Study Abroad Grant Proposal 1

SED 464

Professor Smudde

Grant Proposal Signature Assignment

Tess Alexander

Study Abroad
Study Abroad Grant Proposal 2

Table of Contents

Abstract...3

School Environment Narrative.4

Introduction....7

Project Narrative9

Budget 17

-Budget Table..17
-Budget Narrative17

Inquiry-Based Lesson Plan...19

Appendix.24

Works Cited25
Study Abroad Grant Proposal 3

Abstract

In this project, I hope to encourage interdisciplinary learning through the subjects of

history and Spanish. Many other subjects could be included as well, like English or even math,

however, I will be focusing on these two. In this project, students from both classes will look to

make pen pals in another country, Mexico. In doing so, they will learn about the culture, history,

and geography of Mexico. In cooperation with a Spanish class, they will have to write their

emails in Spanish. This will be an ongoing project throughout the year, started in class, but

mostly done on students own times. There will be a prompt each week that the student should

somewhat stick to in writing their emails, and it will be graded for Spanish language, and content

in history. This project will be the beginnings and set the basis of familiarity for a trip over to

Mexico, during the break between the two semesters. While on this trip, students will meet up

with the school of their pen pal choice, and take field trips to historical sites, cultural museums

and events. This could be a huge benefit to the students, as they will get to see in person the

culture and history that they have learned about, both in class and through their pen pals. They

will also be immersed in the Mexican language, putting their skills to the test. This trip could

hugely impact a students love of learning and the way that they experience it.
Study Abroad Grant Proposal 4

School Environment Narrative

Ingleside Middle School Background Description

The school that I am currently teaching at is called Ingleside Middle School. Located in

Phoenix, Arizona, this school has been up and running since 1956 and was rebuilt in 2013.

Phoenix is Arizonas capital and in 2014 its population was listed as reaching 1,537,058 people;

with a median age of 33 years and household income coming in at just about $49,000. The

specific zip code that Ingleside resides in, 85018, consists of about 44,620 people. The

community is made up of about equal percentages of White and Hispanic background, each

coming in at about 43%. The next highest percentage is Black ethnicity (6%), then Asian (3%),

two or more races (2%), Native Hawaiian or Pacific Islander (.2%) and lastly other (.09%).

Based in the Scottsdale Unified School District, this school was rated 173rd in the state out of the

678 Arizona middle schools.

In looking at the website of the Scottsdale Unified School District, there is a separate

webpage specifically for information on technology in the district. In the mission statement, it

states that it is the belief of the district that integrating technology into the educational program

will enable staff and students to be academically successful, technologically literate, motivated,

and engaged in the learning process. It is important to the district that through technology, all

members of our educational community must have the ability to access, process, and

effectively communicate information in order to improve their learning and working

environments. Basically, this states that in order to make technology infusion effective, each of

their members needs to be proficient in the technology they aim to use in their classrooms. As a

district, they have used 1997 bond monies to equip classrooms with computers, printers, TV

monitors for large-group display and LCD projectors in school labs and also set a standard that
Study Abroad Grant Proposal 5

there be ...three or more Internet-capable labs in middle schools (and that) all school libraries

are equipped with a minimum of 15 Internet-capable computers.

Ingleside Middle School currently has an enrollment of 772 students. The school

enrollment population is made up of about 53% White, 36% Hispanic, 4% Black students. 41%

of these students come from low-income families and are enrolled in the free lunch program. The

student: teacher ratio is at about 23:1. All of the teachers at Ingleside Middle School are certified

and have at least 3 or more years in experience.

In the building of classrooms, there is a full computer lab accessible to classrooms of

about 36 or so. Also, there are rolling carts available to use in the classroom; these include iPads,

iPods and computers. Teachers are required to take a class in learning how to deal with students

regarding misuse of their technology. In the majority of classrooms at this school, there is also a

SMART board that is used with her projector.

Evaluation of Current Support

Along with all these resources and technology available to classrooms; the principal is

allotted an amount of money to make purchases (to an extent), there is a technology committee,

and a dads club that holds fundraisers in the hopes of buying new technology. This is a valuable

asset to the school in getting parents involved in their kids interaction with technology in the

school environment. I also think this is helpful in aiding in the research and proposal of grants to

be used with this allotted money. I think that if properly used, these can be used as tools to

accomplish the districts goal of technology integration.

