Running head: INNOVATION GRANT PROPOSAL 1

SED 464 Signature Assignment

Innovation Grant Proposal Template

based off of the

Arizona Technology in Education Association (AzTEA) and CenturyLink

Innovation in Classroom Technology Integration (ICTI) Grant

How Can We Help English Language Learners Succeed?

David Barr

Arizona State University

INNOVATION GRANT PROPOSAL 2

School Environment Narrative

The Glendale Elementary School District provides schooling and services to students located in

the west section of Glendale. The district has a current enrollment of 20,145 students between a

total of seventeen schools. Glendale Elementary school district also falls under the Community

Eligibility Program. This means that all students receive a free breakfast at the start of the

school day regardless of income. Challenger Middle School is within the district with a total of

566 students and student to teacher ratio of 21:1.

Challenger Middle School is a Title I school with 94.8% of the students qualifying for free and

reduced lunch. In fact, 88.3% of the students families make less than $15,171 a year with

another 6.4% making less than $21,590 a year. The school demographics are 64.3% being

Hispanic, 14.4% being White, 14.1% being African-American, 3.2% being Asian, 2% being

Native American and the final 2% being multiethnic groups. The school has a very even gender

population at 49% for males and 51% for females. The age range of the school is ages 9-14.

Lastly, this school is also a refugee school. We currently have over 70 students that are classified

as refugees from various countries around the world.

To add, Challenger Middle School is considered an under-performing school in terms of test

scores. For Math, our passing percentage is only 25%. This is below the state average passing

rate of 40%. Furthermore, our English Language Arts passing percentage is also 25%, which is

also below the average passing rate of 39%. We are working to improve this by integrating a

reading intervention class to focus in on areas where students need help.

I am a seventh grade social studies teacher at Challenger Middle School who provides education

to a total of 137 students between six class periods with class sizes ranging from 33-37. We have

a standard issue American history text book that cannot be taken home by any of the students as
INNOVATION GRANT PROPOSAL 3

we only have enough for the class. These textbooks are also battered and outdated.

Astonishingly, these are the same textbooks that were in use when I was a seventh grader. We

have moved away from them almost entirely and have gone to outside resources for up to date

information to teach the students. A typical class is an hour long with our reading intervention

class being 40 minutes in length. We also have a homeroom class that eats breakfast and is

unofficially a science class which has no text book provided. We also have a 40 minute long

lunch-recess period with ten minutes being used for activities and 30 being used to eat. The

students are taught in groups of four to six who work together often on projects and reading

assignments. The school has a mass amount of English Language learners and all teachers,

regardless of subject, coordinate together to ensure that all ELL students are being taught

properly and receiving the help they need.

In terms of technology, all classrooms are outfitted with a Smart Board, a computer for teachers,

a laptop for teachers, roughly five to ten desktop computers for students to use in the classroom,

a projector for PowerPoints, videos and other miscellaneous activities, and a digital overhead to

show papers. Outside of the classroom, we have a total of four different computer labs with 35-

40 computers in each, totaling 150 computers that the students can access on days where their

class is assigned to go. The school also has Wi-Fi that is spotty at best. It goes down often and

slows the lessons downs quite a bit. This is due to an overload of the school servers as they

cannot handle over 100 people using it at once. The school does, however, make good use of its

funding to try and stay up to date. Ten thousand dollars of the schools budget goes to

technology and innovation.

We try to use technology as often as possible in class but, we dont have the resources to

consistently do so. I have been consistently trying to book a date for the computer lab all to avail.
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To add, with the lack of computers available in the class, the only piece that I can use often and

consistently is the Smart Board. We use this to show videos, PowerPoints and other resources.

This keeps the students engaged for a while but, they get bored of the same routine over and over

again and need new technology to keep their interest stimulated. Social Studies is a subject that

can benefit no end from more technology in the classroom because of the availability to new

information.

Introduction

Being a historian, I want students to look back on history and see how events are still affecting

them to this day, such as the New Deal during the 1930s. This what I want my students to do for

their project. The students, in groups of two, will have to become political commentators and

look at the New Deal programs in a positive and a negative light. They will have to do extensive

research and conduct polling on how people feel about agencies that were created during that

time. To conduct this research, the students will need the technology in order to know what the

agencies were at the time and the affect they had on the nation during the decade and the future.

