May iPad Grant

8/4/2019 May iPad Grant

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IPAD Integration RFP

Project Application Form Classroom 1:1 (Category 1)

(Emailed before January 7, 2011 5 p.m. CST)

School Name: May Community Academy

Address: 512 S. LaVergne Avenue, Chicago, IL 60644

Phone Number: 773-534-6140

School Coordinator and email address for the RFP: Nicole Zumpano ([email protected])

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Project Title: If the Shoe Fitsa Project Based Learning Experience

Project Leaders: Nicole Zumpano (Lead Technology Teacher), Jeff Hetrick (5/6 Writing), LaurieFarmer (5/6 Science). Collaborating Teachers: Denise Beckom (5/6 Language Arts), Katrina Tell (5/6

Math)

Project Grade Levels: 6th grade (with potential to add 5th grade)

Project Subject Matter: Writing and Science (with potential tie ins to language arts and math)

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1. Project Description

May Community Academy is excited about the possibility of exposing our middle school

students to a new modality of learning using iPads. Our school has one Windows based computer lab.

Our students are not exposed to Mac products within our building. This lab is used almost exclusivelyfor Area mandated programs. Students dont have access to open lab time where they can research orexplore areas of interest on their own. Our students dont have consistent access to technology outside

of the school. Being exposed to iPads would allow our students a chance to become familiar with

another current from of technology; allowing them to keep pace with their peers use and knowledge oftechnology. It would provide them an opportunity to be exposed to Macintosh products thus building

technology skills that will follow them throughout their time in education and beyond.

The implementation of iPads into our middle school curriculum aligns with our school SIPAAAand philosophy. We strive to integrate the International Center for Leadership in Educations Rigor,

Relevance, and Relationships Framework. Weve conducted professional development around thisframework and have sent our middle school team to the National Middle School Conference to learnmore about successful implementation at May. The use of iPads would allow us to promote rigor and

relevance through various applications and classroom experiences. Relationships between teacher toteacher, teacher to student, and student to student would emerge through the learning process of usingiPads and finding new ways to present Illinois Learning Standards to help with differentiated instruction.

Already underway (and during the remainder of the school year) our 6th grade students will

research various aspects of shoes using a project based learning approach. They will conductresearch, write a variety of papers (different genres), conduct science experiments, create math

surveys, and ultimately create videos and still ads to market their own shoe design. Our current 6th


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grade students are below all other grades in reading (24.2% according to our SIPAAA). Our hope is

that the use of the iPad and the reading/recording/fluency applications that are available may take

some of the anxiety out of reading for our lower performing students allowing them to grow. Thistechnology in conjunction with the project based learning approach will allow us to reach more of ourstudents at the academic and interest levels they currently reside at.

a. Goals:

Integrating iPads on a consistent basis within our middle school requires more than short term project

goals. We have a series of long term goals that go beyond the specific shoe project.

Overarching Long-Term Goals:

a. become familiar and fluent with iPad technology and its applicationsb. provide students with technology skills that can be enhanced and expanded on as they

move to the next grade level

c. expand the inquiry skills of our students and help them gather, examine, create, andshowcase new knowledge

d. continue to move forward as a technology magnet cluster school by providing opportunities

for students and staff to utilize and become fluent with new technologye. increase collaboration amongst educators and increase their use of technology in the

classroom on a consistent basis

f. increase our contribution to the area and district by providing professional development and

collaboration opportunities with other schools within CPS but specifically to Area 3g. continue to increase the number of students meeting or exceeding state standards which is

currently at 49.5%h. continue upward trend (per SIPAAA) of student attendance

Project Goals: all project goals align with Illinois State Standards and/or ISTE NETS Standards

a. demonstrate growth and understanding of the writing processb. complete narrative, expository, persuasive, and research papers

c. understand and apply the project based learning approach to enhance collaboration,

interest, and motivational levels in our middle school studentsd. contribute to an online blog about project progress and teacher prompts

