Sample Grant Proposal
I originally put this proposal
together with lots of high school staff input four years ago.
It was funded in a second attempt three years ago. Two years
ago the funding source from the state changed and we submitted
an altered proposal and were funded a second time. Since the
end of the grant implementation, the use of technology and teacher
skills at meeting the needs of English language learners has tremendously
increased. The grant activities led to the hiring of a full-time,
out of the classroom, technology teacher to support teachers in
using technology integrated into their daily classroom instruction.
The order of the proposal
is based upon the RFP from the State of California. The purpose
of the proposal was to fund schools to implement technology programs
that would benefit English Language Learners and their parents.
Thirty percent of all funds were to be spent on Staff Development.
Writing the proposal while knowing the scoring rubric made creating
this grant a lot like solving a Rubik's Cube. It required grantseekers
to be technically savvy, as well as proficient in planning programs
for the needs of limited English speakers. Our first attempts
at writing were met with failure and dissatisfaction. The department
chairs from the school met and divided up the work by sections.
What came back was a mess. Nothing matched with anything else.
The needs were of math students but the evaluation sounded like
social studies. The timelines would work for English, but left
science hanging. We regrouped a year later when the same funds
were available again. This time we really spent time analyzing
the RFP to realize that to get the funds for ALL students
($25 per student plus a $2,000 base for the school), we needed
to choose areas that would serve ALL students. We selected
science and social studies because these two areas are part of
the "core" that all students take. English language
learners typically have problems in these areas if the material
is not presented in ways they can understand. For example, students
with limited English skills need science and social studies concepts
rich in visual language and filled with "graphic organizers."
As we look back, we took on too much and would next time settle
with science or social studies, but not both.
Although many teachers from
many departments added to the proposal, the successful proposal
had just one writer. All program planners had to work through
what English language learners needed and what technologies were
available for all students to reach consensus on what kids and
teachers would do to support the intent of the grant's activities.
Sample High School
San Gabriel High School presently
serves a multi-ethnic student population of 3,244 students (45%
Asian, 44% Hispanic). The school serves a significant number
of low income, first-generation immigrants and was established
in 1955 in the San Gabriel Valley. San Gabriel High School is
one of four high schools in the Alhambra School District. The
demographics of this school necessitate a wide range of programs
to meet the needs of our students. Over 44% of our students are
English Language Learners (1,425) and 46% are designated Title
1 (1,500). This proposal gives priority to the needs of our English
Language Learners and their parents.
The proposal provides a program
for students involved in primary and sheltered language instruction
to access the core curriculum in science and social studies.
We will use technology tools including HyperStudio. Students
will create projects which emphasize the use of rich visual images
and the ability to structure their learning around graphic organizers
by making HyperStudio presentations. This approach has been selected
as to provide interesting and meaningful ways for students to
master core curriculum. All students receive the core and all
learners will participate in their science or social studies classrooms.
The project relies heavily
on staff development, the training and deployment of student technology
aides and parent volunteers. Linkages have been established with
Pepperdine University, a local business, and the Alhambra California
Model Technology Schools Project.
1. Instructional Program
- Curriculum and Instruction
This proposal supports the
long range school improvement vision, and our site's Technology
Use Plan (TUP), both of which stress the use of cooperative learning
in student designed projects. The proposal provides a means for
students involved in primary and sheltered language instruction
to access the core curriculum in science and social studies using
technology in a student-centered environment. This proposal will
provide an avenue for teachers, support staff, parents and administrators
to work as an intercollegial team, developing new roles for staff,
in supporting student achievement, and providing new opportunities
for students to learn in our changing community and technological
The HyperStudio projects
we propose require students to become managers of information.
This is consistent with California Frameworks and District curriculum
that states subject matter be used in critical thinking and problem
solving situations. HyperStudio projects actively involve learners
and the process students go through is relevant and meaningful.
This approach helps students to "own" the material.
2. Services for Special
This proposal gives priority
to the needs of the 44% of San Gabriel High School Students that
are classified as LEP. Our students' lack of English skills,
and in some cases basic education and life experiences, impacts
every aspect of the high school educational program. The proposed
student-centered use of technology improves learning, socialization,
and communication skills because students must listen, read, research,
write, discuss, and organize in order to complete their projects.
