MINI-GRANTS IN SUPPORT OF COLLABORATION
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To submit your proposal for the COEHD Mini-grant Opportunity fill in the first five columns. If you would like to collaborate or comment on a proposal, please respond in the yellow fields. If you would like more information or have questions concerning the Mini-grant proposal or application process, please contact Owen Maurais at owen.maurais@umit.maine.edu or by telephone at (207) 581-3651. NOTE: Your submission will be saved automatically.
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Email for questions or additional information
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Would you like to collaborate on this proposal?
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Proposal TitleProposal DescriptionYour Name/TitleYour School/ Agency Preferred Contact InfoAdd your name CommentsDate of Faculty Follow-up
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From Overheads and Print to Digital Technologies: Helping Teachers Maximize TechnologyThe majority of our student teachers record in their reflections that most K-5 teachers do not integrate technology in
their classroom studies. I believe there are several possible reasons for this, and would like to explore one way to address this: in-house professional development. I am working on my C.A.S. in literacy, and would lead this effort.
Lynn Mayer, Library Media SpecialistOld Town Elementary School, RSU #34lynn.mayer@rsu34.org Ken Martin, Literacy faculty kenneth.martin@maine.edu Gail.Garthwait@umit.maine.edu (Faculty)Susan Smith SAD 63 ssmith@sad63.org (207) 843-7851 is interested emailed Lynn & Ken 2/19
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Digital Stories: Choosing the Best Format for PreK-5We currently hold a subscription to BookFlix, a program offering students pairs of fiction and non-fiction books to read online. The problem with this is that the interest level is only K-3. We would like to subscribe to another program, such as Tales2Go, that would target all of our student population. We also have recently begun purchasing Follet eBooks for all K-5 that are made available through our library catalog system. I would compare use of the 3 types of digital books to see which is most cost-effective when analyzing usage data.Lynn Mayer, Library Media SpecialistOld Town Elementary School, RSU #34lynn.mayer@rsu34.org Gail.Garthwait@umit.maine.edu (Faculty)emailed Lynn 2/19
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Character Education through the ClassicsIntegrating social skills lessons into our english language arts/social studies curriculum. The Positive Behavior Support Initiative through Brigham Young University has developed a program called, “Book in a Bag” which teaches character through literature.  There is a great example of this at www.mccreary.k12.ky.us/character_education. I would really love to try this and align it with our curriculum – and start with our middle school.  With required readings such as The Outsiders and To Kill a Mockingbird, there is plenty of material to work with!Renee Perron, Associate DirectorSouthern Penobscot Regional Program, RSU #34renee.perron@rsu34.org
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Classroom-based publishingWith all the advancements in digital writing our teachers and students are given the opportunity to publish their work to a broader audience than ever before. This opportunity can only be taken advantage of if the proper instruction and materials are available. During the last semester I have been exposed to podcasts, voice thread, hypertext, imovie, itunes, and digital story telling through a course taught by Professor Kenneth Martin at the University of Maine. This course has opened my eyes to many new avenues to engage and motivate students in the writing process. Our school recently updated two computer labs, but with over 500 students using these computers for Compass Learning and Type to Learn, along with library instruction periods, it leaves the classroom teacher with zero time for classroom projects involving online research and publishing. My grant proposal would begin to solve a small part of this problem. I would like to purchase at least two new laptops for classroom use only. Having these dedicated laptops in the classroom would allow for small group instruction and follow through opportunities. Once students have been instructed in the proper use of digital media through the workshop model during our literacy block, they would be able to spend time working with imovie, hypertext, voice thread, google docs and other forms of digital media. Publishing outside the classroom would allow students to receive feedback on their writing from individuals other than those in the immediate classroom. I have discovered how powerful this feedback can be through my own work with the Maine Writing Project using e-anthology. I believe this grant could help my students meet many of the goals set forth by the Common Core State Standards in the areas of reading, writing, and language arts. Thank you for your consideration. If I can answer any questions please feel free to contact me @ 827-1544 ext. 202 –Old Town Elementary SchoolBrenda Jackson, 5th Grade Teacher, National Writing Project Teacher Consultant, CAS CandidateOld Town Elementary School, RSU #34Brenda.Jackson@rsu34.orgKen Martin, Literacy faculty kenneth.martin@maine.eduAble to provide support for integrating the requested hardware into this classroom.
