Katrina Rouse, North Vista
Gaye Brown, North Vista
Ginny Alexander, Williams
Sarah Quinn, Wilson High School
Students need to practice reading in order to become better readers, yet many students do not enjoy reading. The negative attitudes many children have about reading can be traced to lack of interest and motivation. When students are not motivated or interested in reading, they do not read as much; therefore, they struggle with reading comprehension and fluency. As evidenced by recent PASS, HSAP, and MAP scores, three schools have shown a need for intervention in the area of reading. These schools are North Vista Elementary, Williams Middle, and Wilson High Schools. The Nook Color grant will fund 105 handheld electronic reader devices called Nooks, marketed by Barnes and Noble Booksellers. An e-reader is a portable electronic device that is designed primarily for the purpose of reading digital books and periodicals and has been shown to have positive effects in many schools. Students who have access to e-readers are more motivated and interested in reading. The Nook can be used anywhere at any time – the classroom, car, living room, or while waiting in the doctor’s office.
Students will be able to use the Nooks in the classroom and check them out for home use. This will enable parents to become more involved in their child’s education by giving them an innovative way to read with their children while using the Nook. “Programs and interventions that engage families in supporting their children’s learning at home are linked to higher student achievement” (Henderson, Mapp 2002).
Teachers and students will be trained on how to use the Nooks in the classroom. Parents from all three targeted schools will be given the opportunity to attend a community parent workshop on the use of the Nook. Henderson and Mapp state that “… programs that train parents to work with their children at home tend to have significant positive effects” (2002).
Because many of our students struggle with comprehension and fluency in reading, Nooks will help our students overcome this hindrance and allow them to become better readers and thinkers. Strengthening students’ fluency and comprehension will increase confidence and create a more positive attitude towards reading. The Take a Look at Books on Nooks grant will have an immediate impact on our students and will provide a solid foundation for them in school and in life. Improvements with comprehension and fluency will have a positive effect on test scores for the targeted schools and the district. Finally reading skills are the foundation for all other subject areas and are imperative to students’ ability to be successful.
Connecting to the Printed Word - $29,000
Joy Goodsell, Mary Gutman, Sandra Wallace – Wilson High School
Wilson High School is the smallest of three high schools in Florence District One, but it suffers the greatest needs. Our student population is composed of polar opposites: International Baccalaureate students—who, by the time their numbers have been reduced to about twenty-five as seniors, typically come from more affluent homes and already possess the latest electronics and high speed Internet, and the vast majority—who are on free or reduced lunch, many of whom must visit the library to access the Internet. Since the other two high schools in our town also demonstrate a significant population of students who score below basic on reading/language tests, they could benefit from our experience with a successful program that addresses those deficits even before students are given a chance to fail the state’s High School Assessment Program, the test whose mastery is essential for a diploma.
By assembling a class set of iPads with appropriate peripherals, we plan to improve language scores at the lower levels—called College Prep (CP) by our State Department of Education—and lower grades (ninth and tenth), remove the fear of words that is common with students who have experienced limited success with reading, and develop the decoding and writing skills that accompany language acquisition. We shall accomplish this by using the iPads for 1) reading in every content area; 2) research projects; 3) vocabulary enhancement; 4) multi-media; 5) recording oral presentations; 6) collaborating and communicating on projects.
We aim to increase the number of students who pass the English language part of the HSAP on the first try by ten percent the first year as well as decrease the anxiety associated with reading. The target audience will include approximately 150 sophomores in CP English classes, divided by semesters. Pre- and post-tests will highlight not only need, but improvement in reading comprehension, vocabulary acquisition, and basic writing skills.
REACH, Florence One’s elementary gifted and talented program, needs iPads to prepare the students of our district to compete in a technologically based world. We want to be the forerunners in introducing iPad technology to Florence School District One (FSD1), beginning with elementary gifted students and expanding to include training of any other interested Florence One personnel. The REACH staff’s interest in iPads has grown over the course of the year. Faith Hardison, a REACH teacher, attended the SC EdTech conference and an Apple sponsored workshop learning ways in which iPads and iPods could be used to enhance student learning. REACH faculty began reading and sharing research articles on implementing iPads into classrooms after attending a workshop at the South Carolina Gifted Conference on the use of iPads in the classroom. Miss Hardison wrote a graduate level course curriculum, entitled “iPods for Learning,” which is currently being offered to Florence One teachers. Plans are in place to offer an iPad graduate course starting in the summer of 2011.
South Carolina has gifted goals which include ensuring that “students will develop facility in using various technologies and sources of information to conduct inquiry appropriate to the discipline(s).” The South Carolina Gifted Best Practices manual states, “School districts and teachers will provide learning experiences for gifted and talented students to develop the ability to communicate ideas, issues, and relationships in effective manners using multiple forms and technologies.” REACH also strives to integrate the International Technology Standards for Students as outlined by the International Society for Technology in Education. A survey conducted by the REACH student produced newsletter reported that 75% of the gifted students would benefit from tablet computers (iPads) being introduced into the curriculum. Funding for iPad technology would benefit students district-wide and build upon the knowledge some district teachers already have in using iPods with students.
iPods for Learning - $11,309
Shannon Kelly, Angela Pettigrew – Royall
The purpose of this grant proposal is to secure funds to purchase one Apple iPod Learning Lab, one MacBook Pro, and 10 additional iPod touch devices to use in the fourth grade classrooms at Royall Elementary School.
