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| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
| Fund a visiting art history lecturer as part of a project to develop an understanding of Tony Smith's artwork among CHS art and art history students. Fully funded by the Pierro Foundation. | ||||||
| Purchase new lighting instruments, floor material, paint, curtains and seating for the Domareki Art Gallery at CHS. Installation and labor will be supplied by the District. This project has been partially funded by a joint sponsorship between SOMEF and the Pierro Foundation. | ||||||
| Purchase a digital camera that will enable art students to create modern portfolios, aligned with current college requirements. Students will be taught how to make portfolios using a digital camera in class. | ||||||
| Sponsor speakers from the fashion industry to come & present at the Fashion Business Leaders Club meetings. This new club aims to establish a relationship between the Fashion Institute NYC and CHS students, and to encourage and develop interest in the fashion industry. | ||||||
| Purchase supplies for creating sculpture. Hire Howard Stein, a Maplewood artist to collaborate with students and to design a large welded outdoor sculpture for the courtyard at SOMS. | ||||||
| Purchase art books, and fund a painting workshop at Paintin' the Plates. 1) Increase appreciation of a variety of artists; 2) Increase interdisciplinary study, learning and experience; 3) Increase literacy through hands on art. | ||||||
| Purchase books and calendars to enhance and educate the students in art history. | ||||||
Changing photo exhibit that shows students at work during a variety of school activities. |
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Wih the help of an experienced artist, students will develop school mural with images of tolerance. |
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Understanding the role of art as it documents history with the Montclair Art Museum and the SOMSD Departments of Fine Arts and Social Studies. |
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Instilling a sense of community though the creation of a mosaic with school-wide participation. |
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Purchase supplies for creating sculpture. Hire Howard Stein, a Maplewood artist to collaborate with students and to design a large welded outdoor sculpture for the courtyard at SOMS. |
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Project Title |
School | Year | Teacher |
Grade Level(s) |
Dollar Range |
Summary |
Student Incentive Program |
Columbia HS |
2009 | Linda Grasso |
9-12 |
Up to $500 |
Promote student motivation toward academic excellence. It looks to improve attendence, increase money management skills, and develop the ability to set priorities, and foster the belief that hard work and perseverance does lead to rewards. |
Pick a Book- Add One to the Library! |
Columbia HS, Maplewood MS, South Orange MS |
2009 | Gail Salomon |
6,9-12 |
Up to $500 |
Allow students in remedial reading classes to be part of the selection process of books to be added to the existing leveled library in their classroom. |
Learn To Earn |
Maplewood MS |
2009 | Lori Neetz |
6-8 |
Up to $500 |
Allow students to earn prizes as a result of completing assignments, displaying random of acts of "classroom" kindness. The aim is to reward "effective effort" that will lead to developing better work habits and more positive results from the effort extended in school. The eventual goal is that academic effort becomes it's own reward and the prizes earned have less signifigance than the new skills learned. |
Writing/Righting Our Way: A Journal Project For At Risk Students |
Montrose |
2009 | Michele Ruopp |
9-12 |
Up to $500 |
Provide students a framework in which to determine challenges and set goals. Through journal writing, each student will establish their challenges and goals, as well as record their actions, on an ongoing basis, that will, overtime, help to provide them insight into their positive and negative behaviors. |
Lunch time Support Groups |
South Orange MS |
2009 | Alison Steiner |
6-8 |
Up to $500 |
Engage students who's anxiety or social issues are interfering with their ability to function academically by providing them with both a peer group for social-skills and a leadership roll in the cafeteria. |
Active Seating: Disc' O' Sit |
Clinton, Jefferson, Marshall, Seth Boyden, South Mountain-South Mountain Annex, Tuscan |
2009 | Lisa Ringler |
K-5 |
$500 - $1,000 |
Provide teachers, through their school's Intervention Committee, with a tool to support students with attentional and/or postural challenges. The Disc' O' Sit provides support for students who require dynamic seated activity. |
ADD/ADHD Parent Support Group |
Maplewood MS, South Orange MS, Clinton, Jefferson, Marshall, South Mountain-South Mountain Annex, Tuscan |
2009 | Karen Weiland |
Pre-school, Pre-K, K-7 |
$500 - $1,000 |
Provide books and resources for parents who will be attending The Parenting Center's monthly ADD/ADHD parent support group. |
Study Skills/Time Management Group |
South Orange MS |
2009 | Fran Cristalli |
6 |
$500 - $1,000 |
Teach sixth grade students study and organizational skills in order to become successful middle school students. For most sixth graders, most are faced with many subjects being departmentalized for the first time. Therefore, students must learn to juggle homework, project deadlines as well as the demands of extra-curricular activities. |
Invention Convention Workshops |
Clinton, Seth Boyden |
2009 | Karen Weiland |
3, 9-12 |
$500 - $1,000 |
Provide the opportunity for at-risk third grade students to successfully complete the Invention Convention assignment with the assistance of a high school partner. Parents of the younger student are encouraged to attend with their child and assist.Convention assignment with the assistance of a high school partner. Parents of the younger student are encouraged to attend with their child and assist. |
K-3 Reading Buddies |
Clinton, Jefferson, Marshall, Seth Boyden, South Mountain-South Mountain Annex, Tuscan |
2009 | Marilu Gregory |
K-3 |
$500 - $1,000 |
Provide new books to "at-risk" K-3 students who are receiving support for reading aquisition skills from trained high school and middle school Reading Buddies. In an effort to promote an enthusiasm for reading we would like to provide a new book to each student at the completion of their Buddy experience. |
Tuscan Twilight Tigers |
Clinton, Tuscan |
2009 | Jaime Falkin |
K-1 |
$1,000 - $1,500 |
Provide extra reading support and stategies to struggling readers and their grownups resulting in increased fluency and comprehension. |
Hands-On Speech Therapy |
Seth Boyden |
2009 | Lois Cardillo |
K-5 |
$1,500+ |
Increase the effectiveness of the speech-language therapy for my "at risk" students by utilizing SmartBoard technology, which will increase multi-sensory experience. Research has shown this improves both learning, retention, and motivation to learn. |
Student Support and Reinforcement Program |
Alison Steiner and Kare Weiland |
6-8 |
up to $500 |
Provide specialized support for students in preparing for NJASK and NJASK8 (GEPA). Require standardized test taking materials to support students' progress. | ||
Promote |
Cindy Espersen |
9 |
up to $500 |
Encourage motivation and academic improvement among academically at-risk ninth grade students. | ||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
Word Study - Home/School Connection |
Tuscan |
2009 |
Theresa Murphy |
2 |
up to $500 |
Provide students with the means to practice and master word study skills taught in class. By providing students with the proper manipulatives to practice at home, they will have the opportunity to increase their phonemic |
| Provide a variety of tools for the children's development of fine motor skills. | ||||||
| Help disabled students develop fine motor skills, listening and reading readiness skills. | ||||||
| Use community helper uniforms to help students enhance fine motor manipulation and language skills. | ||||||
| Create thematic learning centers to intergrate basic skills with developmentally appropriate activities. | ||||||
| Promote multi-sensory experiences to develop imagination, creativity, motor skills and cooperation with others. | ||||||
| Ease students' transition to middle school through discussion of relevant topics. | ||||||
| Promote self-confidence through better reasoning, comprehension and communication. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
Teaching Social Skills Using Puppets and Role-Playing |
Marshall |
2009 |
Heather Merrigan |
PreSchool, PreK, K |
Up to $500 |
Teach social skills to pre-kindergarten and kindergarten students through fun, engaging and interactive lessons using puppets, role-play scenarios and social skills story books. |
Celebrating Diversity Through Literature |
Clinton, Jefferson, Marshall, Seth Boyden, South Mountain-South Mountain Annex, Tuscan |
2009 |
Ann Bodnar |
PreSchool,PreK,K-5 |
$500-$1000 |
Celebrate diversity through literature. |
Annual Appalachian Hiking Trip |
Maplewood MS |
2009 |
Danielle Elko |
6-8 |
$1,000 - $1,500 |
Provide our at-risk population with the opportunity to work on social skills, cooperative strategies, and gain character developing experiences to become more effective members of the community. |
| Send five Columbia High School students to Lead for Diversity, Youth Leadership Institute sponsored by the American Conference on Diversity. Lead for Diversity is a weeklong leadership camp providing a unique experience where students (delegates) can break barriers, deal with biased behavior, and develop an action plan to reduce prejudice in their community. | ||||||
| Spectrum is Columbia High School's Gay-Straight Alliance Club. The club holds several events through the school year through GLSEN | ||||||
Jefferson |
'Re-establish the RCCP at Jefferson and Seth Boyden and to support its continuation at Clinton School. | |||||
| Seth Boyden has initiated a school-wide character education program entitled I CAR2E, with the acronym standing for Integrity, Cooperation, Acceptance, Respect, Responsibility, and Empathy. One of our goals is to encourage every child to be responsible, contributing and thoughtful citizens both at school and in the community at large. We believe that if each teacher has literature to support each ICAR2E attribute, it will encourage discussion and inspire self-reflection, which will ultimately lead to an expression of strong character. | ||||||
| Kindergarten students will work cooperatively with a variety of manipulatives to promote positive socialization skills as well as reinforce lessons taught. | ||||||
| Develop and facilitate a professional, student-run organization, in accordance with the goals and ideals of the National Student Council Organization. | ||||||
| 'Provide belts for the members of safety patrol, so that these leaders will be easily identified by others. | ||||||
| Enrich and enhance our new character education program through daily messages, parent and staff resources, and weekly lessons, journals and themes. All of these concentrate on the same or related character traits of our school initiative. | Provide a mentor/role model program which pairs 5 Jefferson 5th graders who are deemed socially 'at risk' by their teachers with 5 high school students in a 'sports & talk' program. | |||||
| Purchase rewards to support a behavior modification program. Students will be given the opportunity to earn prizes as a result of completing assignments or displaying acts of 'classroom kindness'. Rewarding effective effort will motivate students to achieve more in school with the eventual goal of academic succcess being its own reward. | ||||||
