IPAD Integration RFP Project Application Form Classroom 1:1 (Category 1) (Emailed before January 7, 2011 5 p.m.

. CST) School Name: May Community Academy Address: 512 S. LaVergne Avenue, Chicago, IL 60644 Phone Number: 773-534-6140 School Coordinator and email address for the RFP: Nicole Zumpano (nmzumpano@cps.edu) -----------------------------------------------------------------------------------------------------------Project Title: If the Shoe Fitsa Project Based Learning Experience Project Leaders: Nicole Zumpano (Lead Technology Teacher), Jeff Hetrick (5/6 Writing), Laurie Farmer (5/6 Science). Collaborating Teachers: Denise Beckom (5/6 Language Arts), Katrina Tell (5/6 Math) Project Grade Levels: 6th grade (with potential to add 5th grade) Project Subject Matter: Writing and Science (with potential tie ins to language arts and math) -----------------------------------------------------------------------------------------------------------1. Project Description

May Community Academy is excited about the possibility of exposing our middle school students to a new modality of learning using iPads. Our school has one Windows based computer lab. Our students are not exposed to Mac products within our building. This lab is used almost exclusively for Area mandated programs. Students dont have access to open lab time where they can research or explore areas of interest on their own. Our students dont have consistent access to technology outside of the school. Being exposed to iPads would allow our students a chance to become familiar with another current from of technology; allowing them to keep pace with their peers use and knowledge of technology. It would provide them an opportunity to be exposed to Macintosh products thus building technology skills that will follow them throughout their time in education and beyond. The implementation of iPads into our middle school curriculum aligns with our school SIPAAA and philosophy. We strive to integrate the International Center for Leadership in Educations Rigor, Relevance, and Relationships Framework. Weve conducted professional development around this framework and have sent our middle school team to the National Middle School Conference to learn more about successful implementation at May. The use of iPads would allow us to promote rigor and relevance through various applications and classroom experiences. Relationships between teacher to teacher, teacher to student, and student to student would emerge through the learning process of using iPads and finding new ways to present Illinois Learning Standards to help with differentiated instruction. Already underway (and during the remainder of the school year) our 6th grade students will research various aspects of shoes using a project based learning approach. They will conduct research, write a variety of papers (different genres), conduct science experiments, create math surveys, and ultimately create videos and still ads to market their own shoe design. Our current 6th

grade students are below all other grades in reading (24.2% according to our SIPAAA). Our hope is that the use of the iPad and the reading/recording/fluency applications that are available may take some of the anxiety out of reading for our lower performing students allowing them to grow. This technology in conjunction with the project based learning approach will allow us to reach more of our students at the academic and interest levels they currently reside at. a. Goals: Integrating iPads on a consistent basis within our middle school requires more than short term project goals. We have a series of long term goals that go beyond the specific shoe project. Overarching Long-Term Goals: a. become familiar and fluent with iPad technology and its applications b. provide students with technology skills that can be enhanced and expanded on as they move to the next grade level c. expand the inquiry skills of our students and help them gather, examine, create, and showcase new knowledge d. continue to move forward as a technology magnet cluster school by providing opportunities for students and staff to utilize and become fluent with new technology e. increase collaboration amongst educators and increase their use of technology in the classroom on a consistent basis f. increase our contribution to the area and district by providing professional development and collaboration opportunities with other schools within CPS but specifically to Area 3 g. continue to increase the number of students meeting or exceeding state standards which is currently at 49.5% h. continue upward trend (per SIPAAA) of student attendance Project Goals: all project goals align with Illinois State Standards and/or ISTE NETS Standards a. demonstrate growth and understanding of the writing process b. complete narrative, expository, persuasive, and research papers c. understand and apply the project based learning approach to enhance collaboration, interest, and motivational levels in our middle school students d. contribute to an online blog about project progress and teacher prompts e. create digital media in conjunction with the Adobe Youth Voices program and the shoe project f. create a culminating project that will be shared with additional grade levels and potentially students in other schools b. Proposed Grade Levels: The targeted grade level is 6th grade. Our middle school is departmentalized so incorporating aspects of this project with 5th grade students may be attempted if applicable. This would allow the 5th grade students to be able to fully implement iPads in their classrooms next year without hesitation. Furthermore, the advantage of the classes being departmentalized means that four different teachers can provide various approaches and pedagogy to the project, allowing for more differentiation and individualization. It also provides the opportunity for four more educators to be fluent in technology integration within our building.