Utilizing iPod touches in the classroom offers numerous benefits. Through educational apps, podcasts, teacher-made resources, and student created projects, it will be possible to meet more individual student needs on a daily basis. The devices come standard with features that accommodate students with physical impairments, visual and hearing challenges, and different learning styles. For example, children with specific learning disabilities will have more opportunities for remediation while faster paced students will be provided with appropriately challenging activities. The children have access to individual iPods rather than rely on whole class instruction at the front of the classroom with only one SmartBoard to be shared by all. The variety of individual learning opportunities will result in increased student motivation and students becoming more engaged in their own learning. Our classes and school will benefit from higher test scores on statewide achievement tests.
As teachers, we will be better able to meet the challenge of thoroughly covering the state standards for the school year. It is essential for students to learn all standards in order to be successful on PASS testing as well as be prepared for fifth grade and on. Using this technology tool will provide more teaching and learning opportunities which should result in increased learning for all students. The overall result will be students that are more successful learners in all subject areas.
MINI-GRANTS
Ready, Set, Read! - $500
Deb Purvis – RN Beck
“A preschooler’s all round development depends primarily on encouragement, challenge, and a sense of pleasure.” Teachers and primary caregivers can provide this in a safe environment with the proper tools and activities. Research indicates that “developing gross motor skills is essential in developing the fine motor skills that are yet to come in a child’s learning”. Successful gross motor movements are a result of bilateral integration or the ability to smoothly perform actions using both sides of the body. “Bilateral integration is essential for success with both reading and writing.” Ready, Set, Read! will:
• Develop gross motor skills through physical activities and games.
• Increase bilateral skills to promote early reading and writing skills.
• Build language and self confidence.
• Increase parent/community involvement with a Ready, Set, Read! field day and “Move More Bags” take-home project.
Ready, Set, Read! will be a year-long project. Students will participate in a variety of gross motor activities daily. Teachers will be provided with activity guides and materials to promote a general developmental sequence of gross motor and fine motor skills which will include personal space, dynamic space, visual tracking, cross lateral development, vocabulary, and rhythm. A “playroom” or “physical education” room will be equipped with materials and activities to be used throughout the day. A check-out system will be implemented for teachers to borrow materials to use in classrooms and on the playground. “Move More Bags” will be developed for parents to use at home with their children. These bags will include activities and informational guides for families. A Ready, Set, Read! field day for the end of the year will be planned with parental involvement.
Do You Know Your 3 R’s? Reduce, Reuse, Recycle - $500
Regina Peterson, North Vista
Fourth and fifth grade students will start and maintain a recycling program in nine classrooms. They will design and decorate trash bins to be used for recycling classroom paper. Students will learn how to take responsibility for reusing, reducing and recycling. They will also speak on the morning show at school each month and create a quarterly newsletter for parents.
Classrooms will research and discuss recycling paper in their classrooms. They will research ways of recycling, reusing, and reducing office paper. They will design a theme for their classroom trash bin and elect four representatives who will meet after school in the science lab to transfer their designs onto their trash bins with acrylic paints. Once the trash bins are dry, they will be used in the classroom daily. Once a week, a representative from each class will roll the trash bin to a designated area for pick-up. The classroom with the least amount of paper each week wins. The winners will be announced in a quarterly newsletter produced by the students to educate and inform parents of the recycling efforts at school and ways to recycle at home.
What is the Truth? - $205.30
Ashley Dawkins Moore Intermediate
While reading Nothing but the Truth by AVI, it will allow my class to focus on important literary elements. Throughout the novel we will discuss the importance of point of view, the elements of plot, conflict, cause and effect, and author’s bias. The vocabulary in the novel will allow students to practice important skills such as using context clues and the difference between denotation and connotation of words. Since the book has examples some examples of an informational text format, it will also allow us to analyze the central ideas throughout the novel, draw conclusions and make inference based on the ‘articles’ in the novel, and discuss the media and politics using propaganda. Prior to teaching the novel, I will have taught all the above stated standards. The novel will serve as a tool to demonstrate how everything in ELA is related in one way or another. I will start off by completing a pre-reading activity with my students. We will do a fast-write on the topic ‘Truth.’ Students will be timed for one minute thirty seconds. We will share our responses. We will also discuss what makes a good student? teacher? administrator? politician? I will post their answers up in the room. We will highlight all the character traits they have in common. As we read, we will discuss new vocabulary by making a class vocabulary chart that will be posted in the room. We will also discuss the denotation and connotation of certain words in the novel as we put them on out chart. Throughout the reading, students will keep a double-entry journal. They will be responsible for writing what they feel is the most significant quote of the day. Out beside their quote they will translate the meaning, say if there is any evidence of author’s bias and prove it, is the quote a cause or effect and why, tell why the quote is significant to the plot and conflict of the story. For our culminating activities we will complete a plot triangle, discuss how the point of view added to the novel, write an essay about the theme of the book supported by the text, have a Socratic seminar about the novel where students will generate real-world questions, open-ended questions, thematic and literary question. In groups students will discuss the author’s bias within the text and bias seen through the articles and propaganda. Students will view newspaper articles from past elections and see how differing points of view effect how words have been twisted and/or changed and biases present. After seeing real-world examples, students will create their own propaganda pieces about the truth based on a bias from a character in the book (Ms. Narwin, Dr. Doane, Dr. Seymour, Mr. Griffen, Philip Malloy). These will be presented to a panel of four people from the community (all will have to be background/SLED checked prior. I would like to invite four members of county council to participate.)
