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You are on page 1of 12

Application Guidelines

for Grant Proposals

Deadlines:

Quarterly grant requests over $1,000: January 2, April 1, July 1, October 1

Monthly Small grant requests (requests $1,000 or less): Last Friday of every month

Grant Requirements:

• Proposals must fulfill the mission of the Barberton Community Foundation:

To improve, nowand forever, the quality of life for Barberton residents

• Proposals must exclusively benefit the citizens of Barberton, the City of Barberton or the Barberton City Schools.

• Proposals should demonstrate both a measurable need and impact on the community

• Any proposal for the benefit of Barberton City Schools and its students, must first be submitted to the Superintendent

for review and approval by the Barberton City School District Board. Only after the proposal is approved by the School

Board, will it be reviewed by the Barberton Community Foundation

• All proposals must include one copy of full board minutes noting the organization’s governing body has approved

submission of the application

Grant Eligibility:

• Applying organization must be a “qualified organization,” which means an organization described in Section 501(c)(3)

and Sections 509(a)(1) or (2) of the Internal Revenue Code OR is a government unit described in Section 170(c)(1) and

170(b)(1)(A)(v) of the Code

• The organization must have been in existence for a minimumof two years prior to application. The organization need

not have been a “qualified organization” for two years

Grants are not given to:

• Projects that do not exclusively benefit the citizens of Barberton

• Individuals

• Fund on-going operating expenses

• Fund debt-reductions, deficits or previous obligations

• Fund annual fund raising drives or fund raising activities

• Fund political projects, sabbatical leaves or scholarly research

• Fund venture capital for competitive profit-making activities

• Religious organizations for religious purposes

• Endowments housed at institutions other than the Barberton Community Foundation

Proposal Checklist:

1. For Quarterly Grant : Submit a total of 12 copies of cover sheet and narrative pages, and, if applicable,

organization history page

For Small Grant: Submit a total of 6 copies of the cover sheet and narrative pages, and, if applicable, organization

history page

2. Submit 1 copy each of Board minutes approving the proposal, organizational chart, current year budget for the

organization and board of directors list

3. Submit 1 copy of the most current audited financial statement or 990

4. For new applicants or those who have not submitted in over five years, please supply Organizational Background

information and include a copy of the IRS Determination Letter

2

Quarterly / Small Grant Application

Cover Sheet

Name of Organization: Barberton Middle School

Full Mailing Address: 477 Fourth St. Northwest, Barberton, OH 44203

Program Contact and Title: Nick Martin (graduate student and substitute), Phil Hodanbosi (instructional coach)

Telephone: 330-745-9950 (school office) Email: ndm3@zips.uakron.edu and phodanbosi@barbertonschools.org

EIN Number:

501(c)3 organization? ___Yes ___No

This project will exclusively benefit the residents of Barberton: __x_Yes ___No

Project Overview

Project Title: Barberton Middle School Calculators

Start Date: Fall 2013 or Spring 2014 End Date: Fall 2015

Amount Requested: $1197.60 Total Project Budget: $1197.60

Summary Briefly give a very general overview of your grant request/project (2 sentences max)

When sixth and seventh grade math students at Barberton Middle School take the new online state assessment during the 2014-

15 school year, they will be required to only use standard four-function calculators. There are not enough of these calculators

currently available for all sixth and seventh grade students to practice using them before the assessment, and it would be helpful

for all students to use the same model to standardize instruction for teachers and for future students to be able to use these

calculators for years to come.

Project Objectives and Measurement of Results

List up to 3 project objectives (must include howyou will measure project results)

1. Sixth and seventh grade math students will meet the Barberton City School district’s overall goal of seeing a two

percent increase in the number of students who pass the state assessments over the previous year. Results from the

Spring 2014 Ohio Mathematics Achievement Assessment and the Spring 2015 PARCC mathematics assessment will

be compared to determine if this goal has been reached for sixth and seventh grade math students.

