SED 464 Signature Assignment

Innovation Grant Proposal Template

based off of the
Arizona Technology in Education Association (AzTEA) and
CenturyLink
Innovation in Classroom Technology Integration (ICTI) Grant
2015-2016 Project Proposal Template
Animal Shelter
Katerina Penrose
Arizona State University

School Environment Narrative

Imagine Prep Surprise is a charter school in Surprise. It was founded in 2004 and it is national
non-profit family charter schools. The school has approximately 436 students and its 6 through
12 grades. Imagine Prep Surprise is a non-profit network that has about 60 public charter
campuses and educating more than 30,000 students in 9 states in the District of Columbia. 79%
of the student population is White and non-Hispanic. Approximately 36% of the students in
Imagine Prep Surprise are eligible for free or reduced-price meals. This school offers many
different extracurricular activities and they are chorus, computer arts, drawing painting, theater
drama and video film production.

I am an 8th grade math teacher at Imagine Prep Surprise in Surprise. Imagine Prep Surprise is a 612 school that has wonderful teachers, students, and parents. In the beginning of year testing
scores showed that 73% of newly enrolled Imagine students were below average and 45% were
in the lowest grade in math when they entered Imagine schools. Half the students were in the
bottom 28% nationally. At the end of the year, the test scores show that 65% of students tested in
math and 85% in reading and language arts. Imagine Prep Surprise is in the top 50% of
Arizona high schools based on how its student body has performed on the state reading and

math assessments.

Imagine Prep Surprise School encourages students to participate in community services project.
The school provides community services opportunity for junior high and high school students
through different kinds of clubs and activities. Some of the clubs and activities are junior high
builders club, high schools knight fraternity and school wide home team organization all offer

community services initiatives. Imagine Preps 11th grade students are required to serve about 25
hours of community service through their Professional Skills coursework.

All of the students have access to Smart Lab and two Core Labs. The Smart Lab has 21
computers that have the right software to prepare students to be successful in college, in their
career and life as well as to stimulate them creatively. The software includes Microsoft Office,
Adobe Creative Suite 3, Media Works Deluxe, Image Blender 2.5, Corel DVD Plus, and Corel
Draw. The school also has music and video editing stations, robotics, photography and
engineering equipment. The Smart Lab 2 has Internet based radio station that the students run it,
the television equipment which has green screen, teleprompter, professional camera and editing
equipment. Each of the Core Labs has about 100 computers that have Microsoft Office and
online collaboration software.

By observing the school, Imagine Prep Surprise needs to be moved to a bigger building. The
hallways are crowded with students and they can barely move around. The classrooms are small.
There is barely enough room for all the students in the classroom. All of the desks are crammed
together and the teacher has barely has room to go around and help students. The environment in
the classroom is very friendly and everyone knows each other.

Imagine Prep Surprise offers students and families more than just education experience. They
offer students a chance to grow and become part of the community. At imagine Prep, they create
a strong sense of community by parents being involved and by participating in their community.
Imagine Prep is helping students to be ready for college, their future career and life. Students get

to experience of being part of something bugger by learning the importance of being citizen, and
have advantage academically from the social support the community offers.

It is important that students are being encouraged to partner with faculty and staff to create and
organize extracurricular programs, plan social activities, organize field trip and being supportive
of the students to be part of community service projects. Imagine Prep is still a new school so the
students have the opportunity to make and be part of the traditions. Some of the experiences
students are being part of are Camp Turf, town hall meetings and KPRP events. The traditional
experiences are Homecoming Week, and prom which the students are responsible for organizing.

Introduction

In this project, students will use their math skills to help the animal shelter to find a cheaper
place to buy dog food. They will also help the animal shelter to spread the word out that they
need help to feed all the animals in the animal shelter. There are many animals out on the streets
that are abounded by their owners. Students have a choice, they can work individual or they can
be in groups of four. They will find an animal shelter of their choice and collect data on how
many animals are brought to the shelter each day and how much food they need. Students will
also broadcast information about the animal shelter and they need help feeding all of the animals.
After they have collected the data, students need to figure out how to compare the date they have
collected on animal food and find the cheapest place the animal shelter can go to buy the food..
They can use any resources they need to complete this project including their parents.

This project will impact many 8th grade students this year and maybe three years from now
because they are contributing their time and math skills to help these animals.

This project will require students to research, using their previous math skills they have learned
in class and publish their work through a project-based learning format.

Applicant Biography

Katerina Penrose will receive her Bachelors Degree in couple of years and she is placed at
Imagine Prep Surprise. She is attending her first semester at Arizona State University in
Secondary Education in Math. Ms. Penrose went to Estrella Mountain Community College for
three years to get all of the general courses out of the way. She will like to get her Masters
Degree in Secondary Education in Math. Ms. Penrose enjoys helping students understand math
and learn how math will help them in their field of study.