Teachers will provide a technology based means by which students
with limited language skills can generate ideas, problem solve,
reach compromises, make and implement decisions, evaluate work,
and improve English and communication skills by gaining access
to the core curricula of science and social studies.
The program also features
parent involvement in a technology aide training program
to support classroom learning.
3. Management of Learning
school site Instructional Technology Specialist (ITS) currently
manages labs, hardware, software, and schedules lab use. For
this proposal, the ITS will be assisted by a key group of school
planners that self-select themselves from the cadre of teachers
involved in this project. The planning team will organize, maintain,
and coordinate the program, hardware and software at monthly project
meetings. Additional responsibilities include:
maintaining an inventory
of technology on campus
coordinating check-out and
placement of equipment
4. Description of the Instructional
Needs to Be Addressed
instruction and/or primary language instruction to fully access
the core curriculum in science and social studies (bilingual program
regulations, large numbers of LEP students on campus, 44%).
instruction which uses visual
aids and short presentations of content followed by practice,
comprehension, and follow-up for English language learners (44%
of students are LEP, low reading, and composition test scores).
Strategies for becoming
effective coaches of instruction and practice time for newly acquired
skills (teacher opinion survey).
An atmosphere of congeniality
and sharing as they work collaboratively on solving problems of
teaching and learning with English language learners in our proposed
approach (teacher opinion survey).
Professional growth and
renewal (teacher opinion survey).
Assistance in understanding
the educational process (teacher and parent opinion surveys).
Opportunities to learn how
to coach their children (parent opinion survey).
Ability to communicate with
Our school's Technology
Use Plan stresses:
acquisition of sufficient English language proficiency necessary
to access core subject areas.
of a comfort level necessary to support integrated technology
activities through ongoing in-services.
Parents as active
participants in their children's education.
5. Program Activities -
What Students Will Do
will be actively involved in acquiring English Language Skills
through small groups based on students' language skills. In sheltered
language classes, "sheltering" the instruction with
graphic organizers will be featured. Students will produce Multimedia
Projects in cooperative learning groups as they learn technology.
They will conference with their teachers, and work with peer
instructional aides, as they develop primary language skills,
English language skills, and master course content. Units of
study will culminate in a Technology Fair to be held in the Spring.
project is consistent with the student-centered approach in the
California State Frameworks, and it is a logical extension of
the district's Technology Plan. Students learn subject matter
by interacting in groups that are self-directed, self-paced, and
self-assessed: much as projects are managed in the workplace.
All students will be participating in such projects in the core
areas of science and social studies during the academic year.
6. A Sample Classroom Project
(Note that I put this in
the proposal and often add a paragraph similar to this, even if
it isn't asked for. The RFP did not ask for a sample project.
I felt I needed to present a "word picture" of what
kids would do. In case the grant-readers didn't get my vision
that students would work in teams to create these "electronic
term papers" using HyperStudio and other resources).
Students in Bilingual and
sheltered Life Science classes study plants, animals, the human
body, living systems, and interrelationships between members of
the biosphere. The classes use textbooks, library research, laserdiscs,
and CD-ROMs as source material. The teacher assigns a project
on animal research and divides his class into groups of three
or four students. The groups select anywhere from one to three
animals to research depending on their language skills. The students
will use a Research Guide (a graphic organizer), devised by the
Bilingual teachers to serve as a road map for the group. It is
arranged in order of language level so that the more advanced
Bilingual students are able to complete the entire sheet of research
(animal's classification, geographic locale, physical description,
habitat, natural enemies, food, type of eater, etc.), in the library.
Those groups at the highest level of language skills will research
three animals and then extend their critical thinking skills by
comparing and contrasting their animals, looking at a map of the
world and locating environments in which the animals could live,
or exploring the effects of shrinking habitats.
Groups research, select,
and organize data and synthesize the information into a meaningful
project. Each group plans a HyperStudio project, an electronic
environment, where students create their multimedia presentation.
Working collaboratively, students create a blueprint for their
project (a storyboard) and determine card design and layout.