| Support the Mentoring Program at Maplewood Middle School, which pairs "at-risk" students with faculty/staff members to aid in emotional, academic, and social growth. Students and mentors will participate in three large group gatherings, an informative field-trip and/or guest speaker, and the creation of a large-scale painted mural. | ||||||
| Purchase a video camera, microphones, and camera switcher to enable 7th & 8th grade students to investigate, report, discuss, script, cast and video tape a documentary of the in-school life of the incoming 6th grade, and their maturing throughout the school year. Additionally, the club will conduct interviews and panel discussions and create skits pertaining to issues in education, including the school's anti-bullying campaign. | ||||||
| Publish a student-run newsletter that will meet the social and emothional needs of middle school students by providing a forum to discuss and answer typical adolescent questions. The Advice Giver Club will collect questions from the student body and publish answers from both student and adult perspectives. Oversight and adult input will be provided by the Social Work and Guidance Departments. | ||||||
| Provide a guest speaker, books, and a video, to help teach character education and basic moral issues of prejudice, discrimination and bullying through exploration of the Holocaust. | ||||||
| Purchase gift certificates. Create a behavior modification 'token economy' for students in Replacement Language Arts, Resource Room, and In-class support environments, faculty and parents. Students earn points for positive, affective and cognitive behavior weekly and receive letters of praise, 'special time' during the school day, and trade points for items paid for by this grant. | ||||||
| Purchase posters, a mascot and supplies. Develop a school-wide anti-bullying program in which students learn to identify the behavior and dynamics of bullying, cliques and teasing. This project will create an anti-bullying club which will generate school-wide activities. | ||||||
| Purchase veterinary care for feral cats, cat food and program materials. Develop in students an attitude of respect and understanding for life while uncovering the delicate balance and interdependence of environmental factors in their natural world. | ||||||
| Purchase children's books and teacher resource materials. Build character by teaching ten character traits to children for application to their everyday activities. | ||||||
| Purchase posters, a mascot and supplies. Develop a school-wide anti-bullying program in which students learn to identify the behavior and dynamics of bullying, cliques and teasing. This project will create an anti-bullying club which will generate school-wide activities. | ||||||
| Purchase quilting supplies. Use to build community through quilt making. Working together on school-based projects builds a sense of belonging and reflects the talents, interests, and ideas of our students and their families. | ||||||
| Purchase videos. Create a video library that will assist students to develop life skills particularly those who are experiencing a rapid change in life. | ||||||
| Purchase gift certificates. Create a behavior modification 'token economy' for students in Replacement Language Arts, Resource Room, and In-class support environments, faculty and parents. Students earn points for positive, affective and cognitive behavior weekly and receive letters of praise, 'special time' during the school day, and trade points for items paid for by this grant. | ||||||
| Purchase "Character is Catching," an interactive computer program. Enables students to build character by reading books that are readily available. Build skills for effective relationships which relate to the Tripod Project. | ||||||
| Send five students to Anytown, Youth Leadership Institute sponsored by NCCJ (National Conference for Community and Justice) New Jersey Region. Anytown is a weeklong leadership camp providing a unique experience where student delegates can breakdown barriers, deal with biased behavior and develop an action plan to reduce prejudice in their community. | ||||||
| Provide positive role models to high school students who have been identified as potentially at risk. | ||||||
| Purchase a library of videos and books for teachers to use as a resource for the development of character education. | ||||||
| Substance abuse prevention for 6th graders with the assistance of selected 8th grade students. | ||||||
Recognition Activities for 6th Grade Transition Team |
Modify behavior using rewards. Motivate students to make intelligent choices. | |||||
| Use videotapes mesagesd to focus students on positive character traits and behavior. | ||||||
| Promote the importance of mediators and the use of successful conflict resolution strtegies. | ||||||
| Pair staff members with at risk students to improve self-esteem, cooperation and teamwork. | ||||||
| Motivate at-risk students to succeed through supplemental activities such as mentoring, homework help and a trip to Seton Hall. | ||||||
| Develop and use communication skills to resolve conflicts that arise in daily life. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
Anti-Bullying Club |
Clinton |
2009 |
Lindy Rollo |
1-5,8 |
up to $500 |
Discourage and provide coping strategies for bullying by creating and training a student group in anti-bullying practices who will then bring the strategies to their peers through skits, mediation, and discussion. |
| Fund teacher workshops to improve relationships between staff members and students. Train 8 teachers in RCCP (Resolving Conflict Creatively Program) skills. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
Bucks County Playhouse Drama Competition |
Provide CHS drama students the experience of performing in front of a live audience on a main stage and receive feedback from professional dramatists. | |||||
| Purchase theater tickets at Papermill Playhouse. Allow all of our drama students (taking "Drama as Literature and Performance" as their English class) to experience live theatre. Experiencing live theatre allows students to make the real-life connections we, as educators, strive for. | ||||||
| Purchase dress-up costumes for preschool students so they can develop dramatic and imaginative play skills. | ||||||
| Acquire materials for a permanent puppet collection to be used by students to develop communication and self-expression. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
| Update the CHS Courtyard with comfortable seating and tables. These additions will increase student and faculty use for special events/activities. This will also enable faculty to use this tranquil setting to retreat to regain their motivation and focus. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
| This is the fourth year of Healthy Choices here at MMS and each year the program has grown. Healthy Choices provides a safe, caring and nurturing environment where our students are able to discuss the issues of weight loss, nutrition, peer and media pressure and the myriad choices they need to make each day to ensure a healthy mind, body, and spirit. | ||||||
| Develop an afterschool program to educate students and their families, with the support of the school nurse, regarding obesity and how it impacts on their health. Using the latest nutritional research, students will improve their diets and learn to integrate physical activity into their daily lives and begin living healthier lifestyles. | ||||||
| Educate students and their families regarding obesity and how it impacts on their health. Using the latest nutritional research, students will improve their diets and learn to integrate physical activity into their daily lives and begin living healthier lifestyles. This project will continue the weight loss support group which began last year. | ||||||
| Purchase snacks, exercise equipment, exercise videos and CDs and books. Educate students and their families about obesity and how it impacts on their health. Using the latest nutritional research, students will improve their diets, integrate physical activity into their daily lives and begin living healthier lifestyles. | ||||||
| Purchase healthy foods, plates and bowls. Promote healthy eating habits and lifestyles in elementary age students to prevent the consequences of obesity. Increase students' familiarity and comfort with vegetables, fruits, grains, legumes, balanced meals and healthy food selections. | ||||||
| Purchase finger pulse oximeter. Enhance the school nurse's assessment skills within the school setting. | ||||||
| Purchase healthy foods, plates and bowls. Promote healthy eating habits and lifestyles in elementary age students to prevent the consequences of obesity. Increase students' familiarity and comfort with vegetables, fruits, grains, legumes, balanced meals and healthy food selections. | ||||||
| Educate students and faculty about importance of preventive health strategies and promote healthy lifestyle approaches through workshop(s) and literature. | ||||||
| Educating parents and students on the causes and prevention of obesity and on healthier living. | ||||||
| Educating parents and students about maintaining a healthy lifestyle. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
| Purchase books, awards, printing and duplication services and travel expenses for recruitment. Host a prestigious statewide African American history competition during African American history month (February 2005). The competition goals are: to heighten visibility of African American History month; to recruit students from all academic levels at CHS; to deepen students understanding of the African American experience; to facilitate workshops and in-service opportunities for SOMSD staff; and to use student organizations (e.g. MLK Association) for service during the State competition. | ||||||
| Fund an exhibit of mementos left at the Vietnam Veterans Memorial in Washington, DC as well as assembly programs and teacher training workshops. Help students to understand that war is personal, that it affects families, friends and communities. Ask students to reflect on troops in Iraq. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
| Students will contribute positively to the CHS environment by creating artwork that reimagines the hallways. Select works will be enlarged, printed on vinyl, and hung in the hallways. | ||||||
| Students are taught about the power of music and rhyme as techniques to learn about United States History. | ||||||
| Provide 8th grade reading mentor/buddies for 2nd grade students who are struggling in their reading acquisition skills. | ||||||
| Proceed with the third and final year of our plan to bring the South Orange Middle School library closer to the needs of students who are being educated for life in the 21st century. We are asking for $3000 for the purchase of books to replace the outdated materials culled from our shelves. | ||||||
| Provide scholarships for Title I students to participate in the PTA-sponsored After School Enrichment Program at Clinton School. The Clinton PTA already sponsors numerous scholarships, but the growing demand exceeds their ability to provide for these students. | ||||||
| Produce a spring musical which will allow 5th grade students the opportunity to perform before an audience to demonstrate their musical, kinesthetic, and verbal intelligences. | ||||||
| Provide scholarships for third and fourth grade Seth Boyden children that will enable them to attend a Study Skills Enrichment Program that addresses the NJASK exams. The Study Skills program will provide individualized support in specific NJASK testing areas to students who have been identified as needing such attention by their teachers. | ||||||