2. Sixth and seventh grade math students will set goals at the beginning of the 2014-15 school year about the scores

they want to have on the PARCC mathematics assessment later in the year. All Barberton Middle School students

complete a Contract for Excellence to set these goals. Our goal for the project will be to have at least 75% of students

reach their individual goals. This goal will be measured by comparing the results of the PARCC assessment to the

students’ individual goals.

3. Since the calculators that students would be using in class do not have the same advanced functions or features as

scientific or graphing calculators, students will have to deepen their mathematical skills by planning out how to solve

3

problems and applying critical thinking and estimation skills to determine if solutions are reasonable and accurate.

This goal will be measured by the teachers through classroom activities, assessments, and observations of students.

Project Budget

Revenue Amount Secured? Expenses Amount Requested of Barberton ComFdn

Barberton Com Fdn Salaries / Benefits

Fees for Service Contracted Services

Membership Dues Supplies / Equipment $1197.60 $1197.60

In-kind In-kind expenditures

Other Funders (list) Advertising

Printing

Other (list)

Total Total

4

Quarterly / Small Grant Application

Project Narrative

In the space allotted (1 page), describe the population to be served and how it will benefit from this project. What do

you expect to happen as a result of this grant? How will you measure your results? How will you fund this

program/project in the future?

Required Attachments

(You must provide ONE COPY OF EACH)

• Full board minutes approving this specific application

• Organizational chart

• List of Board of Directors

• Organization budget for current year

• Copy of the latest audited financial statements or 990

5

Quarterly / Small Grant Application

Organizational Background

If this is your first application to the foundation, or if it has been more than five years since you last applied to the

Foundation, please supply your organizational background in the space allotted (1 page) and attached a copy of IRS

Determination Letter.

History • Service Area • Major Services Provided to the Community • Other funders

Copy of IRS Determination Letter (attach separate page)

6

Supporting Documentation (for the purposes of this assignment only)

Current Educational Environment

Barberton Middle School, which opened in September 2011, serves more than 1100 students in

grades 5-8 in the Barberton City School District. Prior to the 2011-12, the district had two middle schools

for students in grades 6-8. Students from each of the middle schools were merged into the new school, and

the fifth grade was moved from the elementary schools to the middle school. Barberton Middle School was

rated Effective on the 2011-2012 state report card from the Ohio Department of Education.

Barberton Middle School gives students and teachers a chance to use technology in a variety of

ways that support and enrich the teaching and learning experience. Teachers in all classrooms have access

to either a laptop or desktop computer with Office 2010 applications, an interactive whiteboard (Hitachi

StarBoard) with LED projectors, and Internet connectivity. Students have access to thin client computers

in each classroom (5-7 machines) and are able to use the interactive whiteboard using a stylus. There are

also four computer labs available in the building. Teachers and students can also use student response

systems and netbooks that are shared between several classrooms. Students at the middle school are also

required to take a technology course as one of their exploratory classes. Barberton Middle School also

features a state-recognized STEM program where students can develop their skills in such areas of interest

as structural engineering, audio/video broadcasting, and computer aided drafting.

Teachers at Barberton Middle School work on grade-level teams that consist of at least one

language arts teacher, math teacher, social studies teacher, science teacher, and at least one intervention

specialist. There are two teams for each grade level. Teachers on these teams have common planning time

every day and participate in embedded professional development during this time. The district also has two

instructional coaches – one for language arts and one for math – who often lead these professional

development sessions for teachers, including Mr. Phil Hodanbosi, the mathematics coach.

Limitations

Texas Instruments, the brand of calculator that would be purchased if this grant project is approved,

does not provide online training or in-person for four-function calculators (training is only provided for

more advanced scientific and graphing calculators). One possible solution is that training that would help

the sixth and seventh grade math teachers learn how to integrate these calculators effectively into

instruction would come from Mr. Hodanbosi during teachers’ common planning time or from Ms. Michelle

Gasser, the district’s technology coach who offers computer classes for teachers after school for

professional development credit.

The Texas Instruments educational website, http://education.ti.com, does provide several examples

of classroom activities for middle school math teachers. Teachers would be able to download these

activities from the website and adapt them to meet the individual needs of their students. Teachers would

also be able to share if these activities were successful during their common planning time each day.