However, I think there is a bit of a disconnect between the faculty and the resources

available. At the time-being there is a strict zero-tolerance policy on cell phone use on campus.
Study Abroad Grant Proposal 6

This seems like it should be a fair rule, however, the majority of these students lives is spent on

their phones. Saying that they can use the technology at school, but not their own seems ironic.

Also, the class periods are a short fifty-five-minute increments. This can be challenging to

incorporate an activity involving technology, which can often take up a good chunk of time. As a

teacher with this time constraint it might just be easier to make up a quick PowerPoint and get

across the content that is expected; and that is something that I see many do.

Making Changes

In assessing how best to better incorporate technology into the classroom, I think that

there are two main changes I would encourage. The first, is a lengthening in the class periods;

even ten more minutes could be crucial in enacting longer activities in the classroom, and

hopefully incorporating technology. As of now, I dont see the computer labs being taken

advantage of, simply because of time issues. Even with the ease of rolling carts making

technology accessible to these classrooms, I havent seen a huge use of them. The time that it

takes students to check out their technology and get started simply takes too long and is tedious.

Second, I would suggest a rethinking of the zero-tolerance rule of cell phones. Although this

might discourage the chance of the students getting off-task and increase the productivity of

students; it might seem a bit hypocritical in that technology is stressed so much, but students

cannot even check their phones to see the time. Overall, I think that there is potential in the use

of technology available at my school, it just isnt incorporated in the right ways. I am suggesting

the incorporation of individual Chromebooks in the classroom.

Study Abroad Grant Proposal 7

Introduction

Introduction

My project is based on the combination of two subjects: history and Spanish, while also

incorporating the aspect of technology. A majority of the students at Ingleside are involved in a

foreign-language class; and I believe this will aid in their depth of knowledge, in both of

subjects. Students will be assigned a pen-pal from a partner school in Mexico, with whom we

will set the basis of email exchange with throughout the school year. This will be done using the

Chromebooks that would be granted by this proposal. Each email will be based around some sort

of prompt, and will be graded in both historical and writing categories.

At the end of the semester, during spring break, there will be a trip to Mexico; where

students will be able to meet up with the partner that they have made friends with, adding to their

Spanish-speaking skills. They will also be able to explore the sites that have been talked about in

the history class that they have been in. Each day they will keep a journal of the activities they

have participated in, the places they visit, the food they eat, etc. This journal will then go on to

be the basis for an online blog they will create using the online website, weebly.com. This will

end up being the summative assessment for the end of the project.

Applicant Bio

My name is Tess Alexander, and I have been teaching for 5 years now, 2 of those being

at Ingleside Middle School. My Bachelors degree is in Secondary Education with a focus in

history. I attended Arizona State University for this degree, and am currently in the process of

earning my Masters. I have known from a very young age that I want to make an impact on the

people around me, and those who will impact the future.
Study Abroad Grant Proposal 8

As a teacher I want to be the challenge that students need and even seek out in their

academic lives. I strive to be an ear for their problems, whether that be academic, social or

familial. Overall, I want these kids to be impacted in some way during their time in my

classroom. If that ends up just being due to the resources and uses of technology that I have

introduced to them, then so be it. At the end of the year, I want them to remember what a great

social studies class they were in for their seventh-grade year.

Study Abroad Grant Proposal 9

Project Narrative

Need for the project

This project would be immensely helpful for these students. I can remember when I was

in middle school, and the foreign language that I was taking seemed like a distant topic. I didnt

see the relevance for the material that I was learning; I just knew it was something I had to do. If

I would have had a purpose or goal to reach through learning and speaking Spanish, I might have

worked harder to gain skills in it.

I think that this is the reason that this project would be helpful for my current intern class.

These kids have the same problem getting motivated to learns something that seems so difficult

and foreign. If we were to bring this subject to a reality for them, they might take it upon

themselves to keep up. Especially if they know that soon they will have to go to a country where

they will be immersed in the language.

Project Impact

There will be a great impact to the students involved in this project. In the present they will have

a great experience with their new friend and classmates. They will be able to experience a culture

that they have been learning about for months, and have taken a great interest in. In looking

towards the future, this will be an experience that they will have a daily journal of, and also

pictures to look back on. It will be a great memory to tell their family and friends. The students

will also be connected to the global community through this project. This will be a huge

advantage to them over other students who are learning these subjects. The immersion in the
Study Abroad Grant Proposal 10

Mexican culture and language, will add relevance to the language and history that they are

learning.