| Purchase dress-up costumes for up to 36 preschool students so they can develop dramatic and imaginative play skills | ||||||
| Update four sections of the South Orange Middle School library, specifically the 900s, 300s, 500s and 600s. Replace outdated and worn books with materials that meet the needs of middle school students for up-to-date information, appropriateness of reading level and relevance to the curriculum. | ||||||
| Purchase graphic novels for each elementary school, with reading levels and content appropriate for elementary school children . The books will be purchased specifically to appeal to the reluctant readers, but will be available to all students in third through fifth grades. | ||||||
| Enhance the 4th grade Social Studies Immigration Unit by through story telling, quilting and dance. Visit Faith Ringgold's exhibit of painted story telling quilts at the Morris Museum to learn how art can reflect important human social themes such as migration. Work together to make a giant quilt that includes each individual story while telling a bigger story, and finally, participate in a modern dance performance that uses the quilt as a backdrop. | ||||||
| Provide K-5th grade students at Clinton School with fun and constructive recess activities during the winter months. Students in Columbia High School's Key Club program will serve as role models and organize activities to foster positive character development. This project also provides high school students with a community service opportunity in their own school district. | ||||||
| Produce a whole-school, multidisciplinary Circus, entitled "Times Like These", which will incorporate circus themes into the physical education, arts and academic curriculums. Additional training and expertise in the physical education component will be contracted through the artist-in-residence program of Circus Minimus. Marking its third celebratory year, the Circus is a collaborative, grassroots effort by students, staff, administration, PTA, and the community. | ||||||
| Purchase a digital camera and other supplies to participate in 'The Flat Stanley Project', an international literacy and communications activity for students and families. The digital camera will allow the students to post pictures of their Flat Stanley and related 'treasures' on the Official Flat Stanley Project bulletin board. | ||||||
| Purchase cooking equipment to support a weekly cooking lesson that enhances all of the core curriculum areas of kindergarten. | ||||||
| Create a 'model' general store that will support usage of the Everyday Math Program, reinforce teachings of health and nutrition, and instill a basic understanding of commerce and economics, in a hands-on learning environment. At the same time, students will be engaged in a cooperative 'work' atmosphere, which will strengthen interpersonal skills, mutual respect, and shared responsibility. | ||||||
| Fund dance performances and movement workshops to match funds for Irene Dunsavage's (art) grant this year from the NJ Council of the Arts. The grant is to provide an interdisciplinary exploration of the diversity in our school population. | ||||||
| Purchase animal supplies, animal feed, videos, books and a class trip to the St. Hubert's Education Center. Develop a curriculum unit focusing on the human-animal bond. The project will foster an environment in which children respect all living creatures and thereby grow into caring, compassionate human beings. | ||||||
| Purchase arts and crafts supplies to provide students with an assortment of recess time activities during the winter months. Students will listen to stories from a storyteller, work on simple folk arts projects and watch educational videos that will enhance their school day. | ||||||
| Purchase a projector and a DVD player. Encourage the creative use of technology for scientific study. Enhance student learning by presenting subject matter in an interesting and visually stimulating way. | ||||||
| Hire an artist in residence, Kevin O'Keefe. Extend a circus theme that we introduced at Jefferson Elementary School in 2002-03. Our physical education teachers integrate circus themes into Physical Education classes as well as hold informal circus skill workshops during recess periods. Our art teacher assists with the production of devil sticks and adorns our hallways with circus visuals. This year, introduce masks from around the world. | ||||||
| Purchase photography and printing supplies. Allow students to explore and document the Marshall school using digital photography, poetry and environmental art. | ||||||
| Purchase materials to build coolers. Incorporate Math (surface area/volume) and Science (heat) in an interdisciplinary project for student teams. | ||||||
| Purchase spinning and dyeing supplies. Use science and math to further educate children in the fiber arts. | ||||||
| Purchase a digital camera and printer. Use digital photography to: 1) Develop student self-confidence and reading ability; 2) Bridge the Home-School Gap; 3) Document and supplement Math, Science and Language Arts activities. | ||||||
| Purchase incubator and fertilized bird eggs. Provide an in-depth, high-interest hands-on project that naturally integrates the curriculum. | ||||||
| Purchase copying services. Start a student literary magazine/newspaper encourage students to submit their creative work to the magazine. Students will learn to revise and edit their creative writing, news articles and artwork for publication. | ||||||
| Purchase consumable art supplies to expand a Montclair State University funded demonstration project. Develop classroom activities that make the visual and verbal connection in abstract thinking possible. | ||||||
| Fund the costs of one visiting artist, one artist in residence, field trips, arts materials, assemblies and special events. Enhance a folk arts grant recently received from the NJ State Council on the Arts (NJSCA), Artists in Education Program. The NJSCA grant is to implement an arts program in conjunction with social studies, geography, and language arts curriculum that celebrates the cultural and ethnic diversity of the English as a Second Language program. | ||||||
| Purchase teacher resources and student notebooks. Better unite the topics covered by both the Math and the Physics curricula by outlining for both departments the progression of learning from one grade to the next, i.e. the topics that each grade and level covers in Math with respect to Physics and vice versa | ||||||
| Purchase disposable cameras and enlargement services. The children will each be given a one-time use color flash camera with the assignment of capturing images of "beauty" - after arriving at their own definition of beauty. Once the photos are developed, the children will create a presentation of their beautiful picture, write poetry or an essay about it, and develop a creative method of display. | ||||||
| Purchase Big Books that are culturally relevant to our student population. We need to use resources that reflect students' cultures and that respect different learning styles. | ||||||
| Purchase picture frames. "A Moment in Time" will capture students on film doing what they do well - learning through a variety of creative experiences. Children love to see themselves and their friends in photos - through this changing exhibit they will view their classmates "at work" as models for successful educational experience. | ||||||
| Purchase knitting needles to expand the knitting program currently underway, and in partnership with the Parenting Center, spread the program to other district schools where there is interest. | ||||||
| Conduct research and shared inquiry as a process of discovery using an interdisciplinary approach. Experience other cultures in a multicultural, multigenre project. | ||||||
| Teach students about 'All Kinds of Minds' - helping them to understand the diversity of learning styles and brain functions. It will also help each student understand their own learning style - understanding their strengths and learning ways to deal with challenges. | ||||||
| Purchase videos to enhance the art and music history component of the two curricula. | ||||||
| Using the Internet, students communicate through email with a team of scientists, doctors and researchers as the team makes their expedition through Africa. | ||||||
| Professional development that guides teachers through hands-on art experiences in puppetry that can be used to enhance student literacy. | ||||||
| Use a video project to raise school district and community awareness about the unique circumstances of its ESL student body. | ||||||
| Use multiple intelligences to integrate literature, art and dance. | ||||||
| Hands-on project to beautify grounds at Montrose campus. | ||||||
| Enhance math and science skills by constructing, launching and tracking model rockets. | ||||||
| Create activity areas using manipulatives like hands-on puzzles, demonstrations, etc. | ||||||
| Students travel among activities in four core subject areas: math, science, social studies and language arts. | ||||||
| Use puzzles to strengthen eye-hand motor skills and self confidence. | ||||||
| Improve skills in concentration, math and critical thinking through knitting projects. | ||||||
| Expand collection of multi-cultural children's literature. | ||||||
| Develop children's musical, body and kinesthetic intelligences through the appreciation of the work of great artists. | ||||||
| Use an interactive museum for nature and local history that offers students opportunities to use their "multiple intelligences." | ||||||
| Apply science and math principles to the construction and launch of rockets. | ||||||
| Study the ocean using story writing, logical thinking anf research skills. | ||||||
| Create a unique space in an existing school courtyard that promotes tranquility and nourishes the spirit. | ||||||
| Introduce the world of dance and musical theater performance through master classes, assemblies and viewing a professional production. | ||||||
| Learn about truth and human rights by creating a permanent mural depicting historical events. | ||||||
| Foster responsibility and cooperation by planning, planting and caring for a garden. | ||||||
| Use technology to explore art through social studeies and literature. | ||||||
| Explore the visual and linguistic talents of children. | ||||||
| Build visual and written skills utilizing scientific concepts. | ||||||
| Improve students reading skills and expose them to a variety of music styles. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
Using Audiobooks and Multimedia Instruction to Help Struggling Learners |
Jefferson |
2009 |
Margaret Codella |
3-5 |
Up to $500 |
Give language and learning disabled students multi-sensory activities to further meet their needs. This will be accomplished with the use of audiobooks and the educational website BrainPOP to create differentiated classroom instruction. |
Follow the 39 Clues to the Weird School with a Pigeon |
South Mountain-South Mountain Annex |
2009 |
Ellie Esposito |
3 |
Up to $500 |
Purchase three different book series (The 39 Clues, Weird School, and Pigeon) to enhance the classroom libraries of the three 3rd grade Language Arts teachers at South Mountain School. |
Best Practices and Innovative Literacy Coaching |
Clinton, Jefferson, Marshall, Seth Boyden, South Mountain-South Mountain Annex, Tuscan |
2009 |
Judith Hanratty |
K-5 |
$500 - $1,000 |