Texas Instruments makes overhead models of their most common graphing calculators, so teachers

can display a calculator screen to the entire class. However, overhead models are not made for the four-

function calculators that would be part of this project. All the teachers at Barberton Middle School have

interactive whiteboards in their classrooms. Therefore, teachers could find an online calculator tool that

could be opened on their laptop and then displayed to the class using the whiteboard. Using the stylus pen,

teachers could demonstrate to the entire class how to work out problems while students perform the same

computations at their desks. One possible calculator that teachers could display to the class can be found at

the following website: http://www.online-calculator.com/full-screen-calculator/.

7

Need

In 2010, Ohio became a member of the Partnership for Assessment of Readiness for College and

Careers (PARCC). PARCC is a group of 22 states who are working together to create a common set of K-

12 assessments in the areas of English and math that are built around the skills that students will need to be

successful in college and future careers. These assessments are designed to measure the Common Core

State Standards that Ohio had adopted and will replace the current Ohio Achievement Assessments and

Ohio Graduation Tests. The PARCC assessments will be first administered to Ohio students during the

2014-15 academic year.

In J uly 2012, PARCC adopted a calculator policy for students who will be taking the mathematics

assessments. According to this policy, sixth and seventh grade students will only be permitted to use an

online four-function calculator with square root on these assessments. At the present time, there are not

enough of these hand-held calculators available for all the sixth and seventh grade students and teachers to

use during the school day in order to prepare for taking the assessment. In order to maintain standard,

consistent instruction that will help students and teachers learn how to use these calculators effectively in

class to solve problems while preparing for the PARCC assessment and meet the other goals of the project,

it would be ideal for all students, teachers, and intervention specialists in the sixth and seventh grade to

have the same model of calculator with the same features and the same buttons in the same place.

Even though these calculators are not individually expensive, most of the children who attend

Barberton Middle School come from low-income families or high-poverty environments. According to

October 2012 data provided by the Ohio Department of Education’s Office of Child Nutrition, out of the

1094 students who were enrolled at Barberton Middle School at the time, 726 students were eligible for the

Free Lunch program and an additional 110 students were eligible for Reduced Lunch. In all, 76% of the

total student enrollment at the school was eligible for Free or Reduced Lunch. Many families whose

children attend Barberton Middle School would not be able to afford these calculators.

Goals of Proposal

One of the primary goals of this project is to help the sixth and seventh grade students deepen their

knowledge and ability to work with numbers and be able to apply mathematical skills and concepts to real-

world problems. Since the calculators the students would be using will have limited functions and features,

students will be required to think through the process of solving a math problem, instead of relying solely

on a calculator with advanced functions, and be able to interpret their answers for accuracy and

reasonableness. Students will be able to determine what math problems require a calculator to solve and

problems that would not require a calculator to solve. Within sixth and seventh grade math, our goal would

be that the students have a decreased reliance on calculators to solve problems and deepen their overall

understanding of mathematical skills and concepts.

One of the other primary goals of this project is to prepare the sixth and seventh grade students and

teachers at the middle school for the 2014-15 PARCC mathematics assessment (and future PARCC

assessments) by giving them the right tool that simulates the exact online learning environment that

students will encounter during the assessment. For many students, taking a formal assessment online could

be a brand new experience. Since students are used to taking paper-and pencil tests (as the current Ohio

Achievement Assessments are administered), students will have to adjust to the layout (user interface) of

the new online assessment and be familiar with its features in order to successfully navigate through the

assessment. At this time, it is unknown whether students will have the chance to take practice assessments

in the same format featuring the online calculator. Therefore, it is important for teachers to replicate the

online environment that students will encounter when taking the future PARCC mathematics assessments

8

as much as possible, which includes the same calculator style. These calculators for sixth and seventh

grade math students and teachers would be just one part of the school’s more extensive plan to have the

necessary hardware, software, and other support needed to successfully implement the new PARCC online

assessments.