Learning Goals and Outcomes

Students will be assigned a pen pal.

Students will follow prompts in writing to their pen pal.

Students will learn the culture and history of Mexico, both through their emails and in class.

Students will practice their Spanish-speaking skills through writing their emails.

Students will participate in field trips in Mexico.

Students will keep journals of their daily activities in Mexico, recorded in Spanish.

Essential Questions

What do you hope to teach you pen pal from this experience?

What has been your favorite part of this experience?

What can you learn from someone in another country?

How does journaling your daily activities in Mexico help you to learn from what youve seen?

Standards covered include:

Common Core

Strand 4: Geography

Concept 1: The World in Spatial Terms

Study Abroad Grant Proposal 11

PO 2. Interpret maps and images (e.g., political, physical, relief, thematic, Geographic

Information Systems [GIS], Landsat).

PO 3. Use appropriate maps and other graphic representations to analyze geographic problems

and changes over time.

Concept 2: Places and regions

PO 1. Identify the characteristics that define a region:

a. physical processes such as climate, terrain, and resources

b. human processes such as religion, political organization, economy, and demographics

PO 4. Analyze the differing political, religious, economic, demographic, and historical ways of

viewing places and regions.

PO 5. Examine how the geographic characteristics of a place affect the economics and culture

(e.g., changing regional economy of the sunbelt, location with respect of natural hazards,

location of Panama Canal, Air Force Bases in Arizona).

Concept 4: Human Systems

PO 2. Analyze push/pull factors that contribute to human migration.

PO 3. Analyze the effects of migration on places of origin and destination, including

border areas.

Strand 5: Economics

Concept 4: Global Economics

Study Abroad Grant Proposal 12

PO 1. Analyze the similarities and differences among economic systems

ISTE Standards

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.

Digital Citizen

Students recognize the rights, responsibilities and opportunities of living, learning and working

in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

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.

Teachers

Learner
Study Abroad Grant Proposal 13

Educators continually improve their practice by learning from and with others and exploring

proven and promising practices that leverage technology to improve student learning. Educators:

Leader

Educators seek out opportunities for leadership to support student empowerment and success and

to improve teaching and learning. Educators:

Citizen

Educators inspire students to positively contribute to and responsibly participate in the digital

world.

Collaborator

Educators dedicate time to collaborate with both colleagues and students to improve practice,

discover and share resources and ideas, and solve problems. Educators:

Designer

Educators design authentic, learner-driven activities and environments that recognize and

accommodate learner variability. Educators:

Facilitator

Educators facilitate learning with technology to support student achievement of the ISTE

Standards for Students.

Activities

Throughout the project, students will partake in multiple activities. The first will be writing

emails back and forth to their pen pals. This will encompass many standards, both core and
Study Abroad Grant Proposal 14

ISTE. Students will be able to learn the culture, history and economics of the Mexican culture,

through the emails that they send back and forth to their pen pals. The use of these emails will

enable the students to achieve their technology standards as well, as digital citizens.

When the semester is over, this project will have been the basis for the study abroad trip

that will take place over the break. During this trip, students will be able to meet their pen pals

from the partner school. They will then go on field trips with their partner school to academic

places. These could include but are not limited to: museums, historic sites, festivals, and events.

These activities will be written about in a daily journal through blog type of website, furthering

the technology standards. In this way students will have a first-hand account of the content that

they have learned through their email exchanges.

Study Abroad Grant Proposal 15

Assessment

Technology Support

Throughout this project, students will be assessed based on both formative and

summative assignments. The emails that will be exchanged back and forth will have formative

prompts that will assess the students understanding of Spanish-speaking skills and historical

accuracy of Mexico. The daily journal that will be taken over the course of the trip will also be

counted towards a formative assessment on the students gathering of experiences during this

time. Lastly, the weebly blog that the students will create based on their daily journals will act as

a summative assessment for the entire unit. It will reflect on both the knowledge that the students

gained in the classroom, and in the hands-on experience.

Sustaining the Project After the Proposal Period

This project will be an ongoing unit each year that I teach (maybe changing from time to

time to maintain the relevancy to the content standards that need to be taught). It could apply to

many different historical eras, events, regions, etc. You could scale this project down to fit your

classroom in many different ways. It could be as simple as students visiting a historical site and

keeping a log of what they see in their experience. It is very versatile in its application and can be

relatable to many different subject areas.