Yes! I Can Read Instructional Text! - $418.50
Linda Dowling, Moore Intermediate
Students need different strategies to read informational texts. Nonfiction text does not follow “story patterns” so students need strategies to organize the information. Teaching reading through content (nonfiction) is modeling and teaching specific skills (before, during and after reading) necessary for students to access and understand the content. Reading in the content area requires specific skills not used in fictional text. Students need to know how to use an index and glossary and how to read maps and graphs, Along with those skills, students need to know what the author considers important by looking at font size, color, location of pictures, etc. These strategies take practice with material that is slightly below their level. However, most of our content area texts are written one to three years above grade level. There is a great need for students to become better at reading informational text, particularly since our textbooks are packed with facts, dates, names, etc. Students need to be able to identify the organizational patterns of the text (example: chronological, compare/contrast, cause/effect, etc.) so that they can understand the main points and begin to sort out the ideas presented. New Common Core Standards incorporate more instructional reading at earlier grade levels. The fourth grade alignment mentions the amount of nonfiction reading material to be 50%, the nonfiction percent increases with upper grade levels.
Mommy, I Love Science! - $500
Cynthia Saxton, McLaurin
The Montessori students at McLauren Elementary School need “hands-on” materials and activities, which will enable them to learn skills that are critical to build a foundation in Science. Effective education for science literacy requires that every student be frequently and actively involved in exploring nature in ways that resemble how scientists themselves go about their work. We know that science is both practical and necessary, but what about fun? Science can leave children and adults alike in a state of awe. Despite the challenges that we face in the world around us, we can find beauty in the world through a microscope, telescope or our own eyes. Not every child will grow up to develop a new vaccine or make decisions for the betterment of humanity, but each and every one will explore the world around them if given the opportunity. Every student should have the opportunity to experience the magnificence and beauty of life. Funding for this grant will provide activities for them to do this in the areas of Botany, Zoology, Human Anatomy, Physical Science, and Physics. Transitioning to Chapter Books with eReaders - $500
Susan Lane, Moore Intermediate
At the beginning of the school year, Accelerated Reader records from the previous year will be analyzed to identify students who are reading mostly picture books. (Accelerated Reader is a software program; students read a book on their own and take a computerized Accelerated Reader test to assess their comprehension of the book. Picture books can be identified by the number of points posted for the books read. Most picture books have ½ point and chapter books have a point or more depending on their length.) Teachers will use classroom performance to help narrow the list to those students most in need of reading support. These students will use a Nook to read chapter books during their silent reading time following training conducted by the media specialist on how to use the Nooks. (These students could in turn train other students on the use of Nooks; the peer to peer interaction might enhance a positive attitude for the use of the eReaders.) Their scores on the Accelerated Reader tests for these books will indicate whether the Nook is helping their reading comprehension. The Nooks will be housed in the media center so that they can be used by different students each class period.
In addition to use during sustained silent reading time, morning and afternoon book clubs will extend the use of the Nook. These clubs will have the additional support of a teacher-led group discussion of the book. The morning club may include Smart Start students who come for additional academic support before school starts and the afternoon club may include the after school program students who stay after school for the similar academic help.
Scan It!: Connecting to Books Beyond the Library Walls - $488.38
Cynthia Collins, Dewey L. Carter
This project, targeting third through sixth grade students at Dewey L. Carter Elementary, seeks to provide these students with the opportunity to use Quick Response, or QR, codes to link to controlled areas of the internet. In the early part of the year the QR codes will be generated by the librarian and used to promote the South Carolina Book Award Nominees and other library materials by linking students to book reviews, book trailers and podcasts for each of the titles. Other codes will be integrated into library displays featuring current topics of interest to the students. The students will check-out iPod Touches with QR code reading applications loaded on them from the library and use them within the library by scanning the codes of items that interest them. As the year progresses, students will begin to generate their own projects and book reviews which will be made accessible to others via the use of QR codes that they will generate and share with others. By the end of the project year, students will be comfortable using QR codes both to access and share information.