Currently, the Barberton City Schools has a district-wide goal of increasing the total number of

students who pass each of the Ohio Achievement Assessments in the four core content areas (reading,

mathematics, social studies, and science) by two percent each year. Even though the exact criteria for

passing the PARCC assessments have not been set yet, there will be a similar goal for this project of seeing

at least a two percent increase in the number of sixth and seventh grade students who pass the PARCC

mathematics assessments given in the 2014-15 academic year (when compared to the results of the

mathematics Ohio Achievement Assessment for those two grades from Spring 2014).

Currently, all students at Barberton Middle School complete a Contract for Excellence. Students

meet with their homeroom teachers and set individual goals for scores that they want to achieve on the

Ohio Achievement Assessments in language arts and math later in the spring. Students reflect on these

goals four times a year and write out what changes they will need to make (if any) in order to accomplish

these goals. For this project, the sixth and seventh grade math students will complete a Contract for

Excellence at the beginning of the 2014-2015 academic year and set personal goals for the PARCC

mathematics assessment that will be administered in the spring of 2015. Our goal for this project will be to

have at least 75% of the sixth and seventh grade math students reach their personal goals for the math

assessment.

Technology Proposal

If this grant is approved, we would purchase the Texas Instruments TI-503SV 8-Digit Display

Calculator. This calculator performs the four basic functions, as well as square roots and percents. The TI-

503SV calculator runs on battery power (D389 battery), but it also has a power off button that will conserve

battery life. Therefore, it will be important for teachers to emphasize to students to always turn the

calculators off before returning them. The students would not be permitted to take the calculators home,

but would have to leave them at school.

Since the calculators for this project do not have the same features and functions as more advanced

calculators, students will have to create more plans for solving math problems. Students will have to

analyze the information given in the problem, determine the appropriate strategies needed to solve the

problem, and finally evaluate whether an answer is reasonable and accurate. Students would also have

many opportunities to communicate their plans to classmates and support their plans with sound arguments,

as well as critique their classmates’ plans for solving the problem by finding any flaws in logic or

reasoning. Students could also have opportunities to collaborate on plans to solve problems with shared

input from a group. Students would not be permitted to take calculators home, but have to leave them at

school.

According to the Common Core standards, grade six mathematics instruction should be centered on

the following four areas: 1) understanding ratios and rate concepts and using ratios and rates to solve

problems; 2) using prior knowledge of multiplication and division to divide fractions by fractions and

extend student knowledge of numbers to rational numbers; 3) solve one-variable equations and inequalities

and evaluate algebraic expressions; and 4) developing an understanding of statistics.

1) Students would learn how to set up proportions to solve unit rate problems by setting up proportions

using paper and pencil. Students would use the calculators to perform the computations to solve it.

If the proportion is not set up correctly, then students will likely not get the correct answer.

9

Students would also learn how to set up percent problems without using a calculator and then use a

calculator to check their answers.

2) It is difficult to divide fractions by fractions using a standard four-function calculator unless

students know the decimal equivalent of the fractions that are in the problem. Therefore, students

would learn how to divide fractions by fractions using traditional paper and pencil methods by

multiplying by the reciprocal, deepening students’ ability to work with rational numbers and

helping to achieve part of the goal of decreased calculator reliance. Students will also learn how to

convert common fractions into decimals and vice versa, in case students need to convert a decimal

answer from a calculator into a fraction when working out a problem.

3) Students would learn how to correctly set up equations to solve problems and use a calculator to

perform the computations. In those cases where the computations are easier, teachers will

encourage students to use paper and pencil or mental math. When evaluating expressions using

order of operations, teachers will have to emphasize to students that four-function calculators only

perform computations in the order in which they are entered, not following the mathematical order

of operations. Therefore, the teachers will have to demonstrate to students how to plan out their

work on a separate sheet of paper and use a calculator (or mental math) to perform a series of

separate computations and write down the answers to parts of the expression during the process of

reaching the solution. Students will need to know the correct order of operations, instead of just

typing numbers and symbols into a calculator as they are written in the problem.

4) Students will learn to evaluate whether or not they need a calculator at all when they are creating a

plan to solve statistical problems. For example, students will learn that it is appropriate to use a

calculator to add a group of numbers when calculating the mean or to attempt to find a pattern

within a data set, but not appropriate to use a calculator when choosing the correct measure of

center or constructing histograms or box plots.