Provide opportunity for the Language Arts/Social Studies K-5 Supervisor and District's K-5 Reading Specialists to attend The 4th Annual Institute on Literacy Coaching and Whole School Reform at Teacher's College. Attending this institute would equipt us with the innovative tools and powerful techniques necessary to provide staff development for the district K-5 staff and over 3,000 students. |
Audio Assisted Literacy Enrichment 2009 |
Tuscan |
2009 |
Jennifer Thomas |
2 |
$500 - $1,000 |
Support students' reading fluency and comprehension using an in-class and at-home cd/book pack. |
Kindergarten Poetry Center |
Clinton |
2009 |
Ann Cosmas |
K |
$500 - $1,000 |
Support and further the NJ Reading Standards for kindergartners and our district's Language Arts Curriculum by creating a visually enticing Poetry Center in each of our four kindergarten classrooms that will be effective for students with varied learning styles. |
Big Books Literacy Center |
Tuscan |
2009 |
Claire Sinclair |
K |
$500 - $1,000 |
Provide big books for Kindergarten students that span all curriculum areas, which can be utilized during center time and in large and small group settings. |
Study Island NJASK Preparation |
South Orange MS |
2009 |
Barbara Tsioni |
6 |
$500 - $1,000 |
Use the Study Island NJASK program to help Special Education students master the New Jersey's Core Curriculum Content Standards. It enables students to improve their performance in all skill areas tested on the NJASK which leads to improved test scores. |
got books? |
South Mountain-South Mountain Annex |
2009 |
Serena Watkinson |
K |
$500 - $1,000 |
Provide our students with a wide variety of non-fiction literature that will support independent reading at each child's "just right" level. |
Revolutionary Times! |
Seth Boyden |
2009 |
Maureen Koppenaal |
5 |
$500 - $1,000 |
Develop a library of fiction and nonfiction books on the Revolutionary War to enhance the district curriculum and to serve as a reference source for a grade wide living history museum: Life in Colonial Times. |
iread |
Jefferson |
2009 |
Camille Lewis-Francis |
3-5 |
$1,000 - $1,500 |
Enhance the language arts curriculum at Jefferson School by providing struggling readers supplemental audio adaptations of books through the use of ipods. By ‘hearing’ what they read, students will improve their phonetic awareness and word recognition and gain the skill of reading for enjoyment. |
Poetry Anthologies: Collected Works 2009-2010 |
Columbia HS |
2009 |
Jennifer Dalton |
11,12 |
$1,000 - $1,500 |
Publish two hardcover books of each student's original, best work that illustrate what he or she has achieved in Poetry Reading and Writing throughout the academic year. One copy will be theirs to keep, and the other will be donated to the CHS Library or Poetry classroom library. |
Poetry in Residence Project |
South Orange MS |
2009 |
Kathleen Anderson |
7 |
$1,000 - $1,500 |
Obtain supplemental funding for a Poetry in Residence Project offered by the Playwrights Theatre for the 7th grade classes at South Orange Middle School. The SOMS HSA has pledged $2000 to support the residency and additional funding is needed to obtain the program and create a poetry anthology for all of the 7th grade students. |
Hear Ye! Hear Ye! |
South Mountain-South Mountain Annex |
2009 |
Suzanne Ng |
K-1 |
$1,000 - $1,500 |
Provide curriculum and theme-based listening center kits for the K-1 teachers to borrow to use in the classroom. |
It's a Boy Thing: Developing a Love of Reading in Reluctant Male Readers |
Seth Boyden |
2009 |
Susan Brody |
3,4 |
$1,000 - $1,500 |
Provide an engaging variety of reading material--with the genres and types of books that appeal to boys--in order to entice third and fourth grade boys at Seth Boyden to read more. |
Shakespeare Festival |
Columbia HS, Maplewood MS, South Orange MS |
2009 |
Stephen MacPherson |
6-12 |
$1500+ |
Encourage students to be active participants in the planning and production of the CHS 8th Annual Shakespeare Festival; to make Shakespeare more accessible and enjoyable to all students; and to give students the confidence and courage to tackle other challenging subjects. |
| Help struggling readers "hear" what they read in order to help them improve their phonetic awareness, word recognition and reading for enjoyment. | ||||||
| Allow our successful Shakespeare Festival to grow and reach even more students. | ||||||
| Provide stimulating opportunities for children to become familiar with stories, words and varied reading situations. The use of Big Books supports our district Language Arts curriculum's Shared Reading requirement. It gives the student a "larger than life" reading experience, then will continue this in the Listening Center for independent reading. | ||||||
| Leveled libraries will provide all Project Ahead students with "just right" books for home and school reading. | ||||||
| Provide struggling readers with books that are low in difficulty, but high in interest level so that they can improve their reading skills. The goal is for struggling readers to learn to love reading as they see their comprehension increase. | ||||||
| Purchase reading support software that enables struggling elementary age readers and writers the opportunity to make use of "talking text" and "text to speech" computer technology to aid them in their fluency and understanding. Employ a trainer to guide all South Mountain staff on how to properly use and integrate the software into their classroom practices. | ||||||
| Enable the students with varied learning abilities and English language skills to fully participate and be successful in the Battle of the Books reading program, by providing audio versions of titles to be read | ||||||
| Enhance and enrich second grade guided reading and literacy centers; provide a variety of hands on learning through independent practice using the theory of multiple intelligences. |
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| Permit the publication of a student newspaper for the school community. | ||||||
| Purchase a class set of 20 of each of 5 titles dealing with 'facing challenges' to be used for a discussion book club. This will enable lively, class long discussions of the book and spark interest in kids who are reluctant readers. | ||||||
| Purchase books appropriate for literacy prompts designed in the creative curriculum for the preschoolers enrolled in the Early Launch to Learning Initiative (ELLI) programs. | ||||||
| Purchase Family Literacy Kits that teachers will send home with students. Encourage parents to engage in literacy activities with their children and increase dialogue between teachers and parents. Help families become more involved in reading with their children and get parents involved in a partnership with teachers to encourage success for their child. | ||||||
| Purchase grade-level appropriate Big Books for the Kindergarten Language Arts Program to help foster the development of literacy in the classroom. | ||||||
| Purchase a 24-page blank hard-cover book (6"x9") for every third grader, in which to illustrate and publish a fictional story, memoir, poems or a non-fiction report. | ||||||
| Purchase the literature books that will enhance the implementation of the Seth Boyden Writing Workshop pilot program 2006-2007. This pilot program provides a structured scope and sequence and format for teachers to improve delivery of writing instruction. | ||||||
| Equip each of the four second grade classrooms at South Mountain Elementary School with bean bag chairs, CD listening center equipment and audio books to create a cozy, conducive environment for listening and reading. | ||||||
| Produce a play as part of a literature unit focusing on Roald Dahl's books, including Charlie and the Chocolate Factory. This project will allow all 5th graders at Clinton to work together to accomplish a common goal, while building self-esteem and confidence. | ||||||
| Purchase several book series to support students as their reading abilities increase. This will also provide a classroom introduction to series books. | ||||||
| Purchase books to create a leveled classroom library that is aligned with the program our district uses to assess reading levels of our students in third grade. This will support our efforts to match students with books of the appropriate level. | ||||||
| Purchase the Wilson Reading "Fundations" program for use in the after-school Mosaics of Reading program. These supplemental materials will provide students with additional support to achieve grade level in reading. | ||||||
| Engage a visiting artist, a Latin American poet, to conduct workshops to introduce students to the rich body of Latin American poetry and to inspire them to write their own poetry. Students will learn first hand about the creative process and the geniuses of poetry through their interaction with a working poet. They will gain a deeper appreciation for the art form and learn to express themselves through poetry. | ||||||
| Purchase books on tape for children to read independently to support our language arts curriculum. | ||||||
| Purchase fluency recorders and headphones to be used by students to improve reading fluency and comprehension through multiple readings. | ||||||
| Purchase a computer, a printer and a digital camera to start a MMS student newspaper. This is part of the privileges and expectations of being a First Amendment School. | ||||||
| Purchase a compact stereo system with microphone so the children can practice speaking, reading, and reciting in front of the classroom audience. An important skill is learning how to project your voice and feel comfortable standing in front of groups. Using a microphone is great practice and using CDs to sing and talk along with makes it fun. | ||||||
| Purchase software. Strengthen students' vocabulary using modern technology. Enhance their understanding of the English language and how it works using the Visual Thesaurus Desktop Edition. This will improve student writing ability and better prepare them for standardized tests such as the SAT and ACT. | ||||||
| Hire poet to lead a workshop. Explore the various elements of poetry while learning to understand and appreciate a wide variety of ways of looking at a poem. They will explore the external influences (such as historical, political, and socioeconomic) on poetry as they respond and listen to Laviera, a Dodge Poet, noted for addressing the development and evolution of modern American English. Students will respond to issues of bilingual education, social criticism, and language (Spanish in the United States). Discussions on how monolingual students feel when reading Hispanic bilingual verse such as Laviera's poetry can lead to fruitful observations on the suspected patterns of exclusion and marginalization in the United States via language and linguistic policies. | ||||||
| Fund workshop on story writing and telling. Enable students to grow intellectually, socially, and emotionally through story writing and public speaking. Expand the W Fun! program from one class session to a series of monthly story writing and story telling sessions throughout the year. | ||||||
| Purchase books and blank cassette tapes. Take novels from our reading program to put on cassette tapes for struggling readers. | ||||||
| Using school grounds as an outdoor classroom, students will research plants, learn about garden techniques while enhancing their art, science and language arts skills. | ||||||
| Develop writing skills and appreciation and love of poetry. | ||||||
| Purchase of books to improve the professional library related to the language arts curriculum. | ||||||
| Shared reading program which enables students to become invested in the different aspects of active reading. | ||||||
| Create reading room that provides students with stimulating environment. | ||||||
