MARIAN UNIVERSITY SCHOOL OF EDUCATION Department of Educational Technology EDT 655- Developing Grant Proposals Integrating Technology Action Assignment 6 – The Grant Proposal Name: Brian Kurth School & Grade Level: University Lake School, Middle School Grant Title: IPads in the Classroom Grantor: Waukesha Foundation Grantor’s url: http://waukeshafoundation.org/ Requirement Grantor’s Information Cover Letter Action Assignment 5 Abstract Action Assignment 5 Statement of Need Action Assignment 1 Goals & Objectives Action Assignment 1 Methodology w/ Technology Integration Action Assignment 1 Budget & Sustainability Action Assignment 2 Organization Information Action Assignment 4 Evaluation Plan Action Assignment 3 Dissemination and Report Forms Action Assignment 3 Overall and Other Considerations TOTAL Criteria Rating Scale: 2= strong 1= average 0= weak Max Points Self Rating Contains grantors guidelines, criteria and exclusions with the correct link (url) 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 20 20 Attention-grabbing, pointed out project’s uniqueness, irrefutably linked proposed project with grantor’s interests showing good fit with the funder’s priorities and parameters; correctly and consistently followed grantor’s format and guidelines; scholarly, no spelling or grammatical errors Coherent, concise and complete description of the project, addressed all of the required elements; showed overall value of the project (the relationship of benefits to costs); unique and innovative; correctly and consistently followed grantor’s format and guidelines; scholarly, no spelling or grammatical errors Expressed urgency and timeliness of the need supported by recent data, case studies, interviews, survey results, media attention, etc.; cited sources in the text and provided a list of references following APA format, followed grantor’s guidelines; no spelling or grammatical errors Specific, measurable, achievable, relevant and time-bound goals and objectives; with corresponding clear and tangible expected outcomes; scholarly writing, correctly and consistently followed grantor’s format and guidelines; no spelling or grammatical errors Activities, procedures and strategies are realistic, reasonable, effective, outcomeoriented - drawing on best practice and research; includes who will what, how and when, with innovative use of emerging technologies; correctly and consistently followed grantor’s format and guidelines; no spelling or grammatical errors Included practical budget and other sources of funding being pursued, both cash and in-kind contribution; attached digital photos of tech gadget; included convincing narrative that explains how the project will continue after the grant has run out; correctly and consistently followed grantor’s format and guidelines; no spelling or grammatical errors Showed that school mission and vision is aligned with grantor’s; provided url; school’s history, leadership and programs relate to the proposed project; convincingly established capacity to undertake the grant (resume) and evidence of institutional support (letters of assurances) Solid formative and summative evaluation to determine whether goals and objectives are met; included WI curriculum standards met; purposefully triangulated data sources; correctly and consistently followed grantor’s format and guidelines; no spelling or grammatical errors Realistic plan for sharing results of the project as well as lessons learned (i.e. publication, replication, blogs; mailings; presentations); provided grantor’s required report forms and guidelines; no spelling or grammatical errors Complete, accurate and relevant References and Appendix; cited current sources (within the last 5 years) following APA format; submitted clean final copy in one Word document on or before due date, professional and scholarly writing throughout, easy to understand, well-organized, flows logically, included graphics/charts/tables, (pursuant to funder preferences); correctly and consistently followed grantor’s format and guidelines, as well as course requirements 16-20= Strong 5-10= Ave Less than 10= Weak Peer Rating Prof Rating Grantor’s Guidelines GENERAL INSTRUCTIONS The application has three parts. Be sure to complete each part. Type all proposals (minimum 10 point). Provide all of the information in the order listed. All questions relative to the request must be completed fully. Submit only one copy with numbered pages; do not bind or staple. Do not include materials other than those specifically requested at this time. GRANT PROPOSAL NARRATIVE Please provide the following information in the order presented below. Note that some sections are not required for general operating support. Refer to the glossary of terms (last page) as needed when preparing the narrative. Use no more than five pages; excluding attachments. Organization Information and Background Provide a brief summary of the organization’s mission, goals, history, programs, and major accomplishments, success stories and qualifications. Show evidence of client & community support. Project/Program Description (NOT required for general operating requests) Abstract: Briefly describe the proposed program, how it relates to the organization’s mission, capacity