According to the Common Core State Standards, grade seven mathematics instruction should be

centered on the following four areas: 1) analyzing proportional relationships and use them to solve real-

world and mathematical problems; 2) extending understanding of numbers by applying properties of whole

number operations to add, subtract, multiply, and divide rational numbers; 3) solving problems involving

scale drawings and calculating area, surface area, and volume of two- and three-dimensional shapes; and 4)

comparing two different data distributions and using random sampling to draw inferences about

populations.

1) Students will learn how to solve percent problems, including those involving discounts, interest,

tips, and percent increase or decrease. Students will learn how to create a plan to solve the problem,

set up a proportion on a piece of paper, and then use a calculator to perform the computations to

solve it. If the proportion is not set up correctly, then students will likely not get the correct answer.

2) Students will learn how to perform using rational numbers on paper and pencil, instead of using

calculators. Students will need to apply equivalence properties to rename fractions for adding and

10

subtracting unlike fractions and possibly reduce fractions to simplest form. More advanced calculators

have a simplifying feature for fractions, but the standard four-function calculators for this project will

not. Therefore, students will have to apply their divisibility rules to reduce fractions. Students will also

need to multiply by the reciprocal in order to divide fractions by fractions.

3) Students will learn how to choose the correct area, volume, or surface area formula to solve a

problem, examine the given values in the problem, and determine a plan to solve the problem using

that formula.

4) Students will analyze data sets to make predictions about the probabilities of events occurring in the

future and calculate the probabilities of compound events using lists, tree diagrams, and

simulations, all without the use of a calculator. This will help students develop critical thinking

skills, since they will have to evaluate their methods for finding the probabilities for accuracy (are

all possibilities of an event or outcome included) and determine the most appropriate way to model

the problem.

Personal Qualifications

Mr. Nicholas Martin is currently seeking a Master’s degree in Instructional Technology from The

University of Akron. He graduated from The University of Akron in May 2006 with a Bachelor’s Degree

in Middle Level Education with concentrations in mathematics and social studies. After graduation, Mr.

Martin has worked as a middle school math teacher at two private schools in the Akron area, a guest

teacher for several school districts, and as a teacher for Sylvan Learning Center since 2008.

From September 2010 to November 2010, Mr. Martin worked as a long-term guest teacher in a seventh

grade math classroom at U.L. Light Middle School in Barberton. U.L. Light was one of the two middle

schools in Barberton that merged into the current Barberton Middle School. In the spring of 2011, Mr.

Martin was hired as an OAA math tutor at the same school. From March to May 2011, Mr. Martin worked

with small groups of sixth, seventh, and eighth grade students who barely passed the previous year’s OAA

to prepare them for the 2011 OAA in May 2011. During these two experiences, Mr. Martin worked with at

least three current sixth and seventh grade math teachers at Barberton Middle School who would directly

benefit from this project. In addition, Mr. Martin graduated with honors from Barberton High School in

2001. Therefore, Mr. Martin would have a personal connection with the school and personal interest in the

success of this project.

Mr. Phillip Hodanbosi currently serves in the role of mathematics instructional coach for the

Barberton City Schools. He has over 40 years of classroom experience on both the secondary and

collegiate levels, including teaching eighth grade math in the Barberton City Schools.

Sixth and seventh grade math teachers and intervention specialists at Barberton Middle School

participate in a district-wide professional development program called Tech Academy. Teachers are

grouped into three levels based on their experience and comfort level integrating technology into the

classroom. Teachers can also take technology workshops after school.

