http://www.nctm.

org/Grants-and-Awards/Grants/Enhancing-StudentMathematics-Learning-through-the-Use-of-Tools-and-Technology-Grants%28Pre-K-12%29/
II. Proposal
Plan
As we move forward in education, teachers are taking a step back by taking on the role of
facilitator while students are taking on the role of leader. It is my goal in my classroom to add a blended
learning model so students are able to demonstrate this role in my classroom. With blended learning,
students receive instruction in a variety of methods including online and face-to-face. Integrating
technology into the classroom through blended learning creates an environment where students feel more
comfortable. Students work at their own pace to learning new material which also allows me to
differentiate instruction for my students. Letting students work at their own pace can help assure that
students are mastering the material before moving on to the next topic, thus deepening their
understanding of math concepts.
Currently in my classroom the only technology devices available to students to use are graphing
calculators. As an Algebra 1 teacher, I was given 24 TI-84 Plus calculators for my students, but I
currently have multiple classes with 30 students. I borrowed calculators from other teachers and now
have 27 in my classroom, but this grant would ensure that each of my students has access to a TI-84 Plus
calculator every day. I also want to make sure that the operating system on the calculators is the most
current. As a department we have tried to update calculators, but some of them will not update. The
PARCC calculator students will use for testing uses the most current operating system. I believe students
will be more successful on their tests if they are familiar with the newest calculators.
Each month, the Howard County Public School System (HCPSS) offers countywide Math
Gatherings to encourage teachers to connect with colleagues and develop activities for their students. I
think it is also important to showcase the different technology, devices, and apps teachers are using in
their classrooms. This is a useful time to also receive professional development because no additional
funds are needed because the funds have already been allocated during the year. County math curriculum
leaders could research the best apps and technology out for teachers to use and have preview sessions. If
I receive this grant money I would present at a monthly Math Gathering and share what my students can
do on the iPads. Many teachers have very little experience using iPads and may be reluctant to give it a
try. Hearing from a teacher who teaches the same material they do may encourage them take steps toward
incorporating technology into their plans. Building a professional learning community outside of the
school building is powerful tool.
The past few years I have taken steps to ensure that my students are getting the education in my
classroom that they need to be ready for the 21st Century. For the past year and a half, while pursuing my
masters in Instructional Technology, I have also taken steps to make sure my students are becoming
digital citizens. Students create videos to share with the class, they complete WebQuests on various

topics in Algebra, use devices to play Kahoot, and participate in discussions using Edmodo. The math
department currently has a set of 30 Dell laptops to be shared by the Algebra 1 team. While the
computers are great resources for the students, having iPads will enhance our ability to create videos,
collaborate on projects, and add smaller mobile devices for students.
In my classroom I would incorporate a rotational model version of blended learning. I would
have students move from working with the teacher to working with iPads to create or watch videos,
participate in class discussions or use online tools or apps to strengthen math skills. Khan Academy
would be a program I would use with my students. Most of the class would work on the Algebra 1 skills
section, but to differentiate learning some students could work on basic math skills, and students who are
excelling could work on SAT questions. During this time students could also collaborate and work on
different problems if one of the members at the station is stuck. Having students work with computer
software programs during part of class time will foster a sense of ownership of their learning.
Creating and watching videos in class is the main reason why I would like to add iPads to my
classroom. When I had students create videos once before, I had to borrow the i-Pads from the World
Language department. My students were so excited to use the technology to record videos of them doing
math. Students benefitted by sharing their videos with the class and receiving feedback from their
classmates because explaining each step of the process forced them to understand exactly what they were
doing and why. Critiquing the reasoning of others is a focus for my Student Learning Objective (SLO)
for the year and giving students the opportunity to create and share will help reinforce that skill. When
students are able to explain to others how to do the math, they actually have a deeper understanding of the
content they presented. In addition to creating videos, students will also be able to watch videos posted to
Canvas (a Learning Management System). This will enable them are to rewatch those videos at home to
gain a deeper understanding.

Budget
Grant
Item
iPad Air 2

Description
16GB iPad with
AppleCare
Graphing
Calculator

TI-84 Plus
Calculator

Price
$558.00

Quantity
5

Total
$2790

Source
HCPSS Bid List

$94.92

$189.84

HCPSS Bid List

TOTAL

$2979.84

School
Item
iPad Air 2
TI-84 Plus
Calculator
Charge and
Sync Station
Cabinet

Description
16GB iPad with
AppleCare
Graphing
Calculator
Holds 10 iPad
Air

TOTAL

Price
$558.00

Quantity
5

Total
$2790

Source
HCPSS Bid List

$94.92

$379.68

HCPSS Bid List

$583.99

$583.99

https://www.cdw.com/

$3753.67

This budget includes matching funds from HCPSS. The system is being asked to provide the additional
four calculators to make the full class set of 30 calculators for the room, in addition to match the iPads
requested in this application, and providing a charging station for the full set of 10 iPads. The money will
come from a combination of the regular school budget and the math department budget.

Outcome
Most of the assessment will be from teacher observation. For example, teachers will monitor the
ability of students to communicate with math language and the ability to critique the reasoning of others.
Once we receive the PARCC test scores, we anticipate an increase in scores due to students being
familiar with the type of calculator they will use on the assessment. Students will be graded on their
ability to create and share videos with the class. The increased frequency of sharing feedback with
classmates will help increase the students growth on their SLO. Initial proficiency requires students to
explain their thinking for the solution they found. Intermediate proficiency requires students to explain
their thinking and the thinking of others with accurate vocabulary. The Advanced proficiency target is to
justify and explain with accurate vocabulary and language why their solution is correct. This SLO
assesses students four times a year. One hundred percent of students are expected to show growth over
the course of the year.

III. Background and Experience

Educational Background
Med Instructional Technology, University of Maryland University College 2014 present
B.S. Mathematics, East Carolina University, 2003
Latham Awards for Excellence in Teaching nominee, 2003
The Gamma Chapter (Math Honor Society) member 2001-2003
Employment History
Howard County (Maryland) Public School System, Reservoir High School, August 2013
Present
Hold Maryland Standard Professional Certificate
Presently teach or have taught Common Core Geometry and Common Core Algebra 1
Pitt County (North Carolina) Public School System, South Central High School, August 2003
June 2013
Held North Carolina Standard Professional 2 License; expires June 2016; Mathematics
Education, Grades 9 through 12
Taught Intro to Math, Algebra I, Algebra II, and Advanced Functions
Professional Accomplishments
Have met or exceeded the average End of Course (EOC) scores of South Central High
School for the 8 years
Piloted the Intro to Math program to accelerate the math skills of under-performing
students; sponsored through Race to the Top grant funds
Participated in Professional Learning Communities for each course taught
Supervised student intern, 2010-11; modeled appropriate classroom management
techniques and instructional skills; assisted with interns lesson planning and delivery of
instruction; evaluated interns skills and talents
Relate effectively to students of diverse social, academic, and cultural backgrounds, and
respond effectively to the individual needs of students
Have a passion for helping under-performing students achieve their full potential
Manage challenging behavior by creating a structured learning environment, providing
positive reinforcement, and collaborating with families and colleagues