| Purchase take-home books that will be used by parents of struggling readers in an effort to increase literacy skills. | ||||||
| Create student newspaper to motivate students to develop reading and writing skills. | ||||||
| Foster the integration of class library with curriculum objectives and provide students with access to a variety of books. | ||||||
| Use take-home book kits to develop strong reading comprehension skills. | ||||||
| Use reading stratgeies to improve reading skills of Project Ahead students. | ||||||
| Purchase lending library of audiotapes and corresponding books that children can take home. | ||||||
| Study writing traits and stages of writing in the creation of poetry for publication. | ||||||
| Promote creative writing with weekly collections of students' poetry, songs and short stories for publication. | ||||||
| Create a school newspaper. | ||||||
| Improve reading skills and foster a love of reading through after school activities. | ||||||
| Encourage families to read at home by providing thematic collections of fiction and no-fiction books with supporting materials. | ||||||
| Encourage self-expression and develop writing skills using visual-spatial intelligence by sequencing ideas through art. | ||||||
| Develop leadership skills and positive role modeling trhough discussion of literature with high school and third grade students. | ||||||
| Purchase educational tapes, CDs and books that will enable students to participate in literary discussions using a variety of learning styles. | ||||||
| Students will learn and practice process writing, editing and revising for publication. | ||||||
| Author of novels for young readers on topics relevant to teens will teach about writing. | ||||||
| Develop creativity through exposure to science, math, art and history. | ||||||
| Use the newspaper as a source for students to improve their reading, writing and social studies skills. | ||||||
| Expand storytelling in the oral tradition for students. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
| Purchase audio books. Increase comprehension when students listen to a recording of a text as they simultaneously read the same words. Address varied learning styles with a multisensory approach that will develop comprehension and fluency. | ||||||
| Purchase books, incentives and craft supplies. Based on an idea of renowned media specialist, Judy Freeman, the objective is to enhance the understanding of literary genres. Librarian and students will work together to create large, portable bags decorated visually to capture the essential qualities of the genre of books held within. | ||||||
| Purchase a collection of audio books for the library. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
Mathematics: Making A Literature Connection |
Marshall |
2009 |
Victoria Schodowski |
1 |
Up to $500 |
use literature to connect student's prior knowledge and experience to their understanding of essential math concepts and fundamental skills. |
Let the Students do the Explaining |
Jefferson |
2009 |
Deborah Bialer |
4 |
$500 - $1,000 |
Facilitate students ability to share and explain their work in a classroom in real time. |
Document Camera as an enabler for collaborative learning in the classroom |
Columbia HS |
2009 |
Emmanuel Arguelles |
9-12 |
$500 - $1,000 |
Make it easy for students to show their work to other students in the entire class. Once they are able to easily show their work to the class, this opens the door to having unimpeded collaborative student-centered learning in the classroom. |
Document Camera and LCD Projector Combination |
Maplewood MS |
2009 | Mary Ford |
6 |
$1,000 -$1,500 |
Improve students understanding of mathematical concepts through the use of interactive technology in daily classroom lessons. |
Communication Exchange |
South Mountain-South Mountain Annex |
2009 |
Leslie Glennon |
1-4 |
$1,000- $1,500 |
Promote active hands-on learning and monitor student's understanding at the same time. |
| Towards a New Paradigm of Assessment | Columbia and Montrose | 2008 | Mark Wolfmeyer | 9-12 | $500-$1000 | To increase equity in the assessment process, create a model that increases students’ opportunities to demonstrate their learning in math as reflected in both chapter and cumulative tests through the process of unlimited test taking and the use of a growth chart of scores showing student progress. |
| Middle School Math Team and Challenge Club | South Orange Middle School | 2008 | Christopher Beattys and Kevin Frikker | 6-8 | $500-$1000 | Provide the opportunity to support a math team that would participate in competitions generated state-wide and nationally. It would also support an after-school club in which a variety of sixth graders would meet and work collaboratively on a variety of challenging mathematical tasks including logic and strategy games, math competitions, and community linked math applications. |
| Math in Motion | Tuscan | 2008 | Barbara Bracey, Kathy Lamkin, JoAnn Tesi, Barbara Jackson | 3 | up to $500 | Use origami during math instruction to provide a creative and fun approach for studying geometry, developing patterns, number and shape recognition, as well as using problem solving skills and analytical thinking. |
| LCD Projectors for Calculus | Columbia | 2006 | Gail Bressman and Mani Arguelles | 12 | $1000-$1500 | Purchase 2 LCD projectors for both of the Honors Calculus classes to fully utilize the materials that are intrinsic to the course. A new textbook was adopted beginning September 2005, which not only incorporates technology into its flavor, but is guided by the technology. Every text comes with 2 DVDs for student use, as well as references and passwords to internet sites that are maintained by the publisher. |
| Classroom Jeopardy | Columbia | 2006 | Janet Kahn | 10-12 | up to $500 | Purchase Classroom Jeopardy to reinforce mathematical applications and skills in a fun and cooperative manner for special education and grades 10-12 supplemental math classes. This customized jeopardy game can be played in teams, using buzzer controls, game software, a scoreboard, and TV connections for easy viewing. |
| Extra Extra Game Show Math - Read All About It | Columbia | 2006 | Mark Richman | 10 | up to $500 | Create an elaborate program of exciting math games, puzzles, riddles, contests, newspaper investigations, prizes and competitions to motivate and increase the success of all pupils, especially the "at-risk learner". Students will become highly motivated, and as a result their knowledge of math concepts will be enhanced enormously. |
| CHS Math Team Library | Columbia | 2006 | Mark Wolfmeyer | 9-12 | up to $500 | Purchase books and materials to support the CHS Math Team. This team is open to everyone and meets biweekly, so students can practice for math contests and consequently improve their problem solving skills. |
| Math Unwrapped | Maplewood Middle School | 2006 | Patricia O'Neill | 6 | up to $500 | Purchase a TV/VCR/DVD player to show video clips from the food program "Unwrapped" to engage students, particularly Project Ahead students, in visual representations of mathematical content. The clips demonstrate how math is used for things the students are familiar with, while visually applying concepts, such as the magnitude of numbers, ratios and estimations. |
| Math Challenge Club | South Orange Middle School | 2006 | Christopher Beattys and Jessica Blumenfeld | 6 | $500-$1000 | Create an after school math club in which sixth graders would meet and work collaboratively on a variety of challenging mathematical tasks including logic and strategy games, math competitions, and community linked math applications. This club will be open to all 6th graders who demonstrate good work habits and enjoy the challenge of a good problem. |
| Purchase NJ Math League contest sets to allow students to develop their problem solving skills and develop their critical thinking abilities. | ||||||
| Purchase audio CDs, a dance DVD and source materials for index cards. Also fund the printing of manuals. Use Dancing Math program to improve pupil success at passing their next HSPA examination. | ||||||
| Develop problem solving skills and learn a more open approach to problem solving. | ||||||
| Pay for web hosting services. Use web site to make algebra accessible to all students. | ||||||
| Purchase graphing calculators for algebra and geometry students. | ||||||
| Groups of 15-20 students will engage in reading and analysis of a selected book each month. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
| Purchase copying services. Start a student literary magazine/newspaper encourage students to submit their creative work to the magazine. Students will learn to revise and edit their creative writing, news articles and artwork for publication. | ||||||
| Purchase consumable art supplies to expand a Montclair State University funded demonstration project. Develop classroom activities that make the visual and verbal connection in abstract thinking possible. | ||||||
| Fund the costs of one visiting artist, one artist in residence, field trips, arts materials, assemblies and special events. Enhance a folk arts grant recently received from the NJ State Council on the Arts (NJSCA), Artists in Education Program. The NJSCA grant is to implement an arts program in conjunction with social studies, geography, and language arts curriculum that celebrates the cultural and ethnic diversity of the English as a Second Language program. | ||||||
| Purchase incubator and fertilized bird eggs. Provide an in-depth, high-interest hands-on project that naturally integrates the curriculum. | ||||||
| Purchase teacher resources and student notebooks. Better unite the topics covered by both the Math and the Physics curricula by outlining for both departments the progression of learning from one grade to the next, i.e. the topics that each grade and level covers in Math with respect to Physics and vice versa. | ||||||
| Purchase Big Books that are culturally relevant to our student population. We need to use resources that reflect students' cultures and that respect different learning styles. | ||||||
| Purchase knitting needles to expand the knitting program currently underway, and in partnership with the Parenting Center, spread the program to other district schools where there is interest. | ||||||
| Purchase picture frames. "A Moment in Time" will capture students on film doing what they do well - learning through a variety of creative experiences. Children love to see themselves and their friends in photos - through this changing exhibit they will view their classmates "at work" as models for successful educational experience. | ||||||
| Purchase disposable cameras and enlargement services. The children will each be given a one-time use color flash camera with the assignment of capturing images of "beauty" - after arriving at their own definition of beauty. Once the photos are developed, the children will create a presentation of their beautiful picture, write poetry or an essay about it, and develop a creative method of display. | ||||||
| Conduct research and shared inquiry as a process of discovery using an interdisciplinary approach. Experience other cultures in a multicultural, multigenre project. | ||||||
| Purchase videos to enhance the art and music history component of the two curricula. | ||||||
| Teach students about 'All Kinds of Minds' - helping them to understand the diversity of learning styles and brain functions. Help each student understand his own learning style - understanding his strengths and learning ways to deal with challenges. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
The Baird Jazz Masters Workshops |
Columbia HS, Maplewood MS, South Orange MS |
2009 |