Project Narrative

Need for the Project

Imagine Prep Surprise is located in Surprise. Surprise is the second safest city in Arizona.
Imagine Prep Surprise School encourages students to participate in community services project.
The school provides community services opportunity for junior high and high school students
through different kinds of clubs and activities. As a teacher, I want to help the 8th graders to
understand how they can use math outside of the classroom and be prepared to move on to their

next chapter of their lives. Math is one of the important subjects, and students need to be able to
understand it to succeed in their career choice.

There are not a lot of things going on in Surprise community. I have been seeing some lost pet
signs around the neighborhood. Everyone loves animals and I thought that this would be a great
opportunity for the students to get out of their comfort zones and be able to help their
community. Animal shelters really need help to get the word out and let the community know
that they have animals that need a home. The students will have to use their math skills to figure
out how much does it cost to take care of the animals within their home. They will use that
information they have collected on their own pets and transfer the information to the animal
shelter they have chosen. This would help the animal shelter to figure out how much it may take
to care of all the animals.

Project Impact
This project will have an enormous impact on students, their community and the animal shelters.
There about 200 students that will engage in this project baled learning and they will interact
with their family members, their classmates, and their community through gathering information
about the animals. Students will have to use the technology to research about the animal shelter
they have chosen and organizing their data. They will also broadcast their information they have
collected and get the community to help the animal shelter. The donation basket will be located
at the school in the front office.

Learning Goals and Outcomes

How can you help animals around your community? How can you help the animal shelters in
your community? These questions will guide students learning throughout this project. Students
will be better in research, gathering data and analyzing the data. In this project, I want my
students to know how to use outside sources to help with their project. Students will also provide
where the donations will be collected for the animal shelters and how the community can help.

Standards covered include:

Common Core
Expressions and Equations (EE)

8.EE.B.5. Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in different ways.
For example, compare a distance-time graph to a distance-time equation to determine
which of two moving objects has greater speed.

Functions (F)

8.F.A.1. Understand that a function is a rule that assigns to each input exactly one output.
The graph of a function is the set of ordered pairs consisting of an input and the

corresponding output. (Function notation is not required in Grade 8.)

8.F.B.4. Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a description of a
relationship or from two (x, y) values, including reading these from a table or from a
graph. Interpret the rate of change and initial value of a linear function in terms of the
situation it models, and in terms of its graph or a table of values.

8.F.B.5. Describe qualitatively the functional relationship between two quantities by

analyzing a graph (e.g., where the function is increasing or decreasing, linear or
nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been
described verbally.

Statistics and Probability (SP)

8.SP.A.1. Construct and interpret scatter plots for bivariate measurement data to
investigate patterns of association between two quantities. Describe patterns such as
clustering, outliers, positive or negative association, linear association, and nonlinear

association.
8.SP.A.2. Know that straight lines are widely used to model relationships between two
quantitative variables. For scatter plots that suggest a linear association, informally fit a
straight line, and informally assess the model fit by judging the closeness of the data

points to the line.

8.SP.A.3. Use the equation of a linear model to solve problems in the context of bivariate
measurement data, interpreting the slope and intercept. For example, in a linear model
for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional

hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
8.SP.A.4. Understand that patterns of association can also be seen in bivariate categorical
data by displaying frequencies and relative frequencies in a two-way table. Construct and
interpret a two-way table summarizing data on two categorical variables collected from
the same subjects. Use relative frequencies calculated for rows or columns to describe
possible association between the two variables. For example, collect data from students
in your class on whether or not they have a curfew on school nights and whether or not
they have assigned chores at home. Is there evidence that those who have a curfew also
tend to have chores?

Standards for Mathematical Practice (MP)

8.MP.2. Reason abstractly and quantitatively.

8.MP.3. Construct viable arguments and critique the reasoning of others.
8.MP.4. Model with mathematics.
8.MP.5. Use appropriate tools strategically.
8.MP.6. Attend to precision.
8.MP.7. Look for and make use of structure.
8.MP.8. Look for and express regularity in repeated reasoning.

The 2016 ISTE Standards for Students

Empowered Learner

Students leverage technology to take an active role in choosing, achieving and

demonstrating competency in their learning goals, informed by the learning sciences.

Innovative Designer

Students use a variety of technologies within a design process to identify and solve
problems by creating new, useful or imaginative solutions.

Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and digital media appropriate to their goals.

Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally

Activities

Students will engage in the following activities:

Research animal shelter in the community.

Citing the Sources.
Compose questions to ask the animal shelter employee.
Discussing as a group about the animal shelter.
Discussing about the data students have collected.
Looking for a local news broadcast.
Working on the flyers as a group.

Assessment
Throughout the project, students will evaluate each others work and other groups. They will
create a rubric and use that rubric and grade other groups projects when they present it. They
will have a journal that they have to keep every class period so I can also evaluate them on their
work. As a teacher, I need to make sure that the students are on task and also if they need help I
am there for them.

