit useful for review, you can do so in the area provided.

N/A

Certifications
Have you previously Yes/​No
requested a Toshiba America
Foundation grant?
(Yes/No)

If yes, was your project N/A

funded?
(Yes/No)

Date of Funding N/A

(Date)

How did you hear about Internet Search

Toshiba America Foundation?
(Single-Select List)
TAF Website
Internet Search
Colleague Recommendation
NSTA Convention
Other

Other, please explain N/A

Teacher’s Signature Please type your name in the area provided to complete the electronic
(Text) (500 character signature.
maximum)
Patrice Bacote