Lights, Camera, Action - $496
Jeannine Franco, South Florence High School
BNN (Bruin News Network) produces a live morning show every morning at South Florence High School. While the program has expanded beyond the introductory class of Video 1 to levels 2 and 3, over 100 students have requested placement in the class for next year. Many students enrolled in this class have selected careers in broadcasting, attending USC and North Greenville University to pursue careers in media production. Faced with such a huge demand on the part of the students, the program needs additional equipment, especially more mini-dv cameras to allow student the hands-on opportunity to create and produce their own stories. This class opens an entirely new avenue in the fine arts program at South Florence High School.
The full and effective use of instructional time forms a key desired result. As students have gained in filming and editing skills, more cameras are needed to allow each person the creative independence to film and edit on a tightly regulated schedule. The program is also seeking to upgrade its cameras to those that film directly to a hard drive, thus allowing for nearly instantaneous downloading instead of downloading footage in real time.
Another desired result involves increasing the scope of the news show. While we currently create shows aired on an in-house channel, one major goal involves airing our stories on the South Florence website for the community to view. Last year the students produced several PSAs for the Progress Energy Solar Panel competition, which pitted 35 schools in North and South Carolina to vie for this honor, which South Florence won.
Extra, Extra, Read All About It! - $500
Stacy Krapf, McLaurin
Through Extra, Extra, Read All About It, students will enhance their reading and language arts skills. The program will allow me to enhance the current instructional approach to reading and writing in the classroom. We currently use the Orton Gillingham approach which uses picture books to incorporate all ELA strategies and skills. This grant will allow us to purchase classroom sets of books so students will be able to have copies for use independently in class and at home. This will enable them to get extra practice with specific skills and reading books within their reading level range. These texts are used for a few weeks at a time and then will be shared with other Self Contained teachers for use in their classrooms. The books and units are typically rotated among classrooms so students staying in the same class for more than one year are taught a variety of books and not the same ones every year.
The units will last from two to three weeks depending on the text and the number of standards included in the text. We break the book up into weeks and focus on just a piece at a time. Students will be introduced to the book and begin with a picture walk, looking through the book one page at a time using the pictures to make predictions and gather questions about what is going to take place in the story. As the book is read and vocabulary words are introduced students will write these words into a picture dictionary and illustrate what the word means. Words will be coded so students are able to read them. The book is read in sections and discussed so students can ask and answer questions. Students will be given daily journal topics related to the text to respond to in written form. In the beginning these journal topics will be done as a whole group while the teacher models the various techniques and components used in writing. As the year progresses students will begin responding and writing independently.
Promoting Habits of Mind - $470
Peggy Swearingen, South Florence High School
We began teaching Habits of Mind to students, in response to feedback we received from students. We introduced Habits of Mind to students who had been through the character education curriculum that we had in place at the time. We asked students to give us feedback. One student said, “Students need the Habits of Mind in order to demonstrate the character traits of honesty, caring, etc. Another student made the connection that all character education was really about the one Habit of Mind of thinking interdependently.
So in the past three years, we have read and attended workshops on Habits of Mind. Habits of Mind are intelligent choices and behaviors that people can make in life to be successful. The 16 Habits of Mind as identified by Art Cost and Bena Kallick follow:
1. Persisting – Do stick to it.
2. Communicating with clarity and precision – Be clear.
3. Managing impulsivity – Take your time.
4. Gathering data through all senses – Use your natural pathways.
5. Listening with understanding and empathy – Understand others.
6. Creating, imagining, innovating – Try a different way.
7. Thinking flexibly – Look at it another way.
8. Responding with wonderment and awe – have fun figuring it out.
9. Thinking about your thinking (metacognition) – Know your knowing.
10. Taking responsible risks – Venture out.
11. Striving for accuracy and precision – Find the best possible solution.
12. Finding humor – Laugh a little.
13. Questioning and problem posing – How do you know?
14. Thinking interdependently – Learning with others.
15. Applying past knowledge to new situations – Use what you learn.
16. Remaining open to continuous learning – Learn from experiences.
Students will use iPods to create videos demonstrating use of the Habits of Mind as a way of encouraging “smart” responses to life’s challenges and choices.
We will begin teaching Habits of Mind at the start of the year, as we began doing this year. We will continue to ask students to reflect on their use of Habits of Mind. In addition, with the use of iPods, we will have students record themselves at work as they demonstrate Habits of Mind. We will also have them create storyboards for the creation of videos advertising use of the Habits of Mind which will be shown in other Academic Enrichment classes and on our school’s news show, Bruin News Network.