Nicholas Santoro |
6-12 |
$1000-$1500 |
Provide stipends for visiting jazz musicians to engage and play with the middle school and high school students involved in the jazz program. |
| Teach students techniques of musical composition through working with a composer-in-residence. Each class in the 3rd-5th grades will compose their own class song. | ||||||
| Produce a CD of original songs by members of the CHS Guitar/Songwriters Club. Members of the club will submit songs for consideration by the club, perform them during a spring concert, then record the selected songs. The master recording will be sent for duplication in May, and copies will be available for purchase at the end of the school year. | ||||||
| Purchase tickets to Newark Boys Choir concert, and fund workshop. Arrange for a 1 day workshop at Seth Boyden by the Newark Boys Chorus. Choirs will work together and perform collaboratively. The Seth Boyden Choir will travel to NJPAC in March 2005 to see the Newark Boys Chorus concert. | ||||||
| Create a music listening library by a) purchasing music CD's to accompany existing library books, b) purchasing new music books with accompanying CD's and c) purchasing videos about composers, instruments of the orchestra, or musical stories. | ||||||
| Expose all fourth grade students to a professional level of live classical music. It will also give the students a better understanding of the string family and the science of the string family's sound production/acoustics. The presentation will be given to students at all five elementary schools. | ||||||
| Expose young singers to different vocal styles and world-class performers and promote proper vocal technique. | ||||||
| Expand library with books about composers of music. | ||||||
| Introduce childeren to the world of opera with assemblies and master classes. | ||||||
| Expand music catalog of school lunchtime radio show. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
Translation Initiative to Reach All Families |
Clinton |
2009 |
Patty O'Neil |
K-5 |
$500-$1000 |
Reach our non-English speaking families by translating fliers, notices, a bi-monthly newsletter, and other written materials into Spanish and Hatian Creole. As the elementary school which houses the district's English Language Learners population, this kind of outreach is crucial to our students' success and to our effort to make all families welcome. |
| As the district's ESL school, Clinton has a great need for translators to translate flyers, notices, and other written materials for our ESL parent population. | ||||||
| Allow families without computers at home a chance to avail themselves of computer instruction and access, and facilitate family communication exercises to improve family functioning at this crucial stage of development | ||||||
| Establish a parent resource library with literature to increase parent awareness and knowledge regarding social, emotional and academic issues their children face and to gain insight into parenting skills to help their children experience success and self-confidence.Popular topics will become the focus of Principal Forum discussions and PTA meetings that will include guest experts in those particular areas. | ||||||
| Provide monthly afterschool sessions for 9th grade parents, students and families focusing on various aspects of the school. These ongoing discussions are designed to increase the academic and social opportunities for all 9th grade students. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
| Expand the current Physical Education program by putting a pedometer on every child before, during and after school, consequently extending to the immediate family and ultimately the community. With this program the school will draw together in a common commitment to motivate our students and community to adopt lifelong patterns of healthy living. In addition, participants will strive to reach their personal best across gender, economic, physical capability and cultural diversity. | ||||||
| Purchase an LCD projector, heart monitors, pedometers, and exercise books. This will assist student learning and improve the PE departments ability to deliver the curriculum. | ||||||
| Purchase a sound system for the dance studio that will enhance educational and performance opportunities in dance education at CHS. This sound system will enable students to edit the music professionally and provide a more sophisticated sound. | ||||||
| Purchase trees and lumber for benches to be used to develop a debriefing area for Project Adventure. We hope to create a shaded semi-private place where our students can sit and share ideas, set goals, express feelings and resolve conflicts. | ||||||
| Purchase jump ropes, Pilate balls, medicine balls and exercise mats. Develop an exercise program at school that can be copied at home with a few pieces of simple equipment. This project is intended to address the national epidemic of obesity especially among the young. | ||||||
| Purchase cargo nets and a swinging log. Enhance the recently built climbing wall with an additional climbing surface, and construct a new low element and purchase safety and supplemental equipment. | ||||||
| Purchase circus equipment for one entire Physical Education class. "Circus in a Backpack" is a program that teaches various circus arts, such as juggling, manipulation, and clowning using equipment that can conveniently fit into an average-size backpack. | ||||||
| Purchase state-of-the-art materials to enhance the driver education program. | ||||||
| Purchase portable ballet barres to enhance educational opportunities in dance and enhance level of instruction. | ||||||
| Encourage individual and team success within the physical education setting. | ||||||
| Promote children's enjoyment of physical activity using transverse climbing walls. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
Science and Social Studies Literacy in Inclusion Classrooms |
Marshall |
2009 |
Bebe Greenberg |
K-2 |
$500-$1000 |
For teachers of inclusion classrooms(special education and general education teachers in the same classroom, sharing the teaching responsibilities)and one Special Education self contained (special education students only are in this class) teacher to learn and practice the teaching of content area subjects (science and social studies) through literacy (reading and writing) when attending a four day training in New York City. |
| Purchase ASCD (the Association for Supervision and Curriculum Development) videos for professional development of South Orange Maplewood School District teaching staff. | ||||||
| Purchase the Spencer Henry collection of books to increase staff classroom management and intervention skills. Further study and group discussion of this collection will help teachers expand on the skills presented at a recent inservice staff training day, and help them manage difficult students more effectively. | ||||||
| Provide 8, teacher-run, professional development workshops for all of the middle school math teachers. These workshops will allow the teachers to demonstrate, share, evaluate and reflect on best proactices and activities for middle school mathematics classrooms. | ||||||
| Purchase books to provide Marshall School teachers with an opportunity to discuss the art and science of teaching with techniques and strategies supported by self-reflection practices. Teachers will meet monthly to engage in book talk regarding the inspirational stories and specific examples of success in the classroom. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
Biotechnology in the High School Classroom |
Columbia HS |
2009 |
Marian Hershey |
12 |
$1000-$1500 |
rejuvenate my Biochemistry course and to supplement the AP Biology and Senior Biology classes by purchasing biotechnology equipment and supplies for the investigation of DNA related topics. |
Floating Physics |
Columbia HS |
2009 |
Michael Novemsky |
10 |
$500-$1000 |
Allow more (all) physics students to experience the physics concepts of kinematics (motion) and dynamics (forces) by being physically a part of activities that were once only demonstrations. |
| Students will determine, establish and maintain the optimum environment necessary to sustain a bearded dragon by controlling factors such as temperature, diet, humidity. | ||||||
| Create hands-on activities that will enhance student understanding of atomic structure, atomic bonding, electron configuration, and stoichiometry. | ||||||
| Enhance student learning by presenting subject matter in an interesting and visually stimulating way; encourage creative use of technology for scientific study. | ||||||
| Students will hear about the many factors that threaten animals with endangerment or extinction worldwide. They will use artifacts and live animals to learn how to distinguish between these classifications. The program will help students learn how they can prevent threats to their local wildlife and understand a little more about the over 60 threatened species in NJ alone. | ||||||
| All district third graders participate in the "Invention Convention" in which students complete a study packet and work at home to create an invention which solves a problem they have identified. These inventions are presented to classmates or proudly displayed at a "convention." This proposal seeks to offer support to students whose families are unable to do this major third grade project with their children. | ||||||
| Provide workshops for student/parent partners who are unable to complete the third grade Invention Convention project on their own. The workshop provides 'science enthusiasts' and a variety of materials to enable the student/parent team to successfully complete the invention study packet and produce an invention to proudly display at the third grade Invention Convention. | ||||||
| Purchase an LCD Projector to facilitate student-developed review presentations. Students working in teams will prepare Powerpoint presentations to review major topics studied during the year. This project will make students accountable for becoming experts in a specific field and then share this with their peers. | ||||||
| Purchase Edu-ware Test Generating Material and Edu-Game, a classroom jeopardy game, for reinforcement and review of curriculum in Biology and Environmental Science. | ||||||
| Purchase an LCD projector to enhance student learning by presenting subject matter in an interesting and visually stimulating way. Minimize the language barrier for ESL students by projecting material onto a large screen, while also encouraging creative use of technology for scientific study. | ||||||
| Purchase CD-ROMs, videos, student manuals and teacher guides to provide special education students with a greater hands on approach to social studies and science, at reading and comprehension levels more suitable to their needs. These supplemental materials provide a broader kinetic, visual, and auditory approach to social studies and science while maintaining the Core Curriculum Content Standards. | ||||||
| Purchase a science exploration table and three exploration kits to introduce preschoolers to science. The students will learn to make observations, conduct rudimentary investigations and, like all good scientists, get in the habit of asking how and why. | ||||||
| Provide 'Invention Convention' workshops to help students complete a study packet and create an invention which solves a problem they have identified. These workshops will provide both materials and adult input for those families or students who need assistance. | ||||||
| Purchase a wireless weather center to study aspects of the weather and its effects on the environment. Students will collect data in a regular and systematic way and apply classroom knowledge to real-life scenarios. | ||||||