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Natural local resources & NextGen science standardsHirundo & NextGen Science Standards: We have the beginnings of a partnership underway with Hirundo Wildlife Refuge (http://www.hirundomaine.org/); part of the partnership is to work together to develop ways to implement some of the NextGen science standards through use of Hirundo's natural resources and expertise. An extension of that idea is to get future science educators (undergrad, MAT, MST) involved in planning ways to implement the new standards; mini-grant funds could help to provide time for Hirundo's naturalist to work with those future science educators, and provide a small amount of materials funding to support their ideas.Dorothy Dawson (Chapter 104 Services & ELL Teacher), Gudron Keszöcze (Hirundo Naturalist)RSU #34Dorothy.Dawson@rsu34.org
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Video Library for In- and Pre-Service Teaching ProficienciesStemming from lots of conversation about standards for teaching, and how we "calibrate" or reach a common understanding of what proficiency looks like in a variety of standards…mini-grant funds could support the purchase of a 360 degree recording system for use by in-service and pre-service educators, along with the development of protocol for using intermittent recording to help with reflection & feedback. Those voluntarily participating would gain video to support their reflective practice, and would help to build a video library that could be used to help build common understanding of proficiency with teaching standards. For example, a UM professor might use the video library with her/his students to focus on analyzing a lesson for evidence of a particular standard, and/or an administrative team or evaluation steering committee might use the video library to build common understanding of what proficiency looks like for a particular standard. Articles: http://www.edweek.org/dd/articles/2011/06/15/03video.h04.html , http://thejournal.com/articles/2011/05/02/360-degrees-of-reflection.aspx Jon Doty, Director of Curriculum, Instruction, and AssessmentRSU #34Jon.Doty@rsu34.orgPam Kimball is interested in learning more. Will contact Jon.
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Robotics & NextGen Science StandardsAlong the lines of the Hirundo/NextGen project, effort could be put into designing ways to implement some of the NextGen Science Standards using robotics systems, which would serve students as a pre-cursor to formal computer programming and as a way of building/reinforcing mathematical and logical thinking. Mini-grant funds could support the purchase of one or a few NXT or VEX robotics kits, and help provide time for a robotics educator to work with future science educators (undergrad, MAT, MST) to develop lessons/units that use robotics experiences to build understanding of NextGen standards.Dorothy Dawson (Chapter 104 Services & ELL Teacher)RSU #34Dorothy.Dawson@rsu34.org
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Effective use of Student Achievement Data in Teacher Performance EvaluationAssisting public school units in an effort to design authentic, fair, "research
based" methods for inclusion of student growth/performance data within the teacher
evaluation/professional growth model.
Dr. Brian Doore and Dr. Craig MasonCenter for Research and Evaluation, University of Mainebrian.doore@maine.edu/ craig.mason@maine.eduJon Doty at RSU #34 is interested in learning more - will email Drs. Doore & Mason as is Catherine Menard at RSU 67/Susan Smith SAD 63 ssmith@sad63.org (207) 843-7851 is interested School districts are encouraged to collaborate with the Center for Research and EvaluationCraig and Brian have scheduled follow up meetings with Greg potter
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The effects of Check-in/Check-out on the behaviors of elementary and middle school students.Despite the increasingly widespread use of Check-in/Check-out (CICO) as a Tier 2 intervention within the RTI framework, there remains a limited number of empirical studies documenting the efficacy of this intervention for elementary and middle school students that exhibit challenging behaviors. The purpose of this investigation is to examine the effects, feasibility, and possible adaptations of CICO in elementary and K- 8 school settings. Christine Anderson-Morehouse, DirectorMidcoast Regional Professional Development Centerchristine.b.anderson@maine.edujames_artesani@umit.maine.eduFollow-up has occurred and four schools in the mid-coast area have expressed interest in participating.Faculty follow-up has occurred.
