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Running head: PROJECT 3- GRANT PROPOSAL 1

Project 3- Grant Proposal

Bianca M. Cheatham

University of West Georgia


PROJECT 3- GRANT PROPOSAL 2

Introduction

Differentiated instruction is a pivotal point in today’s educational field. Teachers work

effortlessly to create the best possible learning experiences for their students. They make sure to

use a variety of instructional strategies combining the use of auditory, visual, and manipulative-

based techniques, as well as combining all of these factors in addition to learners’ interests.

However, how often do educators receive the same type of catered educational experiences? The

purpose of professional development is for teachers to receive meaningful training and

knowledge that will lead to purposeful results within their classrooms. In a society where

classroom expectations are for every student’s needs to be met through individualized

instruction, many educators’ professional development is still taking place in a typical fashion.

The Rockdale County Public Schools District is composed of eleven elementary schools; all

of which are considered to be Title One schools. This school district is located in the Metro-

Atlanta Area. It currently has a 1:1 Technology initiative in place, where all students in grades 3-

12 have an individualized laptop to use. Kindergarten, first, and second, grade classrooms are

provided with ten iPads to use during the school day (Autry, Baker, Dailey, & Fort, 2014). Even

with this vast technology push within the school system, professional development for teachers

still occurs in a traditional classroom setting through face to face meetings. With such a

significant increase in technology utilization and usage within classes, one would think that

educators would also receive similar instructional benefits, similar to their students. This,

however, has not been the case.

This grant proposal primarily focuses on the restructuring of technology-based professional

development for teachers at a local elementary school. This plan will serve as a pilot program for

these type of training opportunities for educators within the school system. The participants of
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this grant will include staff members, in addition to those involved with the Technology Plan

Committee. Members of this committee include the principal, assistant principal, Digital

Learning Specialist (DLS), paraprofessionals, PTO members, and three grade-level teachers.

The committee will participate in monthly meetings regarding the budget, funding, expenses, and

general structure of the newly redesigned professional development program.

If funded, this program is planned to begin on January 10, 2019. Each Thursday through the

remainder of the school year, faculty members will participate in a different delivery model of

technology-focused professional development. The first Thursday of each month, formal staff

training will take place with our school’s DLS and school district presenters. The second

Thursday of each month will be reserved for grade-level meetings. Teachers will meet with our

DLS to explore new technology-driven resources that match learner needs based on grade-level

standards. Online professional development resources will be pushed out to staff members on the

third Thursday every month through the school web-based resource page within ItsLearning (the

district’s learning management system). A voluntary technology-teacher mentor meeting, where

teachers can collaborate on ideas and issues within their classrooms in a relaxed environment

will occur on the fourth Thursday of the month, will be reserved for a voluntary technology-

teacher mentor meeting. During these meetings, teachers can meet and collaborate on new ideas

or issues that they are facing within their classrooms in a relaxed environment. The Technology

Plan Committee is seeking $1,000 in funding to complete this pilot professional development

program.
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Statement of Need

In June of 2018, an anonymous survey was provided to staff members. There were three

needs evidenced through this data collection. The first focused on the desire for more 1:1 devices

in kindergarten, first, and second grades (Appendix A). Upon further investigation, I learned that

the school currently has ten iPads in surplus. A solution to this need includes the creation of a

mini-iPad cart. This cart could provide kindergarten, first, and second-grade teachers with the

opportunity to use the 1:1 delivery model more frequently. The second solution to this problem

relates to the current iPad cart that is involved in our specials rotation. There are thirty iPads

available for use on this cart. However, it is used during the day for class elective courses. This

cart could also be made available for checkout, during the iPad teacher’s instructional planning

and lunch times. Creating online checkout sheets and schedules via Online Excel could provide a

solution to this issue, without any additional costs.

The second need, as demonstrated by the faculty members’ responses was related to the

content and training involved in the current technology professional development opportunities.

Educators indicated that the sessions were lacking in specific grade-level content. Results also

indicated that they needed additional training on how to efficiently operate the current school and

district devices (Appendix A). The utilization of a variety of delivery models during learning

opportunities was the third and final need represented within the survey results. Teachers shared

that they would like to experience more online presentation and voluntary training sessions, as

opposed to formal faculty meetings (Appendix B). All three of these needs can be directly

impacted through the approval of this grant and the overall restructuring of the school’s

technology-focused professional development model.