11

Implementation Timeline

This project will begin in the fall of 2013 and end in the fall of 2015. Here is a detailed

implementation timeline for this project:

Fall 2013 Purchase classroom sets of four-function calculators for sixth and seventh grade teachers at

Barberton Middle School (purchase will be made by the district’s mathematics coach, Phil

Hodanbosi)

Sixth and seventh grade math teachers and intervention specialists will have initial

discussions about how to integrate the calculators into their instruction during common team

planning times and embedded professional development time

Spring 2014 Distribute four-function calculators to the sixth and seventh grade teachers

Sixth and seventh grade teachers can start integrating the calculators into instruction, if

desired, on a limited or full basis (decisions will be made by the individual teachers or

perhaps teams of teachers)

Sixth and seventh grade math students will take Ohio Achievement Assessment in

mathematics (April 2014). Results from this assessment will be used to set the baseline to

measure increase in students passing the new PARCC assessment

Fall 2014 Four-function calculators will be fully integrated into sixth and seventh grade math

instruction at Barberton Middle School

Sixth and seventh grade students will be expected to only use the four-function calculators

in math class, including all in-class work and assessments

Sixth and seventh grade math teachers and intervention specialists will have frequent

discussions during common team planning time about strategies to help all students learn

mathematics skills and concepts using the calculators

Sixth and seventh grade math students will complete the Contract for Excellence and set

goals for success on the PARCC assessment

Spring 2015 Sixth and seventh grade math students will take the online PARCC mathematics

assessments (exact dates to be determined)

Sixth and seventh grade math teachers and intervention specialists will meet (possibly with

Mr. Hodanbosi) to evaluate student learning outcomes during the school year, determine the

strengths and weaknesses of the project, and create a plan for student success in mathematics

for the 2015-16 academic year

Fall 2015 Evaluate student results on the sixth and seventh grade PARCC mathematics assessment to

determine if there was an increase of two percent of students who passed the assessment

over the OAA from the year before (the district goal) and determine if at least 75% of

students reached their personal goals set in the Contract for Excellence

Using the PARCC assessment results, the sixth and seventh grade math teachers and

intervention specialists will meet (possibly with Mr. Hodanbosi) to modify the plan for

student success in mathematics, if needed, and determine the most effective uses of the

calculators in the classroom

Budget

Texas Instruments TI-503SV 8-Digit Display Calculator

http://www.staples.com/Texas-Instruments-TI-503SV-8-Digit-Display-Calculator/product_522649

$4.99 each x 240 (eight classroom sets of 30 calculators) =$1197.60

12

Evaluation and Assessment

Sixth and seventh grade math teachers will evaluate whether there was a two percent increase or

decrease in student scores from the Spring 2014 Math Ohio Achievement Assessment and the 2015

PARCC mathematics assessment. Teachers will also evaluate whether at least 75% of students met their

individual goals that were written on the Contract for Excellence.

During the school year, teachers will evaluate student performance on in-class activities and unit

assessments to determine if students are making appropriate decisions about when to use the calculator to

solve problems and, if a calculator is needed, choosing appropriate strategies that will help students arrive

at accurate solutions to problems.

If PARCC releases a sample version of the online calculator that students will be expected to use,

then teachers will meet to modify the strategies they use with students (if needed) to match the style of the

calculator that will be offered on the assessment. Teachers might need to point out different locations of

buttons, for example.

Continuation and Extension

Sixth and seventh grade math teachers and intervention specialists at Barberton Middle School, in

coordination with the district’s instructional coach, will continue to explore effective strategies for using

the calculators to meet student needs. Teachers will also evaluate possible PARCC assessment questions

that are released to teachers, similar to test questions that were released by the state for the OAA, to give

students sample questions to practice before taking the actual assessment in future years.

Students will also be surveyed after taking the first PARCC mathematics assessment to determine if

students felt that using the four-function calculators in class prepared them well to be successful on the

assessment. Did they have to apply the skills that teachers showed them? How did students actually use

the calculator on the assessment? Did the calculators help the students deepen their mathematics skills,

because they had to rely on the calculators less? Students could also be informally interviewed during the

school day to collect data about the calculators.

In addition to collecting data from students, the sixth and seventh grade math teachers would also be

surveyed or interviewed after students take the first PARCC assessment. All the teachers would be asked if

they felt they had sufficient training on how to use the calculators effectively in the classroom, if they felt

students were able to plan out how to solve problems successfully, and if they felt students were able to

apply reasoning skills to estimate answers to problems in which students did not use calculators.

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