to carry out the program and who will benefit from the program. Explain the significance of the program and why the organization is qualified to carry it out. Describe the expected outcomes and the indicators of those outcomes. Document the size and characteristics of the population to be served by the program. Outline the strategy/methodology and timeline to be used in the development and implementation of the program. What is the plan to involve the population you intend to serve in the design? How does this program enhance the existing services in the community? Evaluation Briefly describe the evaluation process and how the results will be used. Explain how the organization will measure the effectiveness of the program. Describe the criteria for success. Describe the results expected to be achieved by the end of the funding period. Funding Considerations Describe plans for obtaining other funding needed to carry out the project/program or organizational goals, including amounts requested of other funders. If the project/program is expected to continue beyond the grant period, describe plans for ensuring continued funding after the grant period. List the top five funders of this project (if applying for a program grant) or organization (if applying for general operating support) in the previous fiscal year, the current year, and those pending for the next fiscal year. Cover Letter Monday July 30, 2012 Brian Kurth University Lake School 4024 Nagawicka Road Hartland, WI. 53029 Dear Waukesha Community Foundation, I, Brian Kurth, on behalf of the University Lake School am applying for a grant of four iPads. The grant application for this great educational technological tool will help aid the University Lake School in its vision and mission. The University Lake School believes each student possesses an inherent and unique capacity for learning and self development. The school’s priorities, practices, and innovative approach to learning fosters success, independence and achievement. For the “IPads in the Classroom” program I am requesting 2,248.00 which will cover the purchase of four Ipads with 2-year Applecare protection plans, covers, and four application purchasing cards. The iPads will be a key tool in our program to bring a constructivist project based approach to learning. Specifically, the iPads will be used to document their work and create digital portfolios, develop podcasts about community issues, create an e-book, and help teachers communicate and collaborate. My personal goal is to engage my students with their community, allow them to learn in creative and innovative ways, and enhance their 21st century skills. The iPads will also greatly aid in our goals as a middle school staff to communicate and collaborative effectively with special attention paid to creating cross-curricular units. Thank you Waukesha Community Foundation for your consideration of funding the “IPads in the Classroom” proposal. This program fits well with your mission of helping fund educational programs in the Waukesha County community. Sincerely, Brian Kurth Project Abstract Applicant: Brian Kurth Project Title: IPads in the Classroom Funding Requested: $2,248.00 Project Description: The iPads in the classroom program gives four iPads to core teachers in the middle school to carry out several tasks including class projects, community projects, and aid in the development of the student’s digital portfolios. The program will also increase communication and collaboration amongst staff that will help in the development of cross-curricular investigative units. With the iPad’s cutting edge technology, versatility, and collaborative aspects it will be a key tool in the University Lake School’s mission of providing a constructivist project based education. The ever increasing availability of new applications guarantees an investment in iPads will be a sustainable piece of technology for years to come. The University Lake School has the infrastructure and its teachers have the ability to fully utilize the iPads. Project Length: 2012-2013 school year and beyond Grant Proposal Narrative Organization Information and Background Organization’s name: University Lake School Organization’s mission, goals and objectives: We believe each student possesses an inherent and unique capacity for learning and self development. The school’s priorities, practices, and innovative approach to learning fosters success, independence and achievement. Organization’s History: University Lake School was founded in 1956 by a group of men and women devoted to the cause of better education. With the establishment of the nursery school to their credit, the early ULS parents moved on to active involvement in their local public school districts. Their experiences in education laid the framework for the founding of a co-ed, college-preparatory, independent middle and high school. On September 15, 1958, the new school opened in temporary quarters with forty-five students in grades seven through ten. At the end of the first school year, the move began to the present, permanent home of the school. The legacy of University Lake School and its rich traditions continues to be celebrated by our community. The new families who join our