Technology
All of the students have access to Smart Lab and two Core Labs. The Smart Lab has 21
computers that have the right software to prepare students to be complete their projects. The
software includes Microsoft Office, Adobe Creative Suite 3, Media Works Deluxe, Image
Blender 2.5, Corel DVD Plus, and Corel Draw. The school also has music and video editing
stations, robotics, photography and engineering equipment. The Smart Lab 2 has Internet based
radio station that the students run it, the television equipment which has green screen,
teleprompter, professional camera and editing equipment. Each of the Core Labs has about 100
computers that have Microsoft Office and online collaboration software.

Sustaining the Project After the Proposal Period

This project will continue after this year. Future students and teachers can help change the
community and the animal shelters. Students are able to any type of resources to use in their
projects. It can be their parents, friends, and even other teachers. The main goal is to have
students out in the real world and using their communication, math, and any other skills to have
to complete this project.

Budget Table and Narrative

Item and Quantity

Individual
Item Cost
$199.00

Item Cost

School Smart 1485742 Railroad Board, 6-ply

Thickness, 22" x 28", White (Pack of 25)
Amazon

$15.23

$15.23 * 2
= $30.46

Crayola Washable Super Tips Fine Line

Markers with 12 Scented Markers, 50 pack
Walmart

$6.96

$6.96 *
4= $27.84

Minibus Trip
(https://www.busrates.com/buses/arizona/pho
enix)
40 seats

$500.00 for
5 hours

$500

ASUS E200HA-UB02-GD Portable 11.6-Inch

Intel Quad-Core Laptop 4GB RAM 32GB
Storage, Windows 10, Aurora Gold.
Amazon

$199.00 *
35=$6,96
5

Total =
$7,523.30

Narrative
Imagine Prep Surprise students have access to Smart Lab and Core Labs. I want to provide
laptops for each of the students so they have access to them in the classroom. So students will
have access to laptops every day when they come to class. The school has radio station where
students can run it and use it for their project. I am also purchasing poster boards and markers

for students so they can advertise and let the community know that these animal shelters need
help with purchasing food for the animals. I will also need to make sure that students are able to
visit the animal shelters. I have rented a minibus to fit 40 people. The trip will only be five hours
long and it if goes longer than five hours, I have extra money to rent the minibus longer. I am
using the bus trip to take the students to the animal shelter and couple of stores. The students are
able to collect their data during school.

Inquiry Based Lesson Plan

Teachers: Katerina Penrose

Subject: Math

Standard:
Statistics and Probability (SP)

8.SP.A.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of
association between two quantities. Describe patterns such as clustering, outliers, positive or negative
association, linear association, and nonlinear association .

Objective (Explicit): The students will create and analyze scatterplots for bivariate measurement data to investigate
how much food the animal shelter needs to take of the animals.
Evidence of Mastery (Measurable): Students will collect data how many animals do the animal shelter has and how
much food they need to feed all of the animals.
Sub-objectives, SWBAT (Sequenced from basic to complex):

Key vocabulary: scatter plots, variables, clustering, outliers,

Materials/Technology Resources to be used:

and positive or negative association, linear association,

and nonlinear association, difference.

Paper, pencils, graphing paper, computers for each

of the students and software to collect the data.

Engage (Make content and learning relevant to real life and connect to student interest)
What can you do to help the community that involves animals?

Explore

Teacher Will: Will ask: What kind of animals does

the animal shelter has? How much food does the
particular animal need each day? What kind of food
do the animals need? How much do you spend on
your animal food if you have one?

Student Will: Students will go to the animal shelter

and collect all of the data.

Co-Teaching Strategy/Differentiation
I would actually help them collect the data and make sure that they understand the material even if I have to
work with them individually.

Explain

Teacher Will: How much does it cost? Where can

you buy the food for the animals that is cheaper?
Which store do you get your animals food?

Student Will: Students will actually go to different

stores and see which store is cheaper to buy the
food.

Co-Teaching Strategy/Differentiation
I would make sure that the students understand what they have to do. I will pair them with a group that will
help them. I will also help them to collect the data.

Elaborate

Teacher Will: What kind of technology would be a

great to use?

Student Will: Students will need to find a

technology where they will input all of the data and
compare them.

Co-Teaching Strategy/Differentiation
I will put them in groups that are able to help them and work together as a group to find a website they
agree on.

Evaluate
I will use a rubric to see if they met the standards. I want to see if they understood the materials and how creative they
were with the project. I would also grade them if they showed their work, and how they collected their data. I would
have a journal on each of the groups. I will my journal during the project and write on their progress.

Resources
Imagine Schools. (2009-2013). Imagine Prep Surprise. Retrieved from
http://surpriseprep.org/home/

U.S. News. (2016). Imagine Prep Surprise Retrieved from

http://www.usnews.com/education/best-high-schools/arizona/districts/imagine-prep-surprise-inc/imagine-prep-surprise-903