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Goals and Objectives

The following goals and objectives have been created to help gauge student, teacher, and

school access to technology. The first goal focuses on the implementation of 1:1 devices

utilization within the building. The usage of the 1:1 delivery methods of laptops in third, fourth,

and fifth grade on a daily basis, and iPads in kindergarten, first, and second grade once a week

are both areas addressed within teacher goals. An objective of this goal includes that

kindergarten, first, and second-grade teachers will use the online iPad checkout system,

developed through this plan. Additionally, teachers will collaborate with their grade-level to

plan for these 1:1 device learning opportunities. The second goal is one of the most vital within

this grant. It is that teachers will participate in a technology professional development program

that rotates the use of formal faculty training sessions, online resources, and grade-level focus

groups to increase relevance and motivation. Teachers will have to use the ItsLearning

technology page to access necessary professional development documents. The third and final

goal of this plan requires that teachers share new grade-level resources with their students using

1:1 devices on a monthly basis. Educators will develop the concepts for these resources through

their grade level meetings with our DLS. All of these goals and objectives have also been listed

in the following table.

Goals and Objectives


Goal 1: By May of 2019, Goal 2: Beginning in January Goal 3: Beginning in
teachers working with 2019, teachers will participate in January 2019, teachers
students in grades 3-5, will a technology professional will plan and expose their
incorporate the use of 1:1 development program that rotates learners to new grade-
devices on a daily basis, the use of formal faculty level resources using
while those working with K- meetings, online resources, iPads and laptops once a
2, will incorporate the use of grade-level focus groups, and a month, with the assistance
1:1 iPads once a week. mentoring program to increase of their grade-level team
relevance and motivation. members.
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Objectives: Objective: Objective:

K-2 teachers will locate and Teachers will learn to use the Teachers will collaborate
utilize the online iPad cart ItsLearning technology page with their team members
checkout system. platform to access online training and school DLS to
documents. research, plan, and
Teachers will collaborate implement new grade-
with their team members to level resources on the
create 1:1 device learning second Thursday of each
opportunities. month.

Table 1. Goals and Objectives. This table illustrates the goals and objectives of this grant
proposal.

Methods

This technology plan is designed to begin during the 2018-2019 school year. The

application for this $1,000 mini-grant will be submitted to the Rockdale County Public Schools

Foundation by August 31, 2018. The Technology Plan Committee with also request access to a

variety of free online professional development resources in August, including the Premium

Shared Resources through Georgia Virtual Learning, Metro RESA, and the Georgia Department

of Education (Georgia Virtual Learning, 2018). During September, the DLS and Intel will create

a second mini-iPad cart, containing ten iPads. This cart will be available for all kindergarten,

first, and second-grade teachers to check out and utilize when they are in need of a 1:1 delivery

model. The creation of an online schedule and checkout system via Online Excel will also be

created. As news regarding the approval or denial of the grant typically takes up to six weeks, the

school will receive news in October.

Additionally, the Technology Plan Committee will meet and create an ItsLearning page

for the restructuring of Technology Professional Development. If the grant is approved, in early

November the principal will receive funds and review the grant details. The professional

development schedule for the Spring 2019 semester will also be finalized in November. The

Technology Plan Committee will meet in December to complete funding allocations and
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brainstorm. They will also discuss any additional equipment needs during the scheduled

professional training sessions.

The restructuring of the professional technology development is set to begin on January

10, 2019. Each Thursday of the month, teachers will experience a different delivery model of

technology-related professional development. On the first Thursday, formal staff training will be

held the DLS, and possibly other district presenters will bring in new updates regarding current

devices and software used by school personnel. Grade-level planning meetings with the DLS

focused on the exploration of new technology-driven resources will occur on the second

Thursday. On the third Thursday of the month, online professional development resources will

be pushed out the faculty through the ItsLearning page. The fourth Thursday will be reserved for

a voluntary technology-teacher mentor meeting. During these meetings, teachers can meet and

collaborate on new ideas or issues that they are facing within their classrooms in a relaxed

environment.

The Technology Plan Committee will meet monthly to ensure that the professional

development is running smoothly and that stakeholders are having the best learning opportunities

possible during February, March, April, and May. On May 1, 2019, a final survey will be

released to all faculty members where they will be able to share their opinions on the various

delivery models experienced throughout the semester. During the final Technology Plan

Committee in May, the team will review the data collected from this survey in addition to

individual feedback and funding. Timelines outlining all these events are included below.

