On the Boardwalk at Maniscalco
Maniscalco Elementary, 2009-2010 School Year
For nine weeks Maniscalco Elementary fifth graders participated in the "On the Boardwalk at Maniscalco" project, studying the wetlands located directly behind the school. The students tested and analyzed the water quality and counted the different numbers of species living in the wetlands. Using their findings, they designed, wrote, and taught mini-lessons on the water cycle and water pollution to all six of the school's kindergarten classes.
Before the project began, the fifth graders took a pre-test, averaging 70.9% as a class. Through their hard work during the nine weeks of studies, they average 77.1% on their post-project exam. The students also had the chance to serve as teachers one more time; writing, editing, and grading the pre- and post-tests they gave to their kindergarten pupils.
"My students gained so much from their involvement with these activities. They became active, contributing scientists," says Maniscalco teacher Christine Leacock, "They increased their knowledge of many environmental issues and developed plans to address these issues by teaching younger students. They realized that they had a voice and they chose to use their voice for the environment."
Click here to find out more about the Foundation's funding programs.
Math Mastery
Lutz Elementary, 2009-2010 School Year
During the 2009-2010 school year, third grade students at Lutz Elementary participated in the Math Mastery program, improving their understanding and abilities in many mathematical concepts. Among the goals of this program was providing hands on practice of math skills such as multiplication, and increasing their knowledge of concepts covered by state math standards.
Lesson plans used geo-boards and K'nex to create models of two- and three-dimensional shapes and help identify edges, faces, and vertices. Multiplication wrap-ups, dominoes, and digitz multiplication games gave students the opportunity to practice their multiplication skills.
"Since many of the materials were in a game format, it made learning fun for the students and motivated them to practice more," commented teacher Tara Young, "I have already loaned them to several other teachers to use in their classrooms as well. Countless students have and will benefit from these materials."
Click here to learn more about the Classroom Grants program.
Spotlight on an Americorps volunteer
Ashley Wachter
As an Americorps volunteer, Ashley Wachter has worked with the county's SERVE program for almost two years to improve literacy in our schools. When she started her time with Americorp, she knew she wanted to help the school district in any way she could, so she took on the role of recruiting and training volunteers to serve as tutors to struggling readers in our county's schools. "I enjoy inspiring people to do good so we can strengthen our community," says Wachter, "I also love hearing that volunteers are enjoying their time working with children and when a child is making progress."
In her work Ashley conducts three types of trainings: for volunteer tutors, for parents, and for third and fourth grade students who will serve as reading buddies for first- and second-graders. To inspire volunteer tutors, Ashley emphasizes what a big difference a little time and effort can make. By giving small amounts of their time, these tutors will help students make tremendous strides in their reading skills.
"Parents really appreciate the information in the training!" Ashley says of her workshops with parents, "After the training some parents will tell me they need to spend more time reading with their child or make reading time more fun." In these sessions she trains parents on the best ways to make sure they get quality reading time with their children.
One of the most encouraging aspects of Ashley's role is her work with school children who will become tutors for their younger peers. Not only will the younger children strengthen their reading skills, but the student tutors will learn some beneficial life lessons as well. "[This program] encourages 3rd and 4th graders to be role models to their younger fellow students. We train the students not to make fun of their buddy if they make a mistake when reading. So they are practicing their behavior skills, while practicing their reading."
To learn more about the Americorps program and literacy in our schools, click here.
Boys Read, Girls Read...But Not the Same Thing
Turner Elementary, 2007-2008 School Year
"The books purchased through this grant have enabled the students at our school to unite beyond the classroom for a common reading interest. Boys and girls can meet separately and can openly discuss parts of the book that catch their attention and grab their interest. Captain Underpants, not commonly read in classrooms, finally has a place within the academic parameters of school."
Turner Elementary School used current research findings on gender specific groups as the foundation for the creation of the ‘Boys Read, Girls Read...But Not the Same Thing' reading program. This program selects literature based on the specific gender group's interests and conducts reading and discussion groups in ‘boys only' or ‘girls only' settings. This allows for more open conversation and helps the students feel more empowered to challenge themselves and their thought processes.
This program has become tremendously popular at Turner Elementary and has had multiple positive effects on the students. Boys, in particular, who originally had very little interest in reading, are enthusiastic about joining the reading groups. During the book discussions students are presenting topics and ideas they would not have addressed in their classrooms. At the end of the sessions students are eager to know what the next piece of literature will be and which of their classmates will be in the discussion group with them. The discussion groups have also allowed the students to widen their circle of friends and find classmates who enjoy reading the same subjects they do.