school community each year stand side by side with our founding families in continuing the mission of the school. Organization’s programs: The University Lake School has a constructivist based approach and curriculum for our pre-kindergarten to 12th grade program. This type of approach strives to engage the students with hands-on learning and inquiry based projects. The upper school offers many honors and advanced placement courses. Along with regular education classes the University Lake School has many academic and service based student organizations and athletic teams. Organization’s major accomplishments and success stories: Being a college preparatory school our major accomplishments are guiding children toward an understanding of the world they live in, and acceptance into Universities. University Lake School students have been accepted into well-known prestigious universities like Harvard, Dartmouth, Duke, Notre Dame, Oxford and many others. Client and community support: The University Lake School receives great support from its students and the community. The rising costs of education make it increasing difficult to continue funding high quality programs, and currently the gap between educating students and the tuition is about $6000. It is filled by our community through philanthropy to the school. The University Lake School also receives support through its annual “Barn Sale”, where anyone can donate items to sell and auction off at the weekend event. Finally, the University Lake School receives support through its sports boosters which raises money through memberships and concession sales at sporting events. (University Lake School Website, 2011) Project/Program Description Significance of the program The iPad is revolutionizing education because of its versatility, collaborative, and innovative properties. It is a proven tool that has shown to increase test scores through digitally enhanced learning and interaction for students. (Bonnington, 2012). More and more schools across America are investing in iPads and “over 1.5 million iPads had been adopted into schools, with 1,000 of them utilized in one-to-one programs” (Ion 2012). In a study done by Notre Dame “a statistically significant proportion of students felt the iPad, 1) makes class more interesting, 2) encourages exploration of additional topics, 3) provides functions/tools not possible with a textbook, and 4) helps students more effectively manage their time.” (Angst and Malinowski 2010). IPads are also a great benefit for teachers and administration. At a previous school district I was employed at the iPad greatly increased communication and collaboration amongst teachers. The University Lake School is in need of integrating iPads into student learning and as a tool for staff communication and collaboration. Why the organization is qualified to carry it out: Being an institution of learning and a college preparatory school, the University Lake School has a history of bringing in new technologies and training its staff on how to use and integrate the new equipment. Throughout the past several years ULS has brought in Smart boards and trained all of its teachers to use them. The school maintains computer labs including a Mac lab. ULS has hi speed internet with Wi-Fi throughout its campus, which is a key for using the iPads. Attached in Appendix 5 I have included my curriculum vitae that will outline my extensive experience with educational technology and implementing projects in the classroom. Describe the expected outcomes and indicators of those outcomes: I will be in charge of a new program at University Lake School of leading students in creating e-portfolios that will document their growth as students in all subjects throughout their academic career at University Lake School. The other main objective of the portfolio is to help them attain acceptance into Universities. The iPad will allow students to be able to easily document their projects, papers, tests etc. With the iPad students can snap images and upload them onto their e-portfolios easily. As a service learning and public awareness activity my 8th grade civics class using the Garage Band app on the iPad will create podcasts that highlight an important local issue. The podcasts will be uploaded onto the class webpage for parents and community members to listen to what the student’s research results. The topics will be about a variety of local issues. My 7th grade history class will create an e-book about a historical topic. Using the book creator app on the iPad they will be able to create a stunning multimedia e-book which includes video, audio, images, and text. Finally, middle school teachers will use the iPads to collaborate to create two interdisciplinary projects. The projects will revolve around a theme (water, energy, innovation etc.) and will result in a culminating event where we will invite parents and community members for student presentations. Document the size and characteristics of the population to be served by the program: University Lake School is a private, nonsectarian pk-12 school with about 300 students serving the Hartland, Wisconsin area. The main part of the population will be the middle school estimated around 60 