Students Writing and Illustrating Masterpieces (S.W.I.M.) - $500
Marianne Hoylen, Kassandra Durant, Robyn Heffernan, Kim Rezutti, Ivey Staley, Cindy Bondio, Mary Louise Brown - McLaurin
“S.W.I.M.” will produce original books that are written and illustrated by fourth grade students. Each student will select a favorite writing that they have completed in language arts class and take that writing to the art class. Working in pairs, they will help each other revise and edit the writings. Together, they will plan how the words can be placed inside a 28-page blank book. After the writing us transferred into the book, students will complete their illustrations to further enhance their writing. Copies of the original books will be placed in the school media center for others to enjoy. Students will be the author s of a “real” book. An “Author’s Celebration” will be held at the conclusion of the project to celebrate the completion of these “masterpieces”.
This proposal addresses the fourth grade writing standard: Producing Written Communications in a Variety of Forms. Specifically, it addresses Standard 4-5 (The student will write for a variety of purposes and audiences). Additionally, it covers several art standards: Making connections between visual arts and other disciplines and using a variety of media, techniques, and processes to communicate ideas, experiences and stories through their artwork.
The School Foundation awards $101,702.92 in grants to Florence School District One for 2010-2011!
Check presented to FSD1 at board meeting on June 11, 2010
L-R: Porter Stewart, FSD1 Board of Trustees, Trisha Caulder, School Foundation Grants Chairman,
Jeff Helton, School Foundation Chairman, Dr. Allie Brooks, FSD1 Interim Superintendent
MAJOR GRANTS AWARDED
Ready Children/Ready Schools/Ready Communities
Dr. Floyd Creech
Florence School District One - $42,000.00
Ready Children/Ready Schools/Ready Communities proposes to increase the number of children entering school ready to learn by:
Educating parents and caregivers of young children;
Equipping schools as responsive places for young children and their families; and
Elevating community awareness about the physical, cognitive and emotional needs of children before they enter school.
This proposal will expand school readiness programs from a school program into a community effort linking children, parents, schools, child care providers, faith-based programs, community leaders and businesses. Research has documented the needs of young children from birth to age 5. This proposal activates this body of research. The impact that has been documented in similar efforts and described in this proposal will become a reality for Florence School District One. It will impact every school within the district in positive ways by assuring that more children enter school ready to learn.
The impact of one more child entering school ready to learn can often offset the entire cost of a school readiness program. Sustaining Ready Children/Ready Schools/Ready Communities in the future is possible. The goals and objectives have measurable outcomes and will demonstrate the effectiveness of the program and the long term impact on the Florence Community.
Math Nspired Alisa Hobgood West Florence, South Florence and Wilson High School - $24,668.38
Algebra teachers in Florence School District One will receive training to implement the TI-Nspire and the TI-Navigator technology into the classroom. Teachers will gain knowledge in how to access and utilize the Texas Instrument Lesson Resource Center. This is a web based center that contains classroom-ready lessons. Self-paced online professional development resources are also available on this site. Math Nspired utilizes the power of TI-Nspire technology to help students build a deeper understanding of the math concepts that they struggle with the most. Teacher training and communication will take place monthly during the school year. Teachers will utilize the mobile TI-Technology center at least every two weeks to enhance the algebra curriculum.
Students will be introduced to the TI-Nspire graphing calculator and the TI-Navigator system. Since the TI-Nspire is a document based device, students will be able to store documents in the device for later retrieval and analysis. Students will maintain an electronic portfolio of mathematical documents.
The Math Nspired project will improve the mathematics curriculum for Algebra students at the three high schools in Florence School District One: South Florence High School, West Florence High School, and Wilson High School. Students will use dynamic technology to study important algebraic concepts. The major outcomes of the project include reinforcement of curriculum goals, real life applications of mathematical functions, improved algebraic reasoning capabilities for students, and improved standardized test scores.
F.L.A.S.H (Families Learning Arithmetic at School and Home) Carrie Ann Brigman Briggs, Dewey Carter, North Vista, Savannah Grove, Timrod and Wallace Gregg - $20,072.00
The F.L.A.S.H. grant will fund handheld electronic devices called FlashMasters that have been proven to increase recall of basic math facts. A FlashMaster is an 11-ounce computer that makes flashcards obsolete. It is a portable self-checking device that offers immediate feedback. With the FlashMaster, students will have the opportunity to practice addition, subtraction, multiplication, and division facts in a fun, innovative, and efficient manner. The FlashMaster can be used anywhere at any time – the classroom, car, living room, or while waiting in the doctor’s office.
Students will be able to use the FlashMaster in the classroom and check them out for home use. This will enable parents to become more involved in their child’s education by giving them an opportunity to work with their children while using the FlashMaster.
Teachers and students will be trained on how to use the FlashMasters in the classroom. A peer-mentoring program will be established whereby older students will train younger students to use the FlashMaster. Parents from all six targeted schools will be given the opportunity to attend a community parent workshop on the use of the FlashMaster. Currently, many students struggle with the basic concepts in mathematics. FlashMasters will help these students overcome this struggle and allow them to become better critical thinkers and problem solvers. Mastering basic facts will also heighten confidence and create a more positive attitude towards mathematics. The F.L.A.S.H. program will have an immediate impact on students and will provide a more solid foundation for middle and high school students. Finally, improved proficiency with basic facts will have a positive effect on test scores for not only the targeted schools but also the district.