They will also present this project in either a radio-broadcast or by recording a video. By using

project-based learning, the students will have to learn how to work with each other using

different viewpoints, course content, and members of the community while being cordial and

respecting other peoples beliefs. This allow students to critically think rather than just analyze.

This project will affect around 140 seventh graders this year and 280-320 students in the next

two or three years.

Biography

I am currently pursuing my Bachelors degree in Secondary Education (History) at Arizona State

University. I do have a philosophy of education. I want the youth to move forward by knowing
INNOVATION GRANT PROPOSAL 5

the past. I do not have much experience in the class as I just starting to teacher. However, I have

plenty of experience as a student and want technology to be incorporated in my classrooms more

even today. I have insight on what works and what doesnt work pertaining to students.

Furthermore, I am a huge believer that history is a gate way to the future and that we must know

where we came from in order to progress as a society. By acknowledging history of the past, we

are doomed to repeat the mistakes of our fallen fathers and predecessors.

Project Narrative

Need for the Project

It is important to have the students use technology because it is around them all the time now in

the modern day. The unfortunate fact is that many of the students at Challenger Middle School

dont have access to technology at home. Therefore, students need Chromebooks in order to do

projects at school rather than finding a way outside of school. The Chromebooks will allow the

students to research their projects. There will be plenty of time within the classroom to teach the

students how to search the internet, read information text and create their projects.

Project Impact

The project will have a substantial impact on the community as 137 students will be affected and

280 to 320 in the two to three years. They will engage in a project-based learning activity that

has them connect with the community by conducting interviews to gain different viewpoints. The

cooperation between the Social Studies and Language Arts teacher will collaborate to ensure the

reading, writing and research skills for the project are met in every facet. At the end of the

project, the students will have the opportunity to show their findings first to their classroom and

then to their community. The community presentation will be held at a technology night hosted
INNOVATION GRANT PROPOSAL 6

by the school where the community can come to the school gym and listen to all of the projects

their students created.

Learning Goals and Outcomes

How does the New Deal affect the United States and students lives today? Often, students do

not think about how past historical events affect their lives to this day. Students will develop

research skills so they can find and assess credible sources as well enhance their ability to

interpret data.

Within this project, students will learn how the New Deal came about and how the reliance on

government changed after the Great Depression. Based on this, students will use critical thinking

skills to think on how the New Deal is still affecting them to this day. After they find out how

they are being affected to this very day, they will think how different America would be if the

New Deal had not come about and helped America.

Standards included are: Social Studies

Concept 8: Great Depression and World War II: PO 3. Describe how the following New

Deal programs affected the American people: a. works programs (e.g., WPA, CCC,

TVA) b. farm subsidies c. Social Security

ISTE Standards for Students: Digital Citizen 2b: Students engage in positive, safe, legal

and ethical behavior when using technology, including social interactions online or when

using networked devices.

2c: Students demonstrate an understanding of and respect for the rights and obligations of

using and sharing intellectual property.

Activities:

Takes notes on New Deal Agencies then and today.

INNOVATION GRANT PROPOSAL 7

Conduct research on why the New Deal happened and how they changed life for

Americans.

Come up with questions and conduct interviews.

Work with partners to make a modern day compare and contrast view of the New Deal.

Present their project to the community and class.

Assessment

Students will be evaluated on their debate and research skills. The students will taught how to

research, debate, write interview questions and conduct an interview, and the students will have a

short quiz. Furthermore, the quiz will determine if the students are ready to move on to the

project at hand. To add, students will also turn in their sources they plan to use before the project

is due to see if they are accurate and credible. Lastly, students will be required to provide exit

tickets that name New Deal programs. Students will also have their own individual piece of the

project graded along with the group. Rubrics will handed out for them to reference.

Technology Support

Challenger Middle School does not have a tech support team. Therefore, the issues that the

student might face when dealing with technology will have to be handled by me as I have an

extensive knowledge with technology, particularly with computers. If a Chromebook breaks, we

can supply a replacement.