The Lead iPad teacher has experience with incorporating technology in his classroom. He maintains a class blog to promote relationships with his students. He also blogs his lesson plans. By blogging lesson plans our Lead Technology Teacher can push out technology resources to aid instruction. Students who may be behind can go back and revisit resources already introduced. Advanced students can plan ahead and go more in depth on subjects that will be or have been presented. We are confident that iPad implementation would go smoothly in this setting. The students would see the enthusiasm and confidence from the start with their teachers. c. Activities: Please note due to page limits the entire Illinois Learning Standards will not be written out. If needed this information is readily available from our teachers. While the time frame may have passed for some activities before iPads arrive, teachers will go back and revisit how these activities can be completed using iPads. Students will receive instruction related to online safety and proper technology use as well. Time Frame Dec. Activity Shoe Webbing Details Day 1: Simple webbing activity in small groups, on chart paper brainstorming kinds of shoes. Day 2: Extended webbing charting attributes of shoes identified the previous day. After initial webbing is complete, teach students how to create a web online using iPads. Journal prompt: My favorite pair of shoes Ive ever owned are Model teachers story Begin the writing process for an expository piece: o Outline o Rough Draft o Conferencing/Peer Editing o Final Draft o Publishing Students create an illustration to display with their published piece. Students will be provided with a list of 30 shoes (past and present) for research. Students will pick a shoe on the list or get approval of another shoe not listed. Internet research will be conducted. Guided research will take place using the following essential questions: o When was the shoe created? o Who created the shoe? ILS Addressed STATE GOAL 3: Write to communicate for a variety of purposes. o 3.B.2a

Dec. Expository Writing

o o o o o o o

3.A.1 3.A.2 3.B.2a 3.B.1b 3.B.2d 3.C.1a 3.C.2a

Jan.-Feb. Research Project

STATE GOAL 1: Read with understanding and fluency. (Reading) 1.A.2a 1.A.3a 1.B.1a 1.B.2a 1.B.1c 1.C.1a

Where and when was the shoe created? o For what purpose was the shoe created? o Evolution of the shoe (when, where, and why it became popular). o Is the shoe currently around? o Who is/was the shoe marketed toward (male/female, kids/adults)? o What materials and are used in making the shoe? Why? o Are there signature colors, designs, logos on the shoe? o Is this a useful shoe? Students will use iPads to conduct research. Websites will be maintained on a class social bookmarking site for easy access. Student will create wikis or use Sundry app to take notes Science experiment on shoe friction o

1.C.2d) 3.A. 3.A2 3.B.1b 3.B.2d 3.C.1a 3.C.2a

STATE GOAL 5: Use the language arts to acquire, assess and communicate information. (Research) 5.A.1a 5.A.1b 5.B.1a 5.B.2a 5.C.1a 5.C.2a 5.C.2b

STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. 11.A.3a 11.A.3b 11.A.3c 11.A.3d 11.A.3e 11.A.3f 11.A.3g January Field Trip to Public Library Research will continue using the essential questions noted above. Students will create relevant math surveys using the iPad on various topics related to shoes. They will participate in class surveys and compare results STATE GOAL 1: (Reading) 1.A.2a 1.A.3a 1.B.1a 1.B.2a 1.B.1c

1.C.1a 1.C.2d.

STATE GOAL 3: (Writing) 3.B.2d 3.C.1a

STATE GOAL 5: (Research) 5.A.1a 5.A.1b 5.A.2b 5.B.1a 5.B.2a 5.C.1a 5.C.2 5.C.2b STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability. 10.A.3a March Field Trip to Nike Factory Students will visit the factory to observe the process of shoe creation. Interviews will be conducted using iPad voice recorder Students will brainstorm questions before the trip and complete a KWL chart. Math activity on comparing the price of shoes STATE GOAL 4: Listen and speak effectively in a variety of situations. (Listening and Speaking) 4.A.2a 4.A.3a 4.B.2b

March-

Shoe

Students will create a new shoe in

STATE GOAL 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. 6.C.3a STATE GOAL 3: (Writing)

April

Invention Small Group Project

small groups. Each group will use the iPad to create a wiki page about their project Guiding Questions to be completed: o What will the shoe be called? o What is the shoes purpose? Why are you creating it? o Who is the shoe marketed toward? o What will your shoe be made of? Why? o What will the colors and design of the shoe be? o How much will your shoe sell for? o Where will you sell your shoe? Students will create a slogan for their shoe and create a 30-45 second commercial or radio segment selling their shoe and including the information gathered in the guiding questions. Students will also create a billboard on poster board including the most important elements of the shoe for marketing purposes. Students will create the shoe out of materials brainstormed in class. A Keynote or PowerPoint presentation about their process and shoe design will be created and presented to the class Students will conduct science experiments on waterproofing and insulation

3.A.1 3.A.2 3.B.2a 3.B.1b 3.B.2d 3.C.1a 3.C.1b 3.C.2b

STATE GOAL: (Research) 5.C.2b.