BOOKS FOR BREAKFAST, NUTRITION FOR THE MIND Sharon Thames North Vista Elementary - $10,000.00
Books for Breakfast addresses four main areas of concern for second graders at North Vista: Reading comprehension, writing, integration of content areas into English Language Arts (ELA), and parent participation. The intent of the grant is to seamlessly weave these four areas together to increase students’ scores on formative and summative assessments.
Picture books that correlate to state standards in ELA, math, science, and social studies will be ordered for each classroom. At the beginning of each month, parents will be invited to a “Books for Breakfast” meeting where they will get an overview of the books that will be shared in class, as well as the standards that the books address. Each parent who attends will get his/her name in a drawing to win one of the books highlighted for the month.
During the week, students will take home a different book each night to share with parents. Parents will be encouraged to read the book to and with the child. At the end of each week, students will take a dialogue journal home for parent and child to reflect about any book read during that week. Each Monday, students will bring the dialogue journals back to class. The teacher in each class will respond to journal reflections of parents and students before the end of the week.
By the end of the school year, parents and students will have shared approximately 120 books. Because there will be written conversations between home and school regarding the books, positive communication will have developed. Students will begin to value writing as a legitimate communication form. They will also begin to see connections between content areas and ELA rather than viewing them as separate entities. Ultimately, students’ scores on formative and summative assessments will increase because of the deeper conversations about books at home and at school along with supportive classroom instruction.
MINI GRANTS AWARDED
Today, Tomorrow and Yesteryear Wallace Gregg Elementary -$500 Anne Darby Hunter
This grant will enhance the American Revolution social studies lessons of all 3rd grade Wallace Gregg students while also integrating reading, music, physical education and science standards in the interactive experiences the grant will help to provide. After classroom lessons incorporating the new supplemental books and videos provided by the grant, a living history Swamp Fox Day will be held right on the grasses of Wallace Gregg where Francis Marion himself once roamed. Swamp Fox Day will combine the free living history exhibits to be presented by the Revolutionary War re-enactors of the Hughes Giles Regiment from Brittons Neck with hands-on activity centers developed from grant resources. Students will step back in time and play 18th century games and make 18th century crafts. South Carolina history will go beyond the classroom and the mundane to become a living, breathing part of each child’s experience.
Books! Books! Books! Savannah Grove Elementary School - $500 Chasity Brown
First-grade students at Savannah Grove will learn to love reading while becoming better readers. The students will be able to enjoy reading because they will have books written at their reading levels. Experts in the field write that children need to practice if they are to become good at reading. Not only should they practice, but they should practice with books that are written on their individual reading levels. The saying “one size does not fit all” can definitely be applied to reading. First graders vary in their reading abilities, interests and experiences. Therefore, it is important to provide students with a large variety of books specific to their reading levels. Children learn to read when they are able to select appropriate books.
It is Rocket Science After All Stage III Wilson High School - $500 Cliff Moriarty
The Wilson High School Rocket Club is a member of the nationally recognized “Team America Rocketry Challenge (TARC)”, an organization of rocket clubs in America. Each rocket club must design, build and fly a model rocket that meets the established parameters of flying 825 feet, takeoff and landing in 40-45 seconds with a payload of one raw egg. The purpose of the club is to promote excellence in academic achievement, build community involvement, and foster scientific problem solving and critical thinking skills in students as well as to bring innovative leadership opportunities to Wilson.
Smart Sacks Delmae Elementary School - $500
Jenny Rogers and Ginger Baggette
This is a grant that will build the home/school connection in the early years of school. Smart Sacks aim to get both children and parents excited about learning with take-home learning book bags filled with fun, hands-on activities that reinforce basic readiness skills. Activities range from alphabet exploration to weather wonderings and are based around state standards. Bags will be rotated weekly among students and will serve to strengthen the current curriculum in the classroom while sending home strategic and hands-on ways the parent can provide support and take an active role in their child’s learning through easy directions and simplistic activities.
Motivating Mathematical Thinkers Delmae Elementary School - $469.54
Alaina Pitts
Have you ever wondered how to motivate a child to become more interested in math? What is it that keeps students from mastering basic math skills that lay the foundation for future math learning? This grant is designed to increase student achievement through the use of educational math games that engage, motivate and make learning fun. Math is hard work, but through a gaming approach, teachers can capture student attention and foster learning. This grant will allow for the purchase of standards-based math games which will be used during small group instruction and differentiated according to student needs. In these classroom experiences, students will be allowed to work cooperatively, problem solve and communicate mathematical skills.