Timeline for Technology Plan

August 2018 Submit Grant Proposal


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Gain access to free online professional development resources including

the Premium Shared Resources through Georgia Virtual Learning, Metro

RESA, and the Georgia Department of Education

September 2018 Creation of a second mini-iPad cart, containing 10 iPads

Creation of schedule and online checkout system, via Online Excel for iPad

cart checkout

October 2018 Receive Funding Notification from Rockdale County Public Schools
Foundation

If project is not funded then, a grant will be applied for with the LES PTO.

Technology Plan Committee meets to create ItsLearning Online Platform

for the restructuring of Technology Professional Development.

November 2018 Principal receives funding and reviews grant details

Technology Plan Committee meets to finalize the Technology Professional

Development schedule for the Spring 2019 semester.

December 2018 Technology Plan Committee Meets to finalize funding allocations and

brainstorm any additional equipment needs during the scheduled

professional training sessions

January 10, Restructuring of Technology Professional Development occurs within the

2019 building.

February 2019 1st Follow Up Meeting with Technology Plan Committee

March 2019 2nd follow up meeting with Technology Plan Committee

April 2019 3rd follow up meeting with Technology Plan Committee

May 2019 Final meeting with Technology Plan Committee to review program results
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and funding

Technology professional development surveys are released, May 1, 2019,


to faculty members

Table 2. Timeline for Technology Plan. This table demonstrates the steps that will be taken to
implement the technology plan.

Timeline for Restructured Technology Professional Development Plan

1st Thursday of 2nd Thursday of 3rd Thursday of 4th Thursday of


Every Month with Every Month with the Every Month with Every Month with
the Spring 2019 Spring 2019 Semester the Spring 2019 the Spring 2019
Semester Semester Semester

Formal staff training Technology- focused Online Professional voluntary technology


sessions, where the grade level planning development course teacher mentor
DLS will review tips meeting times with offered with the meeting to share
and suggestions DLS to explore district learning ideas and new
current school resources that would management system resources in a more
devices and software best support their entitled, ItsLearning relaxing environment
students’ needs.

Table 3. Timeline for Restructured Technology Professional Development Plan. This table
illustrates the weekly rotation of delivery models that will occur within the restructured
technology professional development plan.

Evaluation Plan

The success of this plan thrives off of successful implementation. To evaluate the

progress of a continued semester-long program, like this one, depends on continued monitoring.

Scheduled monthly meetings with the Technology Plan Committee will assist with this area.

Members of this committee were also purposefully selected to represent the specific population

of faculty members. Representatives from various grade levels, experiences, and educational

backgrounds were all chosen to serve on the committee. This would include administrations,

paraprofessionals, K-1, 2-3, and 4-5 teachers. As these committee members were specially
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selected based on their connectively with others in their building, it is a hope that the educators

within the building will come to them through the semester with both positive and negative

feedback. The committee will be able to use this personal feedback to evaluate the success of the

program, as well in addition to the survey data and goals. They will be able to discuss progress

and engagement levels of the training sessions with colleagues. This will provide the committee

with valuable feedback. Feedback is an excellent way to gauge progress within the building.

Additionally, an anonymous survey will be released on May 1, 2019. This will provide

educators an opportunity to share their opinions about the technology plan openly. The checkout

schedule of the second iPad cart will provide documentation of how often K-2 teachers are using

1:1 devices. Administrator observations will demonstrate shifts in technology utilization within

classrooms within the building. The technology ItsLearning page records the number of active

participants and the amount of time they invest in each document.

A final piece of monitoring this plan’s level of success consists of a member from the

district professional development office evaluating our progress. This district employee will

drop into sessions throughout the semester, speak to teachers, and even look into the initial and

final surveys. All of these methods will provide an external evaluation of the plan’s level of

efficiency.

Budget

It took diligent work to create a cost-effective budget for the restructuring of this professional

development program. I was surprised to see how cost effective the plan was in providing staff

members with active training opportunities. Many of the resources and equipment required to

promote the success of this program, were already available within the school district, free within

the area, or low-cost. The following budget lists the expected costs of guest speakers, online
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course subscriptions, printed material, and the inclusion of grade-level technology-based

resources. Each piece of the budget is an integral part of the success of this program. This

resulted in a $1,000 budget for this technology plan.

A vital component of the development of this program included professionals to help train

faculty members. Our school system already hires two staff members to assist in this area. They

include our DLS (certified teacher) and Intel (classified personnel). Fortunately, this is not an

area that we would have to consider for funding. Free professional development resources are

also available through the school district, through curriculum coordinators, as well as, the

Georgia Virtual Learning Academy, Metro RESA, and the Georgia Department of Education

(Georgia Virtual Learning, 2018). $650 has been allocated for the hiring of guest speakers and

the possible subscription to additional online courses for staff development within the budget.