Sustaining the Project after the Proposal Period

This project can be used for years to come as the New Deal is an everlasting piece of history.

With that, the connection to modern day is still applicable. More technological resources can be

used in the coming years as well as the continued use of Chromebooks. Lastly, the dynamics of

the project will consistently be adaptable to new groups of students.

INNOVATION GRANT PROPOSAL 8

Innovation

The project is innovative by nature and promotes students to use their critical thinking by putting

the students in a spot where many have never been before by comparing the past to the present.

The project also has the student think about how their life is affected by the past. This project

will also promote the usage of the new teaching strategies on my part. In addition, in the coming

years I can research new ideas to further enhance the project for the students. Furthermore,

students are allowed to talk with local members of the community or the government in order to

gauge public opinion on the New Deal. Technology will broaden the innovation as students will

learn technological skills that help them in future classes that require the use of technology.

Budget Table and Narrative

Item and quantity Item Cost Total

(36) 32 GB Samsung $699.98 (Including tax) $25,199.28

Chromebook Pro 13: with

two year service warranty

Tripp Lite 36Port AC $1,420.21 (Including tax) $1,420.21

Charging Cart Storage Station

Chromebook Laptop Tablet

with one year service

warranty

(36) Logitech M185 Wireless $16.59 (Including tax) $579.24

Mouse

Grand Total $27,198.73

INNOVATION GRANT PROPOSAL 9

The technology needed for this project is 36 Samsung Chromebook Pros, priced at a grand total

of $25,199.28, a Tripp Lite 36 Port AC Charging Cart Storage Station, priced at $1,420.21, and

36 Logitech M185 Wireless Mice, priced at $579.41 for a grand total of $27,198.73. My goal of

this project is to not only teach content but, to have the students learn a skill that they can use in

the future. Technology is used so often these days that students must have basic knowledge in

order to succeed in their education and their future careers. These skills must be developed early

on in order for them to adept at them later in life. The Chromebooks will be used throughout the

project to conduct research, administer interviews and collaboration for their group project. The

goal of using the technology throughout is for the students to gain future skills.
 INNOVATION GRANT PROPOSAL 10

Appendix A: Inquiry Based Lesson Plan

Teachers: David Barr Subject: U.S history Grade: 7th

Standard:

Common Core: Strand 1: American History- PO 3. Describe how the following New Deal programs

affected the American people: a. works programs (e.g., WPA, CCC, TVA) b. farm subsidies c. Social

Security

ITSE Standards Educator: Collaboration- 4c Use collaborative tools to expand students' authentic,

real-world learning experiences by engaging virtually with experts, teams and students, locally and

globally.

ISTE- Digital Citizen: 2b: Students engage in positive, safe, legal and ethical behavior when using

technology, including social interactions online or when using networked devices.

2c: Students demonstrate an understanding of and respect for the rights and obligations of using and

sharing intellectual property.

Objective (Explicit):

Students will describe the effect of the New Deal on the United States by identifying programs that

are still in use today such as the Social Security Administration and Tennessee Valley Authority.

Evidence of Mastery (Measurable): Students will be to identify

The need for the New Deal

New Deal Agencies such as the Social Security Administration, Tennessee Valley Authority, etc.

What the Agencies did for people and their effect in a short paragraph

Sub-objectives, SWBAT (Sequenced from basic to complex):

 INNOVATION GRANT PROPOSAL 11

Students will be able to use their past knowledge to use accurate historical sources in their argument.

Students will be able to identify the economic climate of the U.S

Students will be able to give examples of New Deal programs.

Students will able to examine how the New Deal affected people when it came about.

Key vocabulary: TVA, SSA, New Deal, Farm Subsides, Materials/Technology Resources to be used:

Franklin Delano Roosevelt. Chromebooks, writing utensils, notebooks

Engage (Make content and learning relevant to real life and connect to student interest)

How is the past affecting you all today? We have already spoken about the Great Depression and the effect it

had the nation then and now, however it brought many other changes. Today, we will be seeing how your

lives are affected by measures put into place over 80 years ago.