e. create digital media in conjunction with the Adobe Youth Voices program and the shoeproject

f. create a culminating project that will be shared with additional grade levels and potentiallystudents in other schools

b. Proposed Grade Levels: The targeted grade level is 6th grade. Our middle school isdepartmentalized so incorporating aspects of this project with 5th grade students may be

attempted if applicable. This would allow the 5th grade students to be able to fully implementiPads in their classrooms next year without hesitation. Furthermore, the advantage of theclasses being departmentalized means that four different teachers can provide various

approaches and pedagogy to the project, allowing for more differentiation andindividualization. It also provides the opportunity for four more educators to be fluent in

technology integration within our building.


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The Lead iPad teacher has experience with incorporating technology in his classroom. He

maintains a class blog to promote relationships with his students. He also blogs his lesson plans. By

blogging lesson plans our Lead Technology Teacher can push out technology resources to aidinstruction. Students who may be behind can go back and revisit resources already introduced.Advanced students can plan ahead and go more in depth on subjects that will be or have been

presented. We are confident that iPad implementation would go smoothly in this setting. The studentswould see the enthusiasm and confidence from the start with their teachers.

c. Activities: Please note due to page limits the entire Illinois Learning Standards will not be writtenout. If needed this information is readily available from our teachers.

While the time frame may have passed for some activities before iPads arrive, teachers will go

back and revisit how these activities can be completed using iPads. Students will receive instructionrelated to online safety and proper technology use as well.

Time

Frame Activity Details ILS AddressedDec. Shoe

Webbing Day 1: Simple webbing activity insmall groups, on chart paperbrainstorming kinds of shoes.

Day 2: Extended webbing charting

attributes of shoes identified theprevious day.

After initial webbing is complete,teach students how to create a web

online using iPads.

STATE GOAL 3: Write to

communicate for a variety of

purposes.

o 3.B.2a

Dec. ExpositoryWriting Journal prompt: My favorite pair ofshoes Ive ever owned are

Model teachers story Begin the writing process for an

expository piece:

o Outlineo Rough Draft

o Conferencing/Peer Editing

o Final Draft

o Publishing

Students create an illustration to

display with their published piece.

o 3.A.1o

3.A.2o 3.B.2a

o 3.B.1bo 3.B.2d

o 3.C.1a

o 3.C.2a

Jan.-Feb. ResearchProject Students will be provided with a list of30 shoes (past and present) for

research. Students will pick a shoe on the list or

get approval of another shoe notlisted.

Internet research will be conducted.Guided research will take place using

the following essential questions:o When was the shoe created?

o Who created the shoe?

STATE GOAL 1: Read with

understanding and fluency.

(Reading)

1.A.2a

1.A.3a

1.B.1a

1.B.2a

1.B.1c

1.C.1a


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o Where and when was the

shoe created?

o For what purpose was theshoe created?

o

Evolution of the shoe (when,where, and why it becamepopular).

o Is the shoe currently around?

o Who is/was the shoe

marketed toward(male/female, kids/adults)?

o What materials and are usedin making the shoe? Why?

o Are there signature colors,

designs, logos on the shoe?

o Is this a useful shoe?

Students will use iPads to conductresearch. Websites will bemaintained on a class social

bookmarking site for easy access.

Student will create wikis or use

Sundry app to take notes

Science experiment on shoe friction

1.C.2d)

3.A.

3.A2

3.B.1b

3.B.2d

3.C.1a

3.C.2a

STATE GOAL 5: Use the

language arts to acquire,

assess and communicate

information. (Research)

5.A.1a

5.A.1b

5.B.1a

5.B.2a

5.C.1a

5.C.2a

5.C.2b

STATE GOAL 11:

Understand the processes of

scientific inquiry and

technological design to

investigate questions,

conduct experiments and

solve problems.

11.A.3a

11.A.3b

11.A.3c

11.A.3d

11.A.3e

11.A.3f

11.A.3g

January Field Trip toPublic

Library Research will continue using the

essential questions noted above.