iPad Apps for the project: (additional apps may be incorporated after professional development) 1. Evernote: students will be able to create and keep class, group, and individual notes online and access using the iPad 2. Dragon Dictation: students will be required to create a commercial to sell their shoe. Dragon Dictation takes speech and turns it to text. This allows differentiation for those students that may not be great writers 3. Sundry Notes: students can use this app to type, draw, and record audio which will aide them throughout the shoe project 4. Voice Memo: allows students an opportunity to practice their accuracy, fluency, and rate for their commercial

5. Skype: during the project students will take a trip to Nike to see how shoes are created and manufactured. If possible students will be able to videoconference with workers at Nike after the field trip to gather additional information 6. Keynote: although a final media project will be required Keynote gives students a chance to outline and practice creating a short presentation that can be used to present their project outlines and ideas to classmates to generate feedback 7. Safari: a large component of the project will involve research and Internet access. Using Safari the students can create a Diigo account which will allow them to bookmark sites that may be beneficial to their class. They can create individual blogs commenting on the process and progress of their work. Students can furthermore respond to the teachers blogs about the project. Group wikis will also be created. 8. FlipBoom Lite: a drawing program that will allow students to sketch out their shoe design NETS-S Standards 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes b. create original works as a means of personal or group expression 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. communicate information and ideas effectively to multiple audiences using a variety of media and formats 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. process data and report results 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: b. select and use applications effectively and productively d. transfer current knowledge to learning of new technologies 3. Assessment/Evaluation Plan

This project involves several mini activities such as different writing prompts. These will be assessed with rubrics and feedback given by each appropriate instructor. The culminating project will have a rubric that is created with the students so they have a continuous idea of how they are being assessed. Student blogs will be maintained and monitored. They should show a progression of growth and include reflective entries by the students as well as peers and teachers. Pictures of the process along with links to their final culminating activities will be included. These formative assessments will be ongoing throughout the project. They will be discussed and reflected upon during student conferences periodically throughout the project and be the beginning of digital portfolios for students. Summative assessments are administered within our District. We will look for student growth. Our school has a data team. The team will compare and analyze data from the classrooms involved in the iPad grant before and after the iPads were integrated into instruction to see what trends are evident. Summative assessments will also take the form of final presentations and writing assignments. Our hope is that the group wikis, blogs, and reflection pieces can be shaped into the beginning stages of an online portfolio. We can use this information with the next class coming into 6th grade to begin when school starts in August. Furthermore these students will have a base on which to continue growing an online portfolio as they move to the next grade. What we expect students to gain from this experience Along with the main concepts and processes we hope to see our students develop to a higher degree is the appropriate and effective use of technology, a better understanding of the writing process, professionalism, and independence. The last concept is very important to our student body because theyre always looking for that crutch. With several independent tasks to complete that require thought and creativity students will learn how to sink or succeed in a more positive, friendly manner. Aside from using the writing process to create a variety of writings, we are going to be creating actual shoes, commercials, and advertisements. Using a business/artistic approach, students will be counted on to use the imagination to create something meaningful. The plan is to also make some connections with Nike or another shoe company, which could foster an outlet for the viewing of these commercials creating a professional atmosphere. 4. Collaboration & Dissemination of Project to Colleagues A professional learning community already exists within our middle school team. Teachers meet weekly during common planning preparation periods to discuss students and best practices. All four classrooms are located on the same floor, making impromptu drop-ins by colleagues a regular occurrence. We are extremely fortunate to have a Lead Technology Teacher within our building. As a released position Mrs. Zumpano is able to model, assist, and participate in any aspects of the project on a consistent basis. She is also able to manage all of the equipment and upkeep of the iPads. She maintains a resource blog for the faculty that provides different ideas to help with technology integration. She can assist and lead professional development sessions for the faculty and create and maintain a blog about the use of iPads at May Community Academy. Furthermore Mrs. Zumpano can help present the use of iPads along with the teachers at different technology and educational conferences and forums.

Our principal, along with the principal in another technology academy are working on designing an end of year technology fair for the schools in Area 3. We would present our project and use of iPads to show other schools in our area how they can be adapted to their curriculum. This increases the chances of future collaborations amongst schools. 5. List of Teachers Provide a list of the teachers that will be using iPads as part of your plan. Nicole Zumpano (Lead Technology Teacher) Jeff Hetrick (5/6 Writing- Lead Teacher of iPad Project) Laurie Farmer (5/6 Science) Collaborating Teachers: Denise Beckom (5/6 Language Arts) Katrina Tell (5/6 Math) -----------------------------------------------------------------------------------------------------------I agree that the grant will be used as stated in the grant proposal application. Applicant/s Signature and Date _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

Principal Signature and Date ______________________________________