I also think that this project will be sustained in the eyes of the students afterwards. It

could be made into such a fun, as well as educational experience. It will make a lasting

impression on those students that do attend and are a part of it. They will have the advantage of

making global connections, both with people and geographical places; which is a very big

experience for most middle schoolers.

Study Abroad Grant Proposal 16

Lastly, the technology supplied to aid in this project will be used for years down the line

in the classroom. It will be supplemental for so many other activities, research projects, and

experiences for students to have hands-on technology that they can use every day. Our school

systems are leaning towards modernized classrooms, so why shouldnt we?

Innovation

I believe that this project will be truly innovative in that it takes something that is quite

one dimensional, like learning about different countries and cultures, and turns it into a tangible

experience. It is one thing for a student to read a book about the Mexican-American War; but it

is quite another for the student to walk around a battle site and document what they see, hear,

feel and smell. I think that this project takes learning to a whole other level, especially with the

incorporation of technology. It makes it possible for global communication to occur and

documentation to preserve an experience and depth of knowledge for the students to look back

on.
Study Abroad Grant Proposal 17

Budget

Table

Item # Of Items Cost Per Item Total Cost for Item

CTL J2 30 $221.00 $6,630.00
Chromebook
NBCJ2 11.6 Inches
(Black)
Chromebook White 30 $10.00 $300.00
Glove Service

(A Promevo White
Glove Engineer
will set up all your
Chrome needs
before your devices
ship.)

Google Chrome 1 $30.00

Management
$30.00
Console, Education
Perpetual

Anywhere Cart 1 $1,449.00

AC-SLIM (36
$1,449.00
Capacity)

Plantronics Audio 30 $388.80

326 PC 80933-11
$12.96
Stereo Headset

Shipping and
Handling

$535.35
Grand Total

$9,333.15
Study Abroad Grant Proposal 18

Narrative

For this proposal, I would like to incorporate Google Chromebooks into the classroom.

The Chromebook that I decided to go with is one of the simplest models, that is still capable of

being used for classroom purposes: CTL J2 Chromebook. We will not be needing the newest

version or laptop with bells and whistles; hopefully a simpler piece of technology will enable the

students to focus on the assignments and topics at hand. With each Chromebook, there will be a

pair of headphones: Plantronics Audio 326 PC 80933-11 Stereo Headset. Each Chromebook will

be managed under the Google Chrome Management Console, which blocks certain sites and

pop-ups on multiple devices. Lastly, these Chromebooks will be stored in an Anywhere Cart AC-

SLIM (36 Capacity); which will also function as a charging port for when they are not being

used. Lastly, there will be a setup done by Google engineers on each device before they are

shipped, part of the Chromebook White Glove Service, that will make sure each one is set to use

upon arrival.
 Study Abroad Grant Proposal 19

Inquiry Based Lesson

Teacher(s): Tess Alexander Subject: History/ Spanish

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

Strand 4: Geography

Concept 1: The World in Spatial Terms

PO 2. Interpret maps and images (e.g., political, physical, relief, thematic, Geographic Information Systems

[GIS], Landsat).

PO 3. Use appropriate maps and other graphic representations to analyze geographic problems and changes over

time.

Concept 2: Places and regions

PO 1. Identify the characteristics that define a region:

a. physical processes such as climate, terrain, and resources

b. human processes such as religion, political organization, economy, and demographics

PO 4. Analyze the differing political, religious, economic, demographic, and historical ways of viewing places

and regions.

PO 5. Examine how the geographic characteristics of a place affect the economics and culture (e.g., changing

regional economy of the sunbelt, location with respect of natural hazards, location of Panama Canal, Air Force

Bases in Arizona).

Concept 4: Human Systems

PO 2. Analyze push/pull factors that contribute to human migration.

 Study Abroad Grant Proposal 20

PO 3. Analyze the effects of migration on places of origin and destination, including

border areas.

Strand 5: Economics

Concept 4: Global Economics

PO 1. Analyze the similarities and differences among economic systems

ISTE Standards

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.

Digital Citizen

Students recognize the rights, responsibilities and opportunities of living, learning and working in an

interconnected digital world, and they act and model in ways that are safe, legal and ethical.

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.