Students will create relevant math

surveys using the iPad on varioustopics related to shoes. They will

participate in class surveys and

compare results

STATE GOAL 1:

(Reading)

1.A.2a

1.A.3a

1.B.1a

1.B.2a

1.B.1c


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1.C.1a

1.C.2d.

STATE GOAL 3: (Writing)

3.B.2d

3.C.1a

STATE GOAL 5: (Research)

5.A.1a

5.A.1b

5.A.2b

5.B.1a

5.B.2a

5.C.1a

5.C.2

5.C.2b

STATE GOAL 10: Collect,

organize and analyze data

using statistical methods;predict results; and interpretuncertainty using concepts

of probability.

10.A.3a

March Field Trip toNike Factory

Students will visit the factory toobserve the process of shoe creation.

Interviews will be conducted usingiPad voice recorder

Students will brainstorm questions

before the trip and complete a KWLchart.

Math activity on comparing the priceof shoes

STATE GOAL 4: Listen and

speak effectively in a varietyof situations. (Listening and

Speaking)

4.A.2a

4.A.3a

4.B.2b

STATE GOAL 6:

Demonstrate and apply a

knowledge and sense of

numbers, includingnumeration and operations

(addition, subtraction,

multiplication, division),

patterns, ratios and

proportions.

6.C.3aMarch- Shoe Students will create a new shoe in STATE GOAL 3: (Writing)


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April Invention

Small Group

Projectsmall groups. Each group will use theiPad to create a wiki page about their

project

Guiding Questions to be completed:

o

What will the shoe be called?o What is the shoes purpose?

Why are you creating it?o Who is the shoe marketed

toward?

o What will your shoe be madeof? Why?

o What will the colors and

design of the shoe be?o How much will your shoe sell

for?

o Where will you sell your

shoe? Students will create a slogan for their

shoe and create a 30-45 second

commercial or radio segment sellingtheir shoe and including the

information gathered in the guiding

questions.

Students will also create a billboardon poster board including the most

important elements of the shoe formarketing purposes.

Students will create the shoe out of

materials brainstormed in class. A Keynote or PowerPoint

presentation about their process and

shoe design will be created andpresented to the class

Students will conduct science

experiments on waterproofing andinsulation

3.A.1

3.A.2

3.B.2a

3.B.1b

3.B.2d

3.C.1a

3.C.1b

3.C.2b

STATE GOAL: (Research)

5.C.2b.

iPad Apps for the project: (additional apps may be incorporated after professional development)

1. Evernote: students will be able to create and keep class, group, and individual notes online andaccess using the iPad

2. Dragon Dictation: students will be required to create a commercial to sell their shoe. DragonDictation takes speech and turns it to text. This allows differentiation for those students that

may not be great writers

3. Sundry Notes: students can use this app to type, draw, and record audio which will aide themthroughout the shoe project

4. Voice Memo: allows students an opportunity to practice their accuracy, fluency, and rate for

their commercial


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5. Skype: during the project students will take a trip to Nike to see how shoes are created and

manufactured. If possible students will be able to videoconference with workers at Nike after

the field trip to gather additional information6. Keynote: although a final media project will be required Keynote gives students a chance to

outline and practice creating a short presentation that can be used to present their project

outlines and ideas to classmates to generate feedback7. Safari: a large component of the project will involve research and Internet access. Using Safari

the students can create a Diigo account which will allow them to bookmark sites that may be

beneficial to their class. They can create individual blogs commenting on the process andprogress of their work. Students can furthermore respond to the teachers blogs about theproject. Group wikis will also be created.