students, along with secondary populations including upper and lower school students (estimated around 300 students). The four iPads will be given to the four core teachers of the middle school (science, language arts, social studies, and math) with the knowledge of the program outcomes and strategy/methodology listed below. Outline the strategy/methodology and timeline to be used in the development and implementation of the program: Activities Timeline Assessment/Outcome Students Document their work from all classes and develop an e-portfolio of Four times throughout the school year in the final week of each quarter Checklist and Rubric (See Appendix 1 in full grant application) their academic career 8th Grade Podcast project- discussion of October 2012 their research involving local issues 7th Grade History e-book project Rubric (See Appendix 2 in full grant application) December 2012 Rubric (See Appendix 3 in full grant application) Middle School Interdisciplinary Projects January 2013 and May 2013 Middle school teachers will develop at least two culminating interdisciplinary projects. Assessment of the projects will be developed collaboratively with aid from the IPads What is the plan to involve the population you intend to serve? The population we serve will be fully involved throughout the program. Direct involvement with the iPads will include all of the projects listed above. Included with the involvement are measurements to determine growth of the students academically with checklists and rubrics shown in the appendices. How does this program enhance the existing services in the community? The community issue podcast project and the middle school interdisciplinary projects are based upon community engagements. The podcast will look at how to improve a community problem through a new solution possibly using existing services. The development of interdisciplinary units will look at a driving question of inquiry for the students and existing services in the community will be needed by the students to complete their presentations. Evaluation Plan There will be several different formative and summative assessments to look at the impact of the iPads on both the teacher and student level. Below are descriptions of the evaluations and in the appendices you can find the rubrics, checklists, and surveys. The criteria for success will be at least 80% of students fully completed their e-portfolios, completion of podcasts that highlight important local issues, and completion of the historical e-book. Formative Evaluations Quarterly checklists for the student’s e-portfolios (Appendix 1) Mid-point teacher survey of the four teacher core teacher’s classroom who receive an iPad (Appendix 2) 8th grade completion of the podcasts that highlight an important local issues (Appendix 3) 7th grade completion of the e-book (Appendix 4) Summative Evaluations At least 80% of students fully completed their e-portfolio by May 31st 2013 (see quarterly checklists Appendix 1) End of the year teacher survey (see teacher survey Appendix 2) Dissemination Plan Formative dissemination will take throughout the 2012-2013 school year. The 8th grade podcasts that focus on important local community issues will be posted on the class website and sent to local leaders. Results of the midyear and end of the year teacher iPad survey will be disseminated and discussed with staff and school officials. The principle final dissemination is the student’s e-portfolio. The e-portfolio will work as a way for the students to show their progress to their teachers, parents, school community, and to Universities they hope to be accepted to. The e-portfolios will be analyzed by teachers and school officials; they will also always be public on the internet. Budget Price List of Items Item Quantity Price per Unit Cost iPad 2 4 399 1,596.00 AppleCare+ for iPad (2- year protection plan) 4 99 396.00 iPad Smart Cover 4 39 156.00 Four gift cards to be used on purchasing education 4 25 100.00 apps Total Cost 2,248.00 Budget Explanation The add-on Applecare+ is Apple’s 2-year protection plan that will fix or replace the iPad for any type of issue including up to two times if the user mishandles the equipment. The iPad smart covers will help protect the iPad and keep it in great condition for many years. Without the cover the iPad is very exposed to environmental factors and injury from accidental drops. The four gift cards will be used to purchase education applications that are essential to complete several of the projects. Applications are the software to the iPad and there are hundreds of thousands of them. With the gift card we will be able to add the garage band application which is essential for making podcasts, and the book creator application for the e-book project. Teachers with the iPad will download other education applications to enhance their lessons, projects, and collaborative ability so they can fully utilize their iPad. Funding Considerations and Sustainability With the purchase of the protection plan the iPads will be fully covered by Apple for any issues for two years. Apple products are of the highest quality in digital technology and with proper care can last for several years. The iPad is at the cutting edge of