The East Fund Approves Five New Grant Requests

February 10, 2006 Grant Cycle Overview

Submitted by the Grant Committee, March 1, 2006

Five grant requests were awarded – three technology requests, one classroom program request, and one student program request for a grand total of $18,032. A summary of each request follows:

Technology Grant Requests

Investigating a New Instructional Technology, the Tablet PC

• Proposed by Jim Lockard, Environmental Science Teacher
• $2,888.00 for one ThinkPad, WijetG software to connect the tablet to the projector, and miscellaneous software. This request is accompanied by an email confirming approval from Rich Cavallaro, Manager of Information Services SMSD.
• Impacts approximately 140 science students Grades 11 and 12 with cost per student of $20.63

A new type of computer has been gaining popularity in the last few years – the Tablet PC. It is a laptop computer with a touch screen instead of a normal screen. With its handwriting recognition and note taking software added to the functionality of a laptop, the tablet PC has the potential to be a revolutionary classroom tool. Imagine handing a Tablet PC to a student and having them solve the problem or diagram a sentence or show and annotate their PowerPoint as the class watches the screen, talk about a valuable experience!

The purpose of this grant is to investigate using a tablet PC in the classroom by determining:

• Does it make a lecture come alive by including video clips, java applets and animations?
• When used with the projector (already present) does it provide a smart-board like experience at a reduced cost?
• Can it be used outside the classroom (i.e. field biology) to efficiently take down information?
• Can the note taking ability of this device be used efficiently?
• Are there other uses for which it is suited?

Upon acquisition and installation of the software, first PowerPoint lectures and then other applications will be displayed via the device. Data will be collected on field trips. Students will be surveyed on instructional effectiveness and results will be reported in an article submitted for publication. Additionally, the uses of the technology will be demonstrated at faculty meetings, department meetings, and the science curriculum council.

When Shawnee Mission installed networked computers 16 years ago, we were on the leading edge of using technology. That is no longer the case. This is one small attempt to get back to that leading edge. Mr. Lockard has been one of the first teachers to use multimedia, simulation games, the Internet, handhelds, and probe-ware in instruction. He thinks the tablet PC has real potential and would use this grant to investigate that potential.

Worldwide Web to GO!

• Proposed by:
  • Paulette Manville, Debate, Mock Trial Teacher and Coach
  • Jennifer Stucky, Debate, Forensics Teacher and Coach
• $3,510 for two Durabook 14.1 AMD Turion Notebook Computers and one HP Deskjet 460CB Mobile Printer, carrying case and power cord
• Grades 9, 10, 11, and 12 for a total number of approximately 300 students per year impacted
• Involves Debate, Forensics, and Mock Trial curriculum

For years, effective research and writing have been the hallmarks of great debate, forensics, and mock trial programs. With the widespread availability of computers and Internet access, students in these classes have been able to hone their skills to a level of competency never even imagined just ten years ago. As the use of computers has become more commonplace in our homes and workplaces, these research and writing skills have moved outside the four walls of our classrooms and offices. The availability and affordability of laptop computers with wireless capabilities have made the “on the go” use of wireless computers and the Internet an essential skill to be learned in high schools and used in our colleges and in our jobs. With over 300 students enrolled and participating in debate, forensics and mock trial each year, these classes offer a unique opportunity for the high school student to learn the practical application of their research and writing skills in a setting that simulates the college classroom and the workplace.

The goal of this technology grant is to provide students an opportunity to learn how to transfer their computer skills from a classroom setting to a setting that simulates the time demands and collaborative environment of the workplace and college by:

1. Students will learn to take notes on the laptop during debate/forensics/mock trial competitions and practices.
2. Students will learn to process notes and develop arguments on the laptop during debate/mock trial competitions and practices.
3. Students will learn to do research, process the research and generate usable material at the site of debate/mock trial competitions and practices.
4. Students will learn how to share information, combine research and develop group presentations while at debate/forensics/mock trials competitions and practices.

Students learn the use of computers in high school now. They practice these skills at home and in a school environment that has few time constraints. This opportunity will help students learn the practical application of a laptop computer in a workplace type environment where efficiency, time limitations and teamwork place additional demands on their computer skills.