$100 will be used on printed materials. This would include the printing of schedules and other

paper-based documents for the professional development sessions, in addition to the online

documents that will be made available via the ItsLearning page.

The final part of the budget includes $250 that would be made available for grade-level

technology-based resources. Each grade level would receive $50 to spend on a grade-specific

tool that would support their learners; this would include iPad applications or even a website

subscription for student use. The discussion and approval of these purchases would take place

through grade-level meetings with the school DLS. The following table also includes the details

of the allocated items and budget for this project.

Project Budget
Items: Allocated Funds:
guest speakers (outside of the school district)
subscription online courses for staff $650
development
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Printing Services (schedules, calendars, $100


training documents)
Grade-level technology-based resources $250
($50 per grade level)
Total: $1000
Table 4. Project Budget. This table represented the allocations of funds for this grant proposal.
Funding Requirements for the Rockdale County Public Schools Foundation

This grant proposal has been developed to be used an submitted to the Rockdale County

Public Schools Foundation. This agency provides grants to teachers and staff members within the

school district who have “creative, innovative educational projects for which funding is not

available through regular school sources” (Mini-Grants, 2018). The requirements of this grant

include an outline of many of the details already included within this proposal like the statement

of need, goals and objectives, timeline, and budget components. One specific requirement of

agency is to remove any information that can identify a school requesting the funding. To keep

the judging process impartial, the agency cautions individuals “not to mention names in the

context of the proposal that would identify the applicant, the school, the principal or the class

involved” (Mini-Grants, 2018). For this reason, all demographic information, as well as, names

of staff members and the school itself has been removed from the grant proposal. Formatting

requirements also include Word documents, one-inch margins, and 12 size text in Helvetica or

Times New Roman. All of their components are typical APA requirements and have already

been met.

Overall, this funding agency evaluates grants based off of the following five areas;

challenges students at different ability levels, creativity, realistic goals, and cost-effectiveness

(Mini-Grants, 2018). I believe that this grant proposal meets all five of these areas. Through

more grade-specific professional training opportunities and the exploration of new content-

relevant 1:1 device resources, students will be challenged to use their technological skills to new
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heights. The creativity involved in monthly rotation of professional development delivery models

and the use of a self-created iPad cart and checkout system is unique. The goals included in this

project can be met within a one-year time span. Finally, with the repurposing of several school

resources, personnel and a $1,000 budget every teacher and student within one school building

with being impacted by this grant proposal.

Conclusion

In conclusion, this grant proposal can help an elementary school located within the

Rockdale County Public Schools District enhance their professional development opportunities,

1:1 use of devices, and technology-targeted instruction use. Teacher effectiveness, student

engagement, and overall, the school climate will all be influenced by this plan. Steps involved

include the development and use of a mini-iPad cart and online schedule to facilitate K-2 and

increase of 1:1 devices within K-2 classrooms, a restricting of the technology professional

development program to include a rotation of delivery models, and grade-level collaboration and

exposure to new content-specific 1:1 resources. This could provide the district with an

opportunity to create a pilot school for this type of teacher learning approach. The experiences

gained through this proposal could motivate staff, students, teachers, and additional stakeholders

within the technological innovations occurring within the community.


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2- Minute Elevator Pitch:

https://www.youtube.com/watch?v=o5cnWuWeUPQ&t=1s
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References

Autry, R., Baker, E., Dailey, G., & Fort, D. (2014). Rockdale County Public Schools Three-Year

Technology Plan [PDF]. Conyers: Rockdale County Public Schools.

Georgia Virtual Learning. (2018). ESource Content. Retrieved July 5, 2018, from

http://www.gavirtuallearning.org/Resources/LogintoSubscription.aspx

Mini Grants. (2018). Retrieved July 1, 2018, from https://www.rcpsfoundation.com/mini-grants/


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Appendix A:

Survey Results: Lack of Technological Integration

Appendix A. Lack of Technological Integration. This figure depicts the areas of technology that
teachers feel are most lacking at their elementary school. .
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Appendix B:

Survey Results: Preferences of Delivery Methods for Professional Development

Appendix B. Preferences of Delivery Methods for Professional Development. This figure


demonstrates the preferred delivery methods for professional development opportunities as
indicated by survey results.