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Application of Course Management Systems at the Elementary LevelI am interested in developing and testing hybrid (face-to-face and on-line) instruction delivered via a course management system (CMS) for in school use at the elementary level. Integration into the classroom of CMS instruction would enhance individualized, student-paced learning for all students. It has the potential to take us beyond the limitations of virtual learning environments such as Compass Learning, Alex and IXL due to the greater capacity for easy teacher design and manipulation of lesson components. The use of a CMS is challenging at the elementary level because it forces students to write at a time in their development when a lack of keyboarding skills inhibits volume writing, however a mini grant project could explore potential solutions to this obstacle and ways to facilitate a shift toward more teacher-student one-on-one correspondence. Specifically, I am interested in the potential this model has for delivering social studies curriculum in a manner that makes social studies more manageable as a daily classroom focus. In addition, integration of the distance learning dimension of a CMS at the elementary level has potential for greater family involvement and for full calendar year learning during non-school hours and at non-school locations. I learned about issues relevant to this proposal in Gail Garthwait’s class on distance education.Kathy Molloy/Library Media Specialist(employed as Ed Tech III)RSU #34Kathy.Marks-Molloy@rsu34.org Gail.Garthwait@umit.maine.edu (Faculty)ON - HOLD 3/18/13emailed Kathy, 2/ 19
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Flex grouping math instruction in Grades 3 - 6This project will assist teachers to learn what is flex grouping, how to effectively use it to provide student centered instruction, and how to do it. Our goal is to assist teachers to meet the diverse needs of children in today's classrooms. Educators often struggle with designing and redesigning groups that meet the needs of students who cooperate, work productively, and make academic progress. We would like a University contact as a resource for our teacher teams that have volunteered this spring to implement flex grouping but need additional support. Evelyn Beaulieu, Director of Curriculum and Academic ExcellenceRSU 25, BucksportEvelyn Beaulieu, 469-6641, evelyn.beaulieu@rsu25.orgRachel Kohrman Ramos/rkohrmanramos@schoolunion93.org, 374-9927
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From Reading to Math: How Best Practices in Literacy Can Make You a Better Math Teacher, Grades K - 5The goal of this project is to utilize the book by Maggie Siena as a foundation to bring direct instruction, small-group work, guided reading, and independent practice in reading and writing to our grades PreK-5 math teachers. How do they utilize the best practices in literacy they know to their math classrooms? We will help math teachers to structure math lessons that are relevant, challenging, and engaging to students. We would like a University contact as a resource for our Curriculum Resource Teacher team as they investigate this topic January - June 2013. Evelyn Beaulieu, Director of Curriculum and Academic Excellence

RSU 25, BucksportEvelyn Beaulieu, 469-6641, evelyn.beaulieu@rsu25.orgRachel Kohrman Ramos/rkohrmanramos@schoolunion93.org, 374-9927
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Training in the components of a Balanced Literacy Framework and the Common Core State StandardsWe have set up a monthly series of literacy workshops on the Balanced Literacy Framework for our Grades K - 6 teachers as a follow up to the course they took with their Literacy Coaches through the Partnerships in Comprehensive Literacy. The Balanced Literacy Framework includes whole group instruction, small group instruction, and managed individual practice and instruction. We would like to have access to University literacy faculty as presenters at our monthly series on the component topics we have previously selected. Evelyn Beaulieu, Director of Curriculum and Academic ExcellenceRSU 25, BucksportEvelyn Beaulieu, 469-6641, evelyn.beaulieu@rsu25.orgRachel Kohrman Ramos/rkohrmanramos@schoolunion93.org, 374-9927
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Developing a district-wide well-designed PreK - adult literacy planOur district has identified a need for us to have a district literacy plan as guidance on our research and standards-based literacy instruction. Our goal is to facilitate with our community an inclusive process to develop a well designed district-wide literacy plan as the foundation of the Common Core State Standards with long and short term goals with specific benchmarks for continuous improvement. Our vision is a continuous school improvement model dedicated to increasing student achievement and a district-wide seamless assessment system with multiple measures for evaluating student success. Access to a University contact with experience in community literacy planning as a resoruce will be most helpful for us in this process. Evelyn Beaulieu, Director of Curriculum and Academic ExcellenceRSU 25, BucksportEvelyn Beaulieu, 469-6641, evelyn.beaulieu@rsu25.orgRachel Kohrman Ramos/rkohrmanramos@schoolunion93.org, 374-9927