Once their cards are created, students select appropriate animal
sounds, graphics, or QuickTime movies from resources such as CD-ROMs
and laserdisc sequences to incorporate. Some select appropriate
background music. Students draw or scan pictures, and type necessary
text. The groups present to the class. The project is converted
to video, and a copy is included in the student's portfolio.
An additional copy is sent home to share with parents
7. Project Time Line
June -Recruit teachers,
students and parents for project, and order equipment.
July - Staff Development,
parent assistant training, and student peer training. Record baseline
Aug - Staff, parents,
and students borrow equipment to practice skills.
Sept - Develop schedule
for classes, place peer helpers, ready equipment.
Oct to Jan - Projects
developed and evaluated by teachers and students.
Feb - Meet with teachers,
parents, and collaborate with Dr. Garcia, Model Technology School,
and Robert Blair and evaluate and make adjustments.
Feb to Apr - Projects developed
and evaluated by teachers and students.
May - Projects selected
and showcased at Technology Fair. Technology Specialist and researcher
write evaluation report for the State of California.
Jun - Begin plans and selection
for training of new cadre of teachers.
8. Program Objectives,
Activities, and Timelines
Student, Teacher and Parent
Objectives and Expected Outcomes:
A. Through primary language
and sheltered language instruction, students access core curriculum
in science and social studies appropriate for their grade and
language level by completing a series of multimedia based HyperStudio
project. (based on student need).
B. Teachers acquire effective
ESL and primary language teaching strategies for delivering core
curriculum to students in sheltered and primary language science
and social studies classes and receive support as they implement
the HyperStudio approach. (Based on staff need.)
C. Parents acquire the skills
and knowledge necessary to participate in their children's educational
process. (Based on parent need).
Activities (and who is
Cadre of teachers is self-selected.
First data points collected by researcher. (Key school planners,
site instructional technology specialist, University Researcher
HyperStudio Training for
teachers, parents, student peer aides. (project coordinator
and Alhambra Model Technology Schools project teachers).
Order equipment, laserdiscs
and CD-ROMs. (on-site coordinator, site instructional technology
specialist and teachers).
Summer practice (teachers,
parents and students).
Schedule Classes in Lab,
schedule parent volunteers in classrooms, schedule student peer
aides. (on-site coordinator, site instructional technology specialist).
Chair Monthly Cadre Meetings
to share progress and provide collegial support. Key Planners
meet for additional time to manage learning resources. (on-site
coordinator, site instructional technology specialist).
Students create projects
(teachers and students).
Mid-term Evaluation of Project.
(university researcher and teachers).
Evaluate Projects and prepare
for Tech Fair (teachers and students).
Hold Technology Fair (teachers,
parents, and students).
Evaluate program and plan
for summer training (on-site coordinator and program participants).
9. Staff Development Program
first phases of the project will include extensive staff development
followed by spaced reinforcement and follow-up. The first series
of inservices will be scheduled in summer, followed by summer
practice, and fall implementation. Project progress will be reported
at regular staff meetings throughout the year. Staff development
resources include professional expert pay for summer training,
district minimum days, and release days for training and program
implementation thought out the year. Teachers will form intercollegial
teams, develop new roles in the support of student achievement
and recognize that a changing community and a technological world
provides positive new opportunities for learners. These plans
are in alignment with our District's staff development plan for
secondary education and the recommendations in Second to None.
(A California State Document aimed at the improvement of High
10. Linkages and Collaboration
Higher Education - Dr.
Cara Garcia from Pepperdine University has been selected to collect,
observe, organize, and analyze the data. San Gabriel High School
will provide Dr. Garcia's research students the ability to do
real world data collection.
Business and Industry
- A cooperative agreement has been made between San Gabriel High
School and Robert Blair, Video Expert and Cameraman, for CBS Television
Network. Mr. Blair has been nominated for five Grammy Awards and
has been a cameraman for sixteen years. Donated services to be
provided will be technical advise and support including Video
techniques used in media that can be used in student HyperStudio
Projects. Mr. Blair will also help judge projects at our Technology
Fair in the Spring.