 Study Abroad Grant Proposal 21

Teachers

Learner

Educators continually improve their practice by learning from and with others and exploring proven and

promising practices that leverage technology to improve student learning.

Leader

Educators seek out opportunities for leadership to support student empowerment and success and to improve

teaching and learning.

Citizen

Educators inspire students to positively contribute to and responsibly participate in the digital world.

Collaborator

Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share

resources and ideas, and solve problems.

Designer

Educators design authentic, learner-driven activities and environments that recognize and accommodate learner

variability.

Facilitator

Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.

Objectives (Explicit): Use Blooms verbiage and formula

Students will be able to construct a well-read letter to be sent to a pen pal, based on a given prompt.
Students will be able to translate a letter from English to Spanish.
 Study Abroad Grant Proposal 22

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)
Students will turn in a final copy of their email, before they send it to their pen pal, for a grade.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Students will be assigned a pen pal.

Students will follow prompts in writing to their pen pal.
Students will learn the culture and history of Mexico, both through their letters and in class.
Students will practice their Spanish-speaking skills through writing their letters.
Key vocabulary: Materials/Technology Resources to be Used:
Pen- pal Pencil
Letter Paper
Email
Computer
Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students
Introduce the project to the students, giving an overall explanation of how it will work in the long-run (relating to the trip at
the end of the year and what we are learning in class); however, we are just practicing the first step today.
Teacher Will: Student Will:
Assign pen pals from (collaborating school in Mexico) to Be given a pen pal assignment.
Instructional Input

each student. Describe first introductory prompt that

students will have to write and what is expected in the
writing prompt.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

During the explanation, I will provide due dates for each of the prompts, in a written rubric for the class.
Teacher Will: Student Will:
Describe first introductory prompt that students will have Listen to the explanation and then brainstorm their first
to write, and what is expected in the writing prompt. introductory email, that will be sent by the end of the
Guided Practice

period on Friday.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?
Students will have a paper copy of the prompt so that they can look at it again if they need clarification. They will
also be able to work with their shoulder partner, if they are having trouble.
 Study Abroad Grant Proposal 23

Teacher Will: Student Will:

Offer assistance in drafting letters to students and answer Work on their first draft of their introductory email to
Independent Practice

questions that they may have. their pen pal (actual writing, grammar, etc). A final
draft will be due on Friday, when their email should be
sent to their pen pal.

Co-Teaching Strategy/Differentiation: How will your instruction look different for those students who need
differentiation or accommodations?
For those who might be having a hard time writing their letters, I could possibly take a small group to work with
separately in the back room.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

As a closing, I will have a class discussion (about 5 minutes) gauging how the students feel about the prospect of
this project. Some questions may include:
What do you hope to teach you pen pal from this experience?

What can you learn from someone in another country?

Study Abroad Grant Proposal 24

Appendix
Google Chromebooks Quote
https://eduproducts.withgoogle.com/order/87eb7b40-a22a-4fbf-a091-4ecd333337eb
 Study Abroad Grant Proposal 25

Works Cited

Information Technology. Information Technology , Scottsdale Unified School District, 2017,

susd.org/index.php/departments/susd-information-technology.

Ingleside Middle School. Great Schools, Great Schools, 17 May 2017,

www.greatschools.org/arizona/phoenix/804-Ingleside-Middle-School/.

Ingleside Middle School. Ingleside Middle School , Scottsdale Unified School District, 2017,

www.susd.org/index.php/schools/susd-middle-school/ingleside-ms.

Ingleside Middle School. SchoolDigger, 2006,

www.schooldigger.com/go/AZ/schools/0757000648/school.aspx.

ISTE Standards FOREDUCATORS. www.iste.org/standards/for-educators. Accessed 24 Oct. 2017.

ISTE Standards FORSTUDENTS. www.iste.org/standards/for-students. Accessed 24 Oct. 2017.

Phoenix, Arizona. Phoenix, Arizona (AZ) Profile: Population, Maps, Real Estate, Averages, Homes,

Statistics, Relocation, Travel, Jobs, Hospitals, Schools, Crime, Moving, Houses, News, Sex

Offenders, City-Data.com, 2017, www.city-data.com/city/Phoenix-Arizona.html#b.

Standards: Social Studies. cms.azed.gov/home/GetDocumentFile?id=550c589eaadebe15d072aa0a.

Accessed 24 Oct. 2017.