Ocean Delights Delmae Elementary School - $500.00 Angela Taylor
Have you ever looked at a picture of an ocean and asked what might swim beyond where your eyes can see? Or exactly what does the starfish eat or what does a seahorse do when it needs to rest? These and many other questions will be addressed through the implementation of the Ocean Delights grant project. Perhaps the most delightful element of the unit is that students will be able to brainstorm questions and find answers in books written at their independent reading level! Through the Ocean Delights unit, students will read, perform, write and explore Science as it relates to the ocean; in addition, they will be able to share theirwork through a service project that will benefit orthopedically disadvantaged students in the district.
P.E.T.S. Moore Intermediate - $500 Shellia Daniels Anderson
P.E.T.S. is a project designed to motivate second grade students to read by Providing Essential Trade books for Students and increase their reading levels. This project will help improve students’ attitudes toward reading and upgrade their writing abilities. Students will become members of a book club and parents will have the opportunity to get more involved with their child’s education by becoming reading buddies and also earning club membership. Each month, special hands-on activities will be incorporated such as a “Novelty Treasures” treasure hunt for dinosaur bones which will relate to the book Dinosaurs Before Dark. Students will also create responses to literary texts through a variety of methods such as writing, creative dramatics, and the visual and performing arts.
Picture This! Timrod Elementary School - $500 Debra Purvis
Kindergarten students will be photographed participating in daily classroom experiences, hands-on experiments, field trips and other special occasions during the school year. Students will choose and write about several of their favorite photographs each month. By the end of the year, each student will have a bound book of his/her writing samples and photographs. Students will share their writing with other students and parents to develop oral communication and vocabulary. Students will also be introduced to writing through technology by creating documents and using child-friendly publishing programs such as Smilebox.
Running Robots Delmae Elementary School - $495 Debbie Chapman
This program is designed to educate all third and fourth grade students at Delmae about robot programming. Students will use an NXT robot and software, computer programming, downloading and actual robot performance to put “hands-on minds-on” learning into action. Students will have the opportunity to compete in a robotics challenge at a regional level. Science standards which address concepts and processes will be addressed throughout the year.
Integrating Learning into Life Lester Elementary School - $498 Linda Bartlett
Many second grade standards are not only necessary for preparing for success in third grade, but for leading healthy, successful lives as adults. Through this grant, students will develop a knowledge of and understanding of real-life skills related to math, reading, economics and health. Through hands-on activities, students will be able to follow a recipe, measure ingredients, and time cooking; read written instructions; learn how to read and understand nonfiction writing; understand basic economic issues, such as supply and demand and retail pricing; and read and understand nutrition labels. A parent workshop will share the goals of the grant and give parents ideas of activities that they can do with their child at home.
An additional source of funding for grants is DonorsChoose.org, an online charity where you can list your classroom needs. Donors from across the country visit this site when they have education funds available.
Updates on '08-'09 Grants
BRIDGING THE DIVIDE (Major Grant) Southside Middle School
Submitted by Liz Collins
The School Foundation grant at Southside is in full swing. Students in 7th and 8th grade pilot classes have transitioned well to the online delivery of content material. Students are using "Blackboard" - an online system that allows them to access notes, listen to lessons through mp3 podcasts, take tests and submit unlimited digital documents and projects online. A podcasting class was started to specifically teach students how to use Mac programs to create quality presentations for peers and teachers on a variety of subjects. The latest projects include the creation of public service announcements using video cameras for filming and i-movie as an editing program. In the past months, students have used the GarageBand program to create educational podcasts for teachers on a variety of subjects including geologic time for 8th grade science, propaganda for Language Arts and the Enlightenment for 7th grade Social Studies. They have also created Radio theatre programs for Language Arts. In January, classes will be creating "math moment" films and will begin video projects for 8th grade Social Studies. There is currently a waiting list of students eager to join in this exciting new learning experience.
Student working on sound in GarageBand
to export music to a public service announcement.
ROUND TABLE READERS (Mini Grant) West Florence High School
Submitted by Sissy Smith
Thanks to the Round Table Readers grant, West Florence students are enjoying reading and discussing some of the South Carolina Young Adult Book Award Nominees. The grant funded two sessions of an after-school book club devoted to discussing these high-quality young adult novels. About 25 students, teachers, and community members have attended each of the two sessions with an additional 25-30 students reading each of the books. Gina Lee, a teacher who is a participant in the program, indicated that she was "amazed at the depth and perception" of the students who participated in the first session. Lee was "awed by how well the students could analyze a book." She indicated that the students who participated in the process had "become critics and readers" and that they were learning to write as well as to read. Lee indicated that being part of this process made her "proud to be a teacher at West Florence High School." Learn more about the Round Table Readers on their website.
Round Table Readers discussing latest novel.
COOKING AND EATING OUR WAY THROUGH THE STANDARDS (Mini-Grant)
Lester Elementary
Submitted by Maggie Rodgers
We have really enjoyed using the grant we received from The School Foundation to help fund the cooking activities we do in class. We typically do one to two cooking activities per month. The students are learning many skills including reading comprehension, language usage and math. The students love "Cooking Fridays" and work very hard during the week to ensure they will be able to participate in the cooking. Some of the students wrote what they like about cooking and here are some of their statements:
“Cooking activities are fun. I also like helping the teacher cook. The food is great!”