This project will start in August [2006] and run the length of the school year. During the fall semester, debate students will take the laptop computers to debate tournaments, and during the spring semester, forensics students and mock trial students will use the laptops at tournaments, competitive trials and practices. Students will use the laptops for out-of-classroom experiences that simulate the integration of technology in college and the workplace.

The request is for two laptop computers for student use off-campus. Although there are laptop computers in the classroom, they may NOT be taken out of the building. These laptops are not designed for the type of heavy usage and hard treatment they will get by traveling with a group of high school students each weekend. The laptops requested were made for the military’s use in Iraq – they have special impact-resistant cases, the batteries are sealed and the keyboard is impervious to liquid. They come with a padded case and wireless connection. The printer is specifically designed for mobile use. It folds up, has a hard, shock-resistant case and antivibration design. It weighs only 4.6 pounds and has a rechargeable battery.

Student and Classroom Program Requests

Shakespeare in the Classroom

• Michael Pulsinelli, English Teacher, and Kelly Fast, English Teacher
• $9,000 divided $3,000 per year for three years
• Approximately 150 to eventually 500 (all sophomores) per year
• Language Arts curriculum

The Kansas City Repertory Theatre offers a Shakespeare in the Classroom enrichment program which brings four qualified actors to the English classroom for week-long segments, and is currently being utilized for one week per year with approximately 100 English 10 Honors students. After working with the actors for two years, it has been found that they greatly enhance a classroom study of Shakespeare. The English teachers are able to comfortably teach the literary aspects of the play, whereas the visiting actors allow the students to approach the play on emotional, personal, and performance levels. All of these components are vital to a complete understanding of a Shakespearean play.

This grant would solidify Shakespeare in the Classroom’s involvement at East for the next three years. Currently, the actors come to SME classes for one week. They begin together in the classroom understanding the play’s basics. Then, each actor takes a small group of students, who are responsible for performing a few scenes from the chosen play. The actors help the students rehearse and prepare, but more importantly require students to think specifically and critically about their characters’ motives and actions. Lectures alone can miss some students, but the actors are able to reach all levels, especially students who normally wouldn’t speak up in a discussion-based class. The teachers have participated in the groups for the past two years, and can personally attest to the positive influence the actors have on all types of student. Student thank-you letters have further demonstrated this influence. Even seniors have returned to recite lines and visit with the actors.

This request would allow expansion of the current scope from a one-week to a three-week experience over the course of a school year. This will allow students the opportunity to analyze and edit personal versions of the plays before the actors’ arrival. In the past, cut versions of the plays prepared by the actors have been used, but with extra time, the actors could involve the students personally beyond the performance level. They will perform their own edited script. The actors will work with the scripts for one week and would move on to rehearsals and performances.

With this grant, the program, ideally, will be expanded to the entire sophomore class. In addition, students will take their enhanced understanding to their junior and senior year readings of plays. Some students read up to four Shakespearean plays after their sophomore year, and we feel that their understanding of those plays will be heightened as well.

The teachers have spoken to the actors, and they work with all student levels. While they’ve only worked with our honors students, they attest to the program’s effectiveness for basic and standard-level students as well.

The KC Rep charges $1,000 per week for four actors to come to the school for six out of seven class periods each day. They would be asked to come for one week in the first semester (for Julius Caesar) and for two weeks in the second (for Othello). This grant would fund the program for three years ($9,000 total).

From two years’ experience, this program’s educational benefits have been proven. Students are highly motivated and excited by the actors. Performances will be taped, and student thank-you letters will be copied to demonstrate the program’s value. The teachers plan to share the skills and information gained with their English colleagues (through department meetings and inservices) so that they can use similar methods in their classes. The teachers will actively involve colleagues in the program itself, so that it can grow to benefit all students.

Lancer Coffee Bistro

NOTE: The original $6,000 request for this grant was modified and formally approved at $7,000 during the April 10 review cycle. Read the final grant description for the coffee shop...

Professional Development Requests

No professional development grants were awarded this cycle.

Grant Application

Posted 5/1/06; updated 4/8/07.