1.+Description


 * Instructions:**

Program Description (no more than 2 pages) – Describe what school will do with the funds if received. Use the descriptions on pages 1 and 3 for guidance. In addition to a clear description of the activities to be undertaken, also include: (50 Points) • Goals - Clear articulation of the measurable goals of this proposal. • Scope of Work – Specific, bulleted list of the work to be performed and the products or outcomes of the project clearly articulated. Since the focus of this grant is student-centered learning, clearly indicate how teachers currently understand the concept and how professional development will focus on fostering greater understanding either at a grade level team or school level.

Criteria Program Description – Describe what grantee will do with the funds if received. In addition to a clear description of the activities to be undertaken, points will be assigned for: (50 Points) • Are goals clearly articulated? • Is the Scope of Work specific? Products/outcomes identified? • Does program support Vermont’s standards or GEs? • Are needs & process for identifying them clearly identified?

Poor 0 – 17 Average 18 – 35 Excellent 36 – 50 Program Description – Total Score (MAX is 50):


 * DESCRIPTION**

The community of Chester-Andover Elementary School invested in wireless laptop computers for students and teachers in 2000 because they recognized that this would allow them to have greater access to technology without requiring additional space. Each Grade 3-6 classroom has had 4 laptop computers in a portable crate assigned to it. The teachers then create a schedule so that the appropriate number of crates can be brought to a particular classroom at a particular time to allow all students to use a laptop at their desk. With increasing demand for use of the laptops, various accommodations have be tried but the time has come to try another model. This grant opportunity and some re-assignment of teaching staff makes this the PERFECT timing to pilot a different model.

Goal #3 in the latest Chester-Andover Elementary School Local Educational Technology Plan (2007-2009) acknowledges the need to move beyond simply integrating technology into existing curriculum. Here is the goal as written in the plan:

Goal #3: //Define and pilot how to move classroom teachers from integrating technology into curriculum to transforming curriculum with educational technology.//

This grant opportunity is a perfect fit with this goal. This grant would be used to purchase 10 additional laptops, a new cart and projection equipment that could be dedicated to two Grade 4 classrooms. The Grade 4 classrooms become the pilot classrooms but the Grades 5 and 6 classrooms could also organize in a similar way after re-allocating some other equipment. The most exciting part of the opportunity this grant provides is the plan to workshop with Jim Moulton for a couple of days to re-balance the classroom teachers' content, pedagogical and technological knowledges into a classroom with a much more deliberate effort to move to student centered learning in an increasingly flexible learning environment.

Here are some of the areas the Grade 4 teachers feel could benefit significantly during this project.

Writing As part of the writing process, the technology not only allows instant access to research and educational sites, it also provides opportunity for collaboration as part of the process. Between the two classrooms, and even beyond, students can work together to edit and provide constructive feedback that will enable the child to create a more solid piece. Part of the process is sharing and editing. One class last year learned that author’s need several drafts before they can consider it done. Author, Doug Wilhelm, shared with the kids that it took him about nine drafts before he considered it final. Students can collaborate between classrooms and schools during the editing and revising process. Social Studies and Science Inquiry Inquiry in Social Studies and science is where one of the biggest impact with a 1:1 ratio could happen. Students having ongoing access to information or sources that could direct them to information is critical. Also, in initiating inquiry and conducting research, the Internet will give students the opportunity to view primary sources and communicate with experts in the fields of study, or students conducting similar research, or even community members that have lived through a time or witnessed an act, that the students may be learning about. Ultimately, when a student can own or feel in charge of their own work, they are more invested in it. In science, students can also communicate with experts, take virtual field trips and use other technology tools to get immediate information such as thermometers. Students can collaborate with other schools in the country on similarities and differences rock formations, local animal habitats, etc... They could contact hospitals, doctors and nurses for information about the human body. Primary sources would be at their fingertips. Working together and learning how to collaborate to solve problems is the ultimate goal. Advanced and frequent use of technology can help them reach this goal.

Students can create on-line surveys to gather information about the North and South Pole and what other fourth graders know. They can then take that information and create hypothesis and experiments to show differences. The inquiry scientific method can be reinforced with each theme taught by finding others to collaborate in their efforts.

Vermont History The grade 4 classes would collaborate with the Vermont State Historical Society, to use technology to access to primary sources. (Ongoing research and communication.) As part of the Vermont History unit, technology would help connect students with an expert or (Vermont) community member. The fourth grade history and social sciences GEs would be addressed through a project that would hook students up with various people in the state of Vermont, to examine any of the following: Ultimately, the students will be learning about the history of Vermont, as well as Vermont in its present condition. They will be studying particular areas as well as the characteristics of each, to examine change over time. They will examine historical, as well as current impact, in order to make predictions about the future. How have the changes impacted the indigenous people? How have they impacted families? How have the kids themselves felt he impact. Then, finally, use all of this work to behave as citizens (H&SS3-4:14) to: The students could use some kind of forum, like the wikis, to collaborate with other students. They can post their work, finding, questions, etc., as part of a learning community, working toward a common goal. Through this medium, they can provide feedback and work towards a final solution.
 * economy (H&SS3-4:20) students examine the economic impact of rising fuel prices on the Vermont’s economy. Examine factors that influence supply and demand. Explain ways that people meet their basic needs and wants.
 *  interpreting geography and solving geographic problems (H&SS3-4:11) students will identify specific characteristics of the regions and specific towns in VT.
 *  locate physical and political regions of the state
 *  observe, analyze, and compare patterns of local and state and use.
 *  explain the impact on themselves as well as the community
 *  identify problems, plan, and implement solutions
 *  write letters to legislators, experts, town officials, etc.

Students as Producers of Content

Students can create instructional podcasts as well as classroom news podcasts on a regular basis. These would be published both locally and globally for others to see. Students will learn the power of their voice, public speaking methods, clarity in their voice and the importance of getting their points across to others. This too is an experience that can be shared among classrooms.