“I like cooking activities because we get to help cook and we get to eat the food.”
“I think cooking is educational and we are learning so when we grow up we can cook our own food. I love cooking and we have fun.”
“What I like about cooking is that you get messy and you can make all kinds of stuff.”
Cooking can be fun and educational.
FAMILY FOLK STORIES (Mini Grant) Lester Elementary Submitted by Carolyn Stroup
My students are very enthusiastic about our project, Family Folk Stories. We are immersed in reading multicultural literature and are on target with our projected timeline for Family Folk stories. We have discussed multicultural practices and have compared many personal cultural stories within our class.
We have bought cameras for students to use as they compile photo essays of people and places important to their lives and cultures. Several students have already written and published their first photo essays. Most of the students are presently developing the questions and topics that they would like to explore in their communities and families.
A fifth grade student with her essay.
Math Munchers (Mini-Grant)
Lester Elementary
Submitted by Linda Bartlett
Lester's second grade students have been learning a lot about math this fall. Monthly hands-on cooking activities have provided for four classes of children to experience a variety of math skills such as measuring ingredients, measuring temperature, weighing food items, and determining elapsed time. Suggestions for at-home math activities are being provided in newsletters sent to parents. Students and teachers are excited about these activities, and they are looking forward to our visit this spring to observe how math skills are used in a restaurant.
The School Foundation has awarded more than $90,000 in grant funding for projects for students in Florence School District 1.
“The applications this year left no doubt that there are many innovative and committed teachers in Florence School District 1,” said Debbie Hyler, executive director of The School Foundation. “The School Foundation is dedicated to nurturing and encouraging these qualities.”
Grant recipients were recognized during a reception Wednesday at the Drs. Bruce & Lee Foundation Library in Florence.
Grants of $200 to $500 each were awarded in the Mini grants category, while grants of $10,000 or more were awarded in the Major grants category.
The foundation received 29 applications for the Mini grant category and 10 applications in the Major grant category.
“There were multiple projects that were worth funding,” Hyler said. “It’s a shame we can’t fund more.
“Obviously, the more money we raise, the more we can fund,” she said. “It just truly shows, to me, that there are lots and lots of great teachers with wonderful ideas.”
Grants were chosen based on innovation, creativity, educational value, student involvement and level of positive benefits for students.
“We were tremendously excited by the number and breadth of applications,” Trisha Caulder, chairwoman of The School Foundation’s grants committee, said in a press release. “It was an extremely difficult decision this year.
“The grants committee really had a difficult time,” she said. “There were so many more we wanted to fund.”
In the major grant category, Dewey L. Carter Elementary School, Southside Middle School and South Florence High School received $90,000 for a joint project called “Bridging the Divide.”
The project will target at-risk students in sixth through ninth grades. Teachers will be able to enhance instruction and engage students through the use of such technology as laptops, iPods and digital programs.
A total of $4,820 was awarded in the Mini grants category. The amount and projects are:
· $500, “Around the Town”— A project for three kindergarten classes at Henry Timrod Elementary School to develop oral language and writing skills, as well as develop an understanding of how families and communities lived in the past through a social studies unit about their community.
· $498, “Video Broadcasting” — Additional equipment to support an increase in students enrolling in South Florence High School’s Video Broadcasting class. The class produces a live morning show (Bruin News Network).
· $500, “Writing Through the Ages” — For resource books, materials and equipment for seventh-grade students in English language arts and social studies at Williams Middle School to research periods of history.
· $500, “The Round Table” — For the creation of an afterschool book club at West Florence High School.
· $500, “It is Rocket Science After All” — A project to help develop interest in science and technology. The Wilson High School Rocket Club will be able to design, build and fly a model rocket.
Five grants were awarded to Theodore Lester Elementary School:
· $500 for “Cooking and Eating Our Way Through the Standards” — A project designed to enhance the teaching of the curriculum standards for third-grade students through cooking activities and reading.
· $460, “Math Munchers” — A project designed for students to improve their math skills through cooking activities at school and at home.
· $362, “Puppets in the Classroom” — For the purchase of puppets for a five-year-old kindergarten class. The puppets will be used as a motivational tool and for academic instruction.
· $500, “Family Folk Stories” — A writing project for third- through sixth-grade students in English language arts.
· $500, “Literacy Through Listening” — A literacy project for fourth-grade students. Audio media will be used to help students improve reading skills.
Hyler said the foundation will offer a grant writing workshop Feb. 6 for schools interested in learning about writing Mini and Major grant applications.
FSD1 Unveils iMACS Donated by The School Foundation
Morning News Photo/JEFF SMITH - Steve Rummage explains the convenience of the Apple iMacs that will be added to the school district along with 25 free iPods. Unveiling took place at Florence School District One office on Dargan Street.