technology, and with new apps always being developed the iPad will be able to stay current for many years to come. The podcast, e-book, interdisciplinary, and e-portfolio projects will continue into future school years. The e-portfolio is going to be a center-piece in their demonstration of progress and excellence in the academic careers at the University Lake School. The projects started with the assistance of the iPads will continue on for many years and will not need additional funding from outside sources. If teachers want to add on additional educational applications past the $25 gift certificates that will either aid their ability teach or help in designing and implementing a student project they can apply it to their University Lake School department budgets per review from the Headmaster. With the aid of the iPad teacher collaboration will continue to grow and help them collaborate with each other, students, and the community. There will be many opportunities in the future for additional uses of the iPad. On the 8th grade field trip to Washington D.C., extra-curricular sports, community service clubs, and school projects the iPads will be able to serve as a key device in documentation, communication, and collaboration for teachers and students. Appendix 1- Quarterly Checklist for Student’s e-Portfolios Documentation Website Has the ULS logo and a design Provided at least 1 piece of evidence from every class Main tabs for grade levels 1-2 paragraph description about each piece Sub tabs for your quarters and classes Field trips (if applicable) descriptions and Tabs for your extracurricular activities images Extracurricular activities documentation Appendix 2- Mid-Year and End of the Year Survey. Will be Completed on Google Forms https://docs.google.com/spreadsheet/viewform?formkey=dDU3WWNMMkZ0cHZJRC1nZHpXb1lNTGc 6MQ Appendix 3Multimedia Project : Local Issue Podcast Teacher Name: Mr. Kurth Student Name: CATEGORY Requirements ________________________________________ 4 All requirements are All requirements are met and exceeded. Content 3 met. 2 1 One requirement More than one was not completely requirement was not met. completely met. Covers topic in- Includes essential Includes essential Content is minimal depth with details knowledge about the information about OR there are several and examples. topic. Subject the topic but there factual errors. Subject knowledge is knowledge appears excellent. to be good. are 1-2 factual errors. Organization Content is well organized Overall organization Content is logically There was no clear or of topics is good, organized for the logical possibly detracts most part. organizational once twice structure, just lots of facts. Oral Presentation Interesting, well- Relatively rehearsed with interesting, rehearsed smooth delivery that with a fairly smooth holds audience delivery that usually attention. holds audience Delivery not smooth, Delivery not smooth but able to hold and audience audience attention attention lost. most of the time. attention. Workload The workload is The workload is The workload was The workload was divided and shared divided and shared divided, but one not divided OR equally by all team fairly by all team person in the group several people in the members. members, though is viewed as not group are viewed as workloads may vary doing his/her fair not doing their fair from person to share of the work. share of the work. person. Appendix 4 Digital Storytelling : Historical e-Book Project Teacher Name: Mr. Kurth Student Name: ________________________________________ CATEGORY 4 3 2 1 Point of View - Establishes a Establishes a There are a few It is difficult to figure Purpose purpose early on and purpose early on and lapses in focus, but out the purpose of the maintains a clear maintains focus for the purpose is fairly focus throughout. most of the clear. presentation. presentation. Grammar Grammar and usage Grammar and usage Grammar and usage Repeated errors in were correct (for the were typically were typically correct grammar and usage dialect chosen) and correct (for the but errors detracted distracted greatly contributed to dialect chosen) and from story. from the story. clarity, style and errors did not detract character from the story. development. Images Voice - Pacing Images create a Images create an distinct atmosphere atmosphere or tone to use images to use images to create or tone that matches that matches some create an an appropriate different parts of the parts of the story. atmosphere/tone but atmosphere/tone. story. The images The images may it needed more work. may communicate communicate Image choice is symbolism and/or symbolism and/or logical. metaphors. metaphors. The pace (rhythm Occasionally speaks Tries to use pacing No attempt to match and voice too fast or too slowly (rhythm and voice the pace of the punctuation) fits the for the story line. punctuation), but it is storytelling to the story line and helps Economy An attempt was made Little or no attempt to The pacing (rhythm often noticeable that story line or the the audience really and voice the pacing does not \"get into\" the story. punctuation) is fit the story line. relatively engaging Audience is not for the audience. consistently engaged. The