Teacher Will: Lecture on the New Deal. Student Will: Take on their respective roles in

Describing why it came to be and what it did. their groups and form their basis and opinions

Assign the roles for the groups. The roles will for their project.

be Pro- New Deal and Against New Deal.

Walk around and speak students about their

roles to make sure they are on track.

Co-Teaching Strategy/Differentiation: There will be different roles for each partner in the group.

By having a specific role in the group, students will stay on task easier by having to research their
Explore

points to contrast the other.

Teacher Will: Open up a class discussion to Student Will: After researching their points, the

help students make a coherent argument. The students will openly debate and make a

students will be spilt across the room into a pro coherent, supported argument.
Explain

and against side.

 INNOVATION GRANT PROPOSAL 12

Co-Teaching Strategy/Differentiation: Students will use a graphic organizer to keep points in an

orderly fashion. This will allow them to further memorize the vocabulary needed for their project.

Teacher Will: Check the students current Student Will: The students will discuss if the

progress and provide them different solutions to New Deal is still affecting the U.S positively or

the problems they are facing by walking around negatively today.

and talking to each group.

Co-Teaching Strategy/Differentiation: Students will have to work together in order to understand

Elaborate

opposing viewpoints in the U.S on political aspects.

Evaluate: Students will be evaluated by their participation and usage of accurate sources. I will know if they

are ready to move forward by seeing if they are able to compare the New Deal of then to programs still in

use today.
INNOVATION GRANT PROPOSAL 13

Appendix B:

Newscast - Presentation and Planning: New Deal- contrasting viewpoints.

CATEGORY 15 points 10 points 5 points 0 points

Research Group researched Group researched Group researched Either no research
the subject and the subject and the subject and was done or it was
integrated 3 or integrated 2 integrated 1 not clear that the
more \"sources\" \"sources\" from \"sources\" from group used it in the
from their research their research into their research into newscast.
into their their newscast. their newscast.
newscast.
Duration of The newscast was The newscast was The newscast was The newscast was
presentation between 3 and 5 between 2 and 3 between 1 and 2 too long or too
minutes and did minutes and minutes and short.
not seem hurried seemed SLIGHTLY seemed VERY
or too slow. hurried or too hurried or too
slow. slow.
Number of Four New Deal Three programs Two programs are One program or
programs named programs are are named named less is named.
named.

Accuracy of Facts All supportive facts Almost all facts are Two facts are One fact are
are reported reported reported reported
accurately (4 of 4). accurately (3 of 4). accurately. accurately OR no
facts were
reported.
INNOVATION GRANT PROPOSAL 14

Appendix C: Works Cited

Challenger Middle School. (n.d.). Retrieved November 01, 2017, from

https://portals.gesd40.org/challenger

Explore Challenger Middle School in Glendale, AZ. (n.d.). Retrieved November 01, 2017, from

https://www.greatschools.org/arizona/glendale/519-Challenger-Middle-School/

Glendale. (n.d.). Retrieved October 31, 2017, from https://portals.gesd40.org/

Logitech M185 Wireless Mouse. (2012, November 20). Retrieved October 31, 2017, from

https://www.walmart.com/ip/Logitech-M185-Wireless-Mouse/43924473

Preliminary Letter Grades. (n.d.). Retrieved October 31, 2017, from https://azsbe.az.gov/f-

school-letter-grades

Rubistar Rubric. Retrieved October 31, 2017, from http://rubistar.4teachers.org/index.php

School Demographics. (n.d.). Retrieved October 31, 2017, from

http://proximityone.com/sd_az.htm

Samsung Chromebook Pro Chromebooks - XE510C24-K01US | Samsung US. (2017, September

13). Retrieved November 01, 2017, from

https://www.samsung.com/us/computing/chromebooks/12-14/samsung-chromebook-pro-

xe510c24-k01us/

Tripp Lite 36Port AC Charging Cart Storage Station Chromebook Laptop Tablet - CSC36AC -

Charging Carts. (n.d.). Retrieved October 31, 2017, from

https://www.cdw.com/shop/products/Tripp-Lite-36Port-AC-Charging-Cart-Storage-

Station-Chromebook-Laptop-Tablet/4460961.aspx?pfm=rvi