8. FlipBoom Lite: a drawing program that will allow students to sketch out their shoe design

NETS-S Standards

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and developinnovative products and processes

using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processesb. create original works as a means of personal or group expression

2. Communication and Collaboration: Students use digital media and environments to communicate

and work collaboratively, including at a distance, to support individual learning and contribute to thelearning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digitalenvironments and media

b. communicate information and ideas effectively to multiple audiences using a variety of media and

formats

3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and useinformation. Students:

a. plan strategies to guide inquiry

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety ofsources and media

c. evaluate and select information sources and digital tools based on the appropriateness to specifictasks

d. process data and report results

4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to planand conduct research, manage projects, solve problems, and make informed decisions usingappropriate digital tools and resources. Students:

b. plan and manage activities to develop a solution or complete a project

6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology

concepts, systems, and operations. Students:b. select and use applications effectively and productively

d. transfer current knowledge to learning of new technologies

3. Assessment/Evaluation Plan


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This project involves several mini activities such as different writing prompts. These will be

assessed with rubrics and feedback given by each appropriate instructor. The culminating project willhave a rubric that is created with the students so they have a continuous idea of how they are beingassessed.

Student blogs will be maintained and monitored. They should show a progression of growth

and include reflective entries by the students as well as peers and teachers. Pictures of the process

along with links to their final culminating activities will be included. These formative assessments willbe ongoing throughout the project. They will be discussed and reflected upon during studentconferences periodically throughout the project and be the beginning of digital portfolios for students.

Summative assessments are administered within our District. We will look for student growth.Our school has a data team. The team will compare and analyze data from the classrooms involved inthe iPad grant before and after the iPads were integrated into instruction to see what trends are

evident. Summative assessments will also take the form of final presentations and writing assignments.

Our hope is that the group wikis, blogs, and reflection pieces can be shaped into the beginning

stages of an online portfolio. We can use this information with the next class coming into 6th grade tobegin when school starts in August. Furthermore these students will have a base on which to continuegrowing an online portfolio as they move to the next grade.

What we expect students to gain from this experience

Along with the main concepts and processes we hope to see our students develop to a higherdegree is the appropriate and effective use of technology, a better understanding of the writing process,professionalism, and independence. The last concept is very important to our student body because

theyre always looking for that crutch. With several independent tasks to complete that require

thought and creativity students will learn how to sink or succeed in a more positive, friendly manner.Aside from using the writing process to create a variety of writings, we are going to be creating actualshoes, commercials, and advertisements. Using a business/artistic approach, students will be counted

on to use the imagination to create something meaningful. The plan is to also make some connections

with Nike or another shoe company, which could foster an outlet for the viewing of these commercialscreating a professional atmosphere.

4. Collaboration & Dissemination of Project to Colleagues

A professional learning community already exists within our middle school team. Teachers

meet weekly during common planning preparation periods to discuss students and best practices. Allfour classrooms are located on the same floor, making impromptu drop-ins by colleagues a regularoccurrence. We are extremely fortunate to have a Lead Technology Teacher within our building. As a

released position Mrs. Zumpano is able to model, assist, and participate in any aspects of the projecton a consistent basis. She is also able to manage all of the equipment and upkeep of the iPads. Shemaintains a resource blog for the faculty that provides different ideas to help with technology

integration. She can assist and lead professional development sessions for the faculty and create andmaintain a blog about the use of iPads at May Community Academy. Furthermore Mrs. Zumpano can

help present the use of iPads along with the teachers at different technology and educationalconferences and forums.


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Our principal, along with the principal in another technology academy are working on designing

an end of year technology fair for the schools in Area 3. We would present our project and use of iPads

to show other schools in our area how they can be adapted to their curriculum. This increases thechances of future collaborations amongst schools.

5. List of Teachers

Provide a list of the teachers that will be using iPads as part of your plan.

Nicole Zumpano (Lead Technology Teacher)Jeff Hetrick (5/6 Writing- Lead Teacher of iPad Project)

Laurie Farmer (5/6 Science)

Collaborating Teachers:Denise Beckom (5/6 Language Arts)Katrina Tell (5/6 Math)

------------------------------------------------------------------------------------------------------------I agree that the grant will be used as stated in the grant proposal application.

Applicant/s Signature and Date

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Principal Signature and Date

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Documents

May iPad Grant