story is told The story The story seems to The story needs with exactly the composition is need more editing. It extensive editing. It right amount of typically good, is noticeably too long is too long or too detail throughout. It though it seems to or too short in more short to be does not seem too drag somewhat OR than one section. interesting. short nor does it need slightly more seem too long. detail in one or two sections. audience. Appendix 5 Curriculum Vitae Brian J. Kurth 267 Grand Ct. Apt 110A Fond du Lac, WI. 54935 e-mail: Brianjkurth@gmail.com Website: www.briankurth.webnode.com Phone: 920-716-2469 Education Master Degree in Educational Technology- Will be finished in spring 2013 Marian University- Fond du Lac, WI. Current GPA- 4.0 Bachelor of Science in Education- Graduated Cum Laude in June of 2006 University of Wisconsin-Oshkosh, Oshkosh, WI Major- Broad Field Social Sciences Minor- History Certifications- Social Studies, History, Geography and Sociology Overall GPA- 3.5 Major GPA- 3.6 Minor GPA- 3.7 Licensure Professional Educator- Early Adolescent to Adolescent 715 Geography 725 History 745 Sociology University Lake School, Middle School- Hartland, WI, 2012-2013 School Year 7th/8th Grades Social Studies Design and implement a constructivist based approach Design interdisciplinary units Instructional technology specialist 5th/6th girls basketball coach Teaching North Fond du Lac School District, Horace Mann High School North Fond du Lac, WI- September 2011 to July 2012 9th Grade U.S. History, and Ancient Greece and Rome Student Council Advisor th Grade Girls Basketball Coach modifications to adapt with the full inclusion model of the school district American School of Bangkok- Bangkok, Thailand July 2009 to July 2011 6th, 7th, 8th, 11th, and 12th Grades Social Studies Teacher (Variety of Topics) Head of the Middle School Department Coordinated the Middle School department - All Middle School activities - Student and teacher issues (academic and disciplinary) Developed and delivered a school wide professional development on a multiple intelligences approach to classroom learning High School basketball coach Advisor to the Middle School Student Council Colegio Interamericano- Guatemala City, Guatemala August 2007 to June 2009 7th and 8th Grade World History Teacher Developed the Middle School and High School History/Social Studies Curriculum Student body was completely diverse and all ELL learners Led several different after school sports and clubs Focused extensively on refining my classroom skills and multiple intelligences learning (differentiation) Minneapolis Public Schools- Minneapolis, MN November 2006 to June 2007 Short and Long Term Substitute Teacher Worked with highly diverse and low income student populations Worked at a variety of different schools in all grades and subjects Focused extensively on classroom management skills Introduced to and implemented a myriad of lesson plans Appleton West High School- Appleton, WI. March 2006 to June 2006 Student Teacher of Civics and History Taught four 9th grade Civics course and one 12th grade 1945- Present U.S. History course Designed and taught several full units Supervised and provided tutoring help for at-risk students Involved in developing course plans with a team of social studies teachers Einstein Middle School- Appleton, WI January 2006 to March 2006 Student Teacher of 8th Grade American History Designed and taught two major units and several mini units using a variety of traditional and authentic assessment information Perry Tipler Middle School- Oshkosh, WI February 2005 to May 2005 Clinician 8th Grade Social Studies/American History authentic assessment -risk students Carl Traegar Middle School- Oshkosh, WI February 2004 to May 2005 After Hours Program Grades 6-8; Variety of Subjects Related Experiences Yellowstone National Park- Wyoming Glacier National Park- Montana Yosemite National Park- California over the country and the world Co-curricular Very willing to coach/advise/supervise; experienced in Tennis, Soccer, Cross Country, Basketball, Baseball, and Student Council Honors University Deans List Five times Collegiate Student Athlete Awards Conference State Graduated Cum Laude Charles F. Kliefoth History Scholarship 2003 Life Interests Marathon Runner Collegiate Level Tennis Player Accomplished Rock Climber and Mountaineer City Appleton Junior Chess Champion of 1995 Bibiliography 1. (2011). In University Lake School. Retrieved July 7, 2012, from http://www.universitylake.org/ 2. Bonnington, C. (2012, January 23). iPad a Solid Education Tool, Study Reports. In Wired. Retrieved June 30, 2012, from http://www.cnn.com/2012/01/23/tech/innovation/ipad-solid-education-tool/index.html 3. Florence, I. (2012, April 18). iPads in the Classroom are Changing the Face of Education. In Mac Life. Retrieved June 30, 2012, from http://www.maclife.com/article/features/ipads_classroom_are_changing_face_education 4. Angst, C. and E. Malinowski (2010). “Findings from eReader Project, Phase 1: Use of iPads in MGT40700, Project Management,” University of Notre Dame Working Paper Series. Mendoza College of Business, University of Notre Dame, http://www.nd.edu/~cangst/NotreDame_iPad_Report_01-06-11.pdf, pp. 1-17.