| Purchase supplies to construct inventions. Provide 'Invention Convention' workshops to help students complete a study packet and create an invention which solves a problem they have identified. These workshops will provide both materials and adult input for those families or students who need assistance. | ||||||
| Fund Museum Outreach visits and registration for education loan collections. Use the Newark Museum's Outreach Programs and Educational Loan Collection for Teachers to reach all learners by presenting science in all types of modalities. | ||||||
| Pay for Academy of Natural Sciences outreach program. During the presentation students will observe and record the variety of habitats and adaptations of the living animals on view. | ||||||
| Purchase videos. Help students explore and comprehend various scientific concepts using a multi-sensory approach. | ||||||
| Purchase LEGO wheels, axles, gears and pulleys. Using a familiar childhood construction toy, our students will examine important physical science concepts while building working models of simple structures and machines. | ||||||
| Purchase flower bulbs. Establish a long-lasting living memorial tribute to Nancy Murray while enriching first graders' science curriculum. | ||||||
| Purchase videotapes that give students insight into a jury's understanding of evidence and the realities of forensic science. | ||||||
| Visit by local astronomer to enhance implementation of astronomy unit. | ||||||
| Promote a greater understanding of the properties of light through hands-on experimentation. | ||||||
| Increase awareness of environmental issues through four activities involving research, laboratory skills and horticulture. | ||||||
| Explore and experiment with Project Star activities. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
| Enrich and enhance the social studies curriculum through literature and videos. | ||||||
| Defer the cost of the Concord Review Submission fee for AP students who do outstanding work or are unable to afford this fee on their own. When writing the mandatory 11th grade social studies research paper, AP students will challenge themselves to write the paper suitable for submission to this academic journal. | ||||||
| Provide two (identical) assemblies by Lenape Lifeways, as a closing activity to the 4th grade Lenape Unit in Social Studies. "Lenape Family and Village Life" details traditional Lenape life by focusing on everyday village activities and the roles of men, women, and children withing the family and community. | ||||||
| Purchase music CDs, photo collections, books and videos to explore the topic of immigration in an in-depth way through hands-on experiences. While learning about the history of immigration, students will simultaneously engage in a personal study of their family histories. The goal is for students to understand that whether our family came to the United States recently, or generations ago, we were once all immigrants, and we all have meaningful stories to tell about those experiences. | ||||||
| Send 5 CHS students to Anytown, Youth Leadership Institute sponsored by NCCJ (National Conference for Community and Justice) New Jersey Region (if major grant request is not fulfilled). Anytown is a weeklong leadership camp providing a unique experience where student delegates can breakdown barriers, deal with biased behavior, and develop an action plan to reduce prejudice in their community. | ||||||
| Purchase slide projector to bring the Social Studies curriculum alive. Students can re-live history through slides. | ||||||
| Create replica cakes of New Jersey to enhance the study of New Jersey and its counties, boundary lines, rivers and mountain ranges. | ||||||
| Infuse new materials into the social sciences collection of books. | ||||||
| Promote student understanding of Dr. King's philosophy of unity and non-violence through a school-wide march through the village. | ||||||
| Purchase educational video tapes to provide new perspectives on social studies topics. | ||||||
| Promote awareness and understanding of Haitian heritage through performance, videos and discussion. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
| Bring exciting lessons that are of high interest to classes by integrating technology. | ||||||
| Purchase a Reading Mentor electronic system for the 2nd grade inclusion classroom. | ||||||
| Provide motor equipment and activities for pre-school students so they can develop gross motor skills. | ||||||
| Improve the overall reading ability of struggling readers by promoting reading fluency. (Fluency is one of the components of a comprehensive balanced literacy program.) | ||||||
| Students will have an introduction to a variety of the State Standards through cooking and an opportunity to apply skills and knowledge through this practical life skill. | ||||||
| Provide students with the daily materials needed to meet their daily Occupational Therapy and Physical Therapy needs. By providing students with the daily materials needed they will receive the sensory integration needed which will help them attend to and process academic information more efficiently. | ||||||
| The white board enables students to better see and comprehend visual presentations of geometry figures and tasks trough the use of drawings and examples in different, vibrant colors. | ||||||
| Purchase three LCD projectors to access vital assistive technology from the internet and the computer to support students in the classroom. There are limitless educational resources available, that if they were made to be viewable to whole class experiences, would dramatically enrich learning experiences and bring the curriculum to life for the students in our charge. This will be of particular benefit to the special education population as the projectors will allow for new, dramatic access to curricular topics that otherwise may be lost. | ||||||
| Learn basic yoga positions, relaxation techniques and breathing techniques that will enable students to do yoga to exercise the body and the mind. | ||||||
| Expand color recognition and develop spatial awareness skills; increase sequence and patterning skills; reinforce motor planning and complex directive listening. | ||||||
| Introduce students to a variety of foods and textures. Assist parents in making mealtime easier and with healthier food options. | ||||||
| Teach critical social skills necessary for successful student social development. The use of popular children's books incorporated into the Balanced Literacy approach will enhance the "Real-World Social Skills Curriculum: currently available to the Second Grade Inclusion class. | ||||||
| Purchase 12 language manuals for children with autism, Asperger's syndrome and related developmental disorders titled Teach Me Language to share with all staff at the six elementary schools. | ||||||
| Provide teachers of self-contained special education classes with equipment necessary to institute an in-class yoga/sensory program | ||||||
| As a speech-language specialist that travels between several buildings, it is hard to always have the right materials at the right school. TheraSimplicity is an online collection of useful tools, illustrations, worksheets, and reference materials for therapists, www.therapsimplicity.com. | ||||||
| Purchase the following positive supports for special education students at CHS: food & drink items, gift cards, museum & theatre tickets for reward field trips. | ||||||
| Implement a system of rewards that will promote student motivation towards academic excellence, improved attendance, and money management. | ||||||
| Purchase two Boardmaker with Addendum computer software packets for our middle schools. Boardmaker is a computer based system with over 3000 pictures that can be used to create visual supports for teaching lessons. | ||||||
| Purchase a printer and ink for each elementary school to enable staff to use Boardmaker on a dedicated computer. Boardmaker is a computer based system with over 3000 pictures that can be used to create visual supports for teaching lessons. | ||||||
| Purchase Mind Mania Math games to provide elementary resource room teachers with a motivational teaching tool to encourage challenged students to learn, practice and master math facts and operations. | ||||||
| Purchase digital cameras with print capability will allow teachers in self-contained special education classrooms to: create instructional social stories using students in action; provide visual supports for lessons; document student work and use in writing projects; memorialize students' progress; and to capture teachable moments on film. | ||||||
| Purchase "Thinking Reader" modules to provide poor and non-reading students, in both special education and level 2 classes at the middle schools and the high school, with greater access to the general education. Thinking Reader presents nine literature-based novels that are currently presented in the general education curriculum. The instructional focus includes of this program includes reading comprehension, vocabulary, reading fluency, and reading strategies. | ||||||
| Purchase vocational and packaging activity units to introduce special education students to positive, independent work habits. | ||||||
| Purchase cooking utensils and food supplies to teach students to plan, shop for and implement healthy snacks and meals as well as stock a kitchen with items necessary to prepare food for consumption. | ||||||
| Fund a program that will allow MMS Special Education students to experience the Arts with an emphasis on the 5 senses which is a science topic we will be exploring in our 'Systems of the Human Body' unit. This program will include photography, sculpture, pottery, dance, theater, and cake decorating. | ||||||
| Purchase high interest, but lower leveled reading books in the content areas of social studies and science to enhance interest and learning. The books would also be used to supplement the reading and writing sections of the language arts curriculum when students are required to choose books for independent reading and writing assignments. | ||||||
| Fund travel expenses to community sites to provide special education students with the opportunity to learn in a hands-on manner outside of the classroom. Use field trips to place special education students in the 'real world' and experience 'real life' situations. Teach appropriate social skills while in a community environment and in different settings. | ||||||
| Purchase yoga video tapes, and fund yoga instruction for teacher in-service training. Provide our special needs students with yoga skills they can use to relax, reduce anxiety, and increase concentration. Teachers will participate and learn how to use these techniques after the grant has ended. A video of the children in action will be made and sent home with each child for family use. | ||||||
| Purchase cassette tapes. Create a taped version of the social studies curriculum text (New Jersey Yesterday and Today - not available through publisher Silver Burdette & Ginn). This would be available to mainstream and special education students having difficulty reading this text. | ||||||
| Allow special education students to participate in a community-based instruction program that fosters life skills and encourages life long learning through field trips and associated classroom instruction. | ||||||
| Purchase books. The children in the resource room need encouragement and guidance when long term projects and reports are assigned. The objectives of this project would enable the resource room teachers to have books and materials available at reading levels appropriate to the student population that is served. These non-fiction books would create a core of information that children with special needs would be able to use with enthusiasm and without embarrassment. | ||||||