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Training for managing behaviors in RtI Tiers II & III in Grades 3 - 8Our district has identified a need to train a core of teachers in using data-based decision making on behavior management in our classrooms for the screening process, developing a multi-level prevention system, and progress monitoring on behavioral issues. Access to a University contact with experience in managing behaviors in all three tiers in Grades 3 - 8 will be most helpful to us in this training process. Evelyn Beaulieu, Director of Curriculum and Academic ExcellenceRSU 25, BucksportEvelyn Beaulieu, 469-6641, evelyn.beaulieu@rsu25.org
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Literacy Response to Tiers I, II, and III Interventions in Grades 5 - 8Our district has identified a need to train a core of teachers in how to organize literacy classrooms inclusive of RtI Tiers I, II, and III interventions. Although our students have made significant progress, some students continue to struggle to meet academic and behavioral expectations. Insome cases, our students lace access to timely and appropriate interventions targeted to their individual needs. This can lead to lower student achievement. It is of critical importance to implement strategies that allow for the most efficient use of our resources, as well as provide the most appropriate interventions for students. Access to a University contact with experience in RtI literacy interventions will be most helpful to us to train teachers on implementing interventions in their literacy classrooms. Evelyn Beaulieu, Director of Curriculum and Academic ExcellenceRSU 25, BucksportEvelyn Beaulieu, 469-6641, evelyn.beaulieu@rsu25.orgRachel Kohrman Ramos/rkohrmanramos@schoolunion93.org, 374-9927
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Using technology to support transition to kindergarten for Spanish-speaking Migrant children.Mano en Mano is a non-profit organization devoted to creating a more inclusive and supportive community by addressing the needs of migrant and Latino families. A pilot project is underway using ipads with migrant farm families of preschool-age children to increase school-readiness behaviors at home. We seek to expand this project by including the kindergarten teacher in Milbridge to create smoother transitions for families into public school and also to increase opportunties for English-learning children to assume leadership roles in kindergarten as they teach and practice the literacy skills acquired through the home visiting ipad project with Mano en ManoAna Blagojevic, Migrant Coordinator and Advocate, Mano en ManoMano en Mano, Milbridge, ME with plans to coordinate with Suzen Polk-Huffses, Kindergarten teacher, Milbridge, ME (MSAD 37)ANA BLAGOJEVIC

Migrant Coordinator & Advocate

Cell: (207) 598-8924 | E-mail: ablagojevic@manomaine.org
Mary Ellin Logue, Early Childhood Education
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Establishing a peer mentoring program to meet mental health needs in local high schoolsThis pilot study aims to investigate the effectiveness of a peer mentoring program supported by the counselor education program at a state university on improving emotional and behavioral disturbance of at-risk students. By training some selected students with basic counseling skills to serve as peer helpers, the at-risk students will receive peer mentoring service and their emotional and behavioral problems are expected to improve.Dr. Yung-Wei (Dennis) Lin, Dr. Annette Nelligan, Joshua Jones Piscatiquis Community Secondary School, Blue Hill Harbor School, Penobscot Valley High Schoolyung-wei.lin@umit.maine.edu
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Assessing critical thinking in science inquiryTeachers participating in a student-scientist partnership want to collaborate with UMaine to assess students' reasoning as they construct arguments about the absence or presence of an invasive species.Rhonda Tate, middle level science teacherDedham Elementary Schoolrtate@dedhamschool.netJon Shemwell and Dan Capps
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Developing an instructional approach to using powerful computational models in the spirit of the Framework for K-12 Science Education.Models and modeling are important aspects of the new Framework for K-12 Science Education. Our 9th grade earth sciences collaborative (a group of high school teachers from central Maine) is interested in working with professors Jon Shemwell and Daniel Capps to develop a research-based approach for scaffolding teachers and students in engaging in the practice of computational modeling. Our earth sciences collaborative aims to partner with Jon and Dan to develop and test an instructional approach for teaching using computational models in our classrooms. Afterwards, we intend to develop several model-based inquiry investigations that draw on the instructional approach that will allow teachers and students in Maine, and elsewhere, to engage in scientific inquiry using computational models.Ed Lindsey, Lisa Gagnon: 9th grade science teachersOld Town High School, RSU 34edward.lindsey@rsu34.org lisa.gagnon@rsu34.orgDan Capps and Jon Shemwell
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