Regional Educational Technology
Services - Collaboration
with Alhambra High School, Model Technology School, is on-going
and includes visits from teachers using Multimedia Project Technology
as a vehicle in teaching Limited English speakers. Teachers from
the MTS project will provide training services.
Technology Use Plan was developed by the School-Based Committee
which consists of the Assistant Principal of Instruction (Chairman),
the site ITS, the WASC Steering Committee, appointed faculty,
community representatives, students and parents, in conjunction
with the School Advisory Committee, Bilingual Advisory Committee,
and the District Technology Coordinator.
The school TUP stresses students'
acquisition of sufficient English language proficiency necessary
to access the core subject areas, teachers to acquire a level
of comfort necessary to support integrated technology activities
through ongoing in-services, and parents to become actively involved
in their children's education.
Students' projects will be
an ongoing process that will be evaluated and adjusted throughout
development. Functions built into HyperStudio provide formative
and summative evaluation at the classroom level. Further evaluation
will take place after adjustments are made, and reinforcement
and feedback will be immediate and on a daily basis.
Periodic surveys will be used
for formative and summative evaluation at the school-wide level.
Teachers will evaluate staff development, trained parent assistants,
access to equipment, student peer aides, support from the Project
Manager, by observing students progress as they produce their
projects. Students will complete a written evaluation of their
training experience as well as evaluate their classmates projects.
Teachers and parents will attend monthly project evaluation and
Teachers will report and
evaluate the effectiveness of staff development, trained parent
assistants, access to multimedia equipment, student peer aides,
Project Coordinator support, and their peer coaches by observing
their students' progress as they produce their projects. Students
will complete a written evaluation of their training experience
as well as evaluate their classmates projects. Teachers and parents
involved in the project will attend a monthly project evaluation
and troubleshooting meeting. Dr. Garcia will write the final
report with the assistance of the Instructional Technology Specialist.
The report will be delivered to the State. We also plan to share
our student projects at our local and statewide CUE conferences
13. Program Leadership
site instructional technology specialist will take a leadership
role in the implementation of this grant. She will be assisted
by a group of key school planners self-selected from the cadre
of teachers doing grant activities. The specialist will liaison
to the District's Instructional Technology Office and represent
the project at the Principal's Site-Based Management Council.
The site instructional specialist will also be assisted by an
on-site project coordinator for one year, 20% time (one period
a day) to direct staff development activities, meet with district
technology coordinator, confer with site administrators, work
with parents, train peer aides, and implement the grant. The
Project Coordinator will meet with a cadre teachers on a scheduled
monthly basis for problem solving of implementation issues.
14. Budget Description
present multimedia lab consists of nine multimedia stations, including
an LC 520 computer with a built-in CD-ROM drive, ClarisWorks and
HyperStudio software, 27" TV Monitor, VCR, and Laser Disc
Player. Scanners, laser printers, color LCD Projection Panel,
TelevEyes/Pro, QuickTake Camera and an assortment of laser discs
and CD-ROMs are available in the lab. Other equipment includes
nine portable multimedia stations teachers check out and use in
their classrooms. We will incorporate the hardware and software
previously purchased with a variety of funding sources including
Chapter I, Chapter II, ESL/LEP, District moneys, and AB 1470.
This grant will provide work tables and chairs for production
activities and additional multimedia stations to be used by classes
using the lab to conduct research, create vivid graphics, scan
and edit photos, and take video footage to be used to create QuickTime
Movies. PowerBook computers will be purchased to allow students,
teachers and parents to check-out to practice and work on projects
Ongoing student, teacher
and parent training will be conducted in the multimedia center,
the Chapter I Lab, and the Macintosh Lab. The Project Manager
will provide training, and manage and schedule lab usage.
The budget for this project
reflects development of lesson plans specific to NEP/LEP student
needs, staff development, parent education, equipment, software
and evaluation costs related to project activities. The state
will contribute $83,100.00, 30% ($24,930.00) for staff development,
20% ($16,620.00) for parent education, and 50% ($41,550.00), specific
to NEP/LEP student needs. Continuation of this project is considerably
less expensive with a trained staff and equipment in place.