| Purchase videos and books. Provide a world language (Spanish) curriculum to transition and special education students modified to their individual learning styles. | ||||||
| Purchase read-along cassette tapes. Increase childrens' ability to follow and comprehend the spoken work. | ||||||
| Purchase audio card reader and card sets. Provide students with multisensory and repetitive practice in order to enhance communication and reading skills. By encouraging nonreaders to see, hear, and say works receptive and expressive communication skills will be enriched. | ||||||
| Purchase a digital camera and paper for printing photos. Help students with limited speech and language skills communicate in school and at home. | ||||||
| Purchase DVDs and videos to enrich, enhance, develop a multisensory approach to the social studies curriculum. The videos will allow the students a realistic visual perspective of areas otherwise unseen. Very often the special needs students lack the inferential knowledge many other students have experienced. They often do not have the opportunity to experience this knowledge first hand. Video instruction provides a beneficial experience to students who otherwise could lack visual experience. | ||||||
| Purchase craft kits. Provide students with the opportunity to achieve academic and social success. Students will work together to build trusting relationships through literature and hands-on craft projects. Develop a positive sense of self that will motivate each student to overcome any setbacks and to move forward to achieve goals for learning. | ||||||
| Horn and straw therapy activities to improve motor skills for proper speech production. | ||||||
| An elective course for special education students that addresses cultural diversity. | ||||||
| Self -advocacy workshops led by special education students. | ||||||
| Create a library of books that reflects the special needs of students. | ||||||
| Create resource center for district staff with materials about disabilities and teaching techniques. | ||||||
| Improve student behavior patterns using token economy strategies in a self-contained Special Education classroom. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
| Update list of professional resources available in the community for use by Intervention Committees and other staff members to better serve students and parents. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
| Purchase 2 display cases to complete the September 11, 2001 Memorial Project initiated by the CHS Student Council. This part of the memorial includes the educational and historical display of news articles, photographs, student writings, and video recordings that describe and explain the importance of the event and its impact on the country and our communities. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
Comics in the Classroom! |
Maplewood MS |
2009 |
Maureen O'Sullivan |
6-8 |
up to $500 |
Cultivate literacy and academic success by exposing MMS Project Ahead students to the ground-breaking program Comic Life. However, students in all disciplines will benefit from the installation of this software since omic Life motivates and engages students of all levels, regardless of subject. |
Technology and Teaching for the 21st Century |
Jefferson |
2009 |
Karen Leary |
3 |
$500 - $1,000 |
Purchase a document camera and LCD projector to improve the learning experience in our full inclusion class. Introducing more current technology will enable teachers to access varied materials to meet our diverse needs and build individual self-confidence and classroom community by sharing student-work instantaneously. |
Mimio/Media Project |
Clinton |
2009 |
Joseph Ferriero |
3 |
$1,500+ |
Provide the third grade teachers/Clinton School as a whole, with Mimio boards and media projectors to replace, among other things, overhead projectors. |
| The Columbia High School Archive is used often -- by Hall of Fame committee members, faculty preparing programs, students working on projects, outsiders doing research for articles or books, as well as alumni and community members. Lack of attention over the last ten years has left the collection disorganized and so difficult to use. Digitization would improve organization and enhance usability. Attention to preservation would insure that the collection remain a useful 21st century research tool for all interested parties. | ||||||
| This project is designed to enhance the student's learning experience through the use of technology. Many students find traditional methods boring, causing their attention to wander and resulting in poor performance. Technology can help reverse this negative trend. | ||||||
| Provide students enrolled in my newly created web design independent study with proper web authoring software, texts, and tools to create websites. | ||||||
| To engage the 8th grade student population in technological experience to document their middle-school career. A Digital Yearbook Club will be formed to engage two student groups, one for each 8th grade team, in capturing the spirit and memories of MMS. The initiative will engage a cross-section of the school population in attempt to represent the whole story of a student's MMS experience. Each 8th grade student will have the opportunity to receive a copy of the Digital Yearbook that will be recorded on CD's. | ||||||
| Equip the fifth second-grade classroom with CD listening center equipment, and purchase audio books for all the second-grade classrooms to create a consistent environment across the grade level for listening and reading. | ||||||
| Purchase digital LCD projectors to enrich of the academic experience at Columbia High School's Montrose Campus. LCD projectors will enable teachers to provide new and varied course content, and for students to improve their technological literacy. | ||||||
| Purchase a color printer to enable students to print visually appealing documnets such as business cards, brochures, signs, etc. | ||||||
| Purchase Ipods and make them available to students who do not own these audio devices, so they can take advantage of the historical podcasts being developed by AP US History students at CHS. | ||||||
| Purchase interactive response systems to increase individualized learning in a classroom setting. Using interactive response systems not only allows each student to respond to his or her teacher's questions individually without fear of embarrassment, but it also enables his or her teacher to assess how well each individual student understands the concept as it is being taught. Consequently, the teacher is immediately able to adapt his teaching to his students' needs. | ||||||
| Purchase video studio equipment to enable students to utilize their creative strengths (intelligences) to contribute to a 'video magazine' which will strengthen their understanding by 'teaching' others. | ||||||
| Purchase a poster-making printer to make "celebrity" READ posters and hang them throughout CHS. Students will see positive role models when faculty, staff, board members, students, and community members sit and pose with their favorite book. These posters will promote reading as an enjoyable activity, as well as an academic exercise. | ||||||
| Purchase a digital projector. Make use of existing videographic microscopic equipment to provide daily access to Internet interactive tutorials and to begin a real-time endangered species GPS tracking project. | ||||||
| Purchase computers, printers and software. Educate high school students about college and career postsecondary options through the COIN3 and other websites. Use the Internet to facilitate one-on-one assistance with postsecondary planning by counselors. | ||||||
| Purchase more keyboards and software to expand the computer keyboard lab begun with last year's grant. | ||||||
| Purchase video projector. Use the video projector to observe via the internet satellite images of watersheds, vegetation, natural hazards, deforestation, migration patterns and other spatial data to better understand the environment. | ||||||
| Purchase music keyboard and computer. Establish a working computer/keyboard lab for the general music classes. | ||||||
| Provide parents of at risk students with training in computer use and applications to promote a greater comfort level with technology. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
Spanish to Go |
Jefferson |
2009 |
Laurence Seltzer |
PreSchool-PreK,5 |
Up to $500 |
Prepare Fifth Graders at Jefferson School to act as Spanish teachers to the Pre-K and by doing so develop both their linguistic skills in Spanish and their empathy. To capture the students' interest, the Fifth graders will create age-appropriate materials which they will scan and project on walls or screens. |
Bienvenidos a MMS |
Maplewood MS, Clinton, Jefferson |
2009 |
Laurence Seltzer | 5, 7, 8 | $500 - $1,000 |
Expand World Languages literacy through cross-grade communication. Middle school students will create a virtual tour, public announcements, and videos skits in Spanish which to be used to familiarize the Fifth graders with the Middle School environment. |
iPods for Spanish Language Learning |
South Orange MS |
2009 |
Debra Myers |
6-8 |
$1500+ |
Purchase iPods and related equipment that will enable the Spanish teachers at South Orange Middle School to differentiate instruction for their Spanish language learners using iPod technology. |
| Purchase 6 webcams and an LCD projector to enable students to apply language skills to real life situations by communicating with high school students in other countries. | ||||||
| Promote the appreciation of hispanic culture through an in-school festival. The celebration will include study and performance of folkloric dances, hispanic crafts, Mexican food, and activities related to the art, music, history, geography and literature of Latin America. | ||||||
| Purchase food, t-shirts and arts and crafts supplies. Create a day-long immersion experience for students in Spanish IV and V classes. | ||||||
| Create listening center using audiotapes to enhance comprehension of students in world language courses. | ||||||
| Visit by singer and producer of French songs will reinforce French vocabulary and knowledge of Haitian and French culture. | ||||||
| Project Title | School | Year | Teacher | Grade Level(s) | Dollar Range | Summary |
Activities for Daily Living |
Columbia HS |
2009 |
Smita Dharsi |
9-12 |
$500-$1000 |
Provide the necessary life skills that students with multiple disabilities need in order for them to become productive members in their community. Opening students to their community will not only give them access to learning skills but could also lead to possible employment upon graduation. |
One-Bead-at-a-Time Community Project |
Columbia HS |
2009 |
Eugene Porta |
9-12 |
$500-$1000 |
Obtain "seed money" to purchase bead supplies and invite a "bead expert" to class (one time only) in order to identify examples of practical and marketable bead objects. The second objective is to raise money by selling hand-made bead objects for community projects identified by the students. |
Kinder-Gardens: A Green Way to Help the Community |
South Mountain-South Mountain Annex |
2009 |
Lisa Heumann |
K |
$500-$1000 |
Build kinder-"gardens" to teach our students the importance of natural life cycles, healthy eating, nutrition and social conciousness through gardening, composting, harvesting and sharing the crops they grow with their community. |
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