The funds from the grant award were used to buy books and videos for this program. Some of the titles purchased included, Amazing Sharks, Nate the Great, Junie B. Jones, and Songs for America.
iRespond Classroom sets
Lowry Elementary, 2007-2008 School Year
"I have never seen my students so excited to review for a test. Prior to having iResponds, my class would moan and groan when I told them we had to prepare for a test. Now they are eager and begging to take a review!" - 4th grade teacher
"The iResponds are helpful for taking a test. They are better than writing with your hands." - Lowry student
"iResponds are good for the environment. Lowry has been going green and recycling. The iResponds help conserve paper. I also think that they make it a lot easier for teachers to grade, which means more time for learning."
iRespond electronic response systems give students and teachers immediate feedback during lessons, reviews, and exams. The students are given a remote keypad which they use to respond to questions, and can pace their understanding. Lowry Elementary was able to purchase these devices for every intermediate classroom in grades three through five, and for several primary classrooms to share.
These systems provide each student with instant individual feedback and enable the teacher to immediately modify their lesson plans as needed. They also help teachers target groups that may be struggling with the coursework and provide those students with extra practice and instruction.
The use of these devices make students excited to learn and keep them engaged during lessons. Feedback from the teachers shows that the iResponds have increased: student engagement and understanding, enjoyment in the classroom, top-quality group instruction, students' individual self-evaluations, and teachers' awareness of student difficulties.
Lowry Elementary staff have developed and implemented training sessions on how to effectively use the iRespond system in their classrooms.
Hillsborough Reads - Dashawn
MOSI Partnership Elementary, 2008-2009 School Year
When Dashawn started the 2008-2009 school year at MOSI Partnership he was an emotionally troubled third grader who had very limited reading abilities, and therefore could not read at his grade level. He would not read in class and refused to put any effort into his schoolwork. This caused him to have a poor self-image and low self-esteem. When Dashawn became a part of the Hillsborough Reads tutoring program, however, all of that changed.
He is now an enthusiastic reader, and one of the best students in his class. His FCAT scores improved significantly this year, and he has learned to add great expression to his reading. This alone has helped him gain a deeper understanding of what he reads. Dashawn's work with his tutor was instrumental in his improvements. He thrived in that setting and loved every moment of it. Once he mastered his own reading, he was determined to help his fellow students as well. Thanks to Dashawn, one of his Spanish classmates is now reading in English as well.
Dashawn was a special guest at the Hillsborough Education Foundation's 2009 School Enrichment Reception, where he proudly read a favorite book to anyone who would listen. Come August 2009 Dashawn will be a confident and dedicated...fourth grader.
Water World
Claywell Elementary, 2008-2009 School Year
"We loved it because it incorporated science, reading, writing, and art all together." - first grade teacher
First grade teachers at Claywell Elementary took a unique approach to teaching the different focus areas under the first grade curriculum during the 2008-2009 school year. They developed an oceanic project that encompassed all first grade subject matters and helped the students develop a greater awareness of the importance of protecting the environment.
The Water World project required the students to research oceans, ocean animals, water pollution, and water conservation. The students then combined all of their findings into an interactive walk-through aquarium which they shared with their parents and other students at Claywell. The students covered classroom walls and hallways with sponge-paintings, transforming them into the ocean floor, showing coral, fish, and water mammals. Throughout the "aquarium" were information stations displaying the research the students had done, explained in their own words. Completing this project not only furthered the students' reading, writing, and presentation skills, it also helped them develop knowledge of measurements and technology. The students created power point presentations to accompany their research findings.
To measure the effects of this particular project the teachers kept running records before and after its completion. Records collected in September 2008 showed that 70% of the first graders fell below the learning expectations for that grade level. When records were collected again in April 2009 they showed that 86% of students had improved and were now reading at or above their grade level.
Readers as Leaders: A Cross-Age Tutoring Program
Young Middle Magnet School, 2008-2009 School Year
"Watching my students become teachers themselves allowed me to see them in a different light. From producing lesson plans, implementing them, and then reflecting in their journals, I believe it has enriched their understanding and value of education." - 7th grade teacher
"As a teacher I really do believe this was a wonderful experience and my students enjoyed it tremendously!" - 3rd grade teacher
"Madison was a very good reader today and she will study her spelling words for next week. She is scared that she won't do well on her spelling test but I have faith in her." - 7th grade student
During the spring 2009 term, Seventh Grade Intensive Reading students from Young Middle Magnet traveled once a week to neighboring Lockhart Elementary School to serve as a "Reading Buddy" for a third grade student. For these reading sessions the seventh graders prepared lesson plans and brought books, craft supplies, and rewards to engage their reading partners.
The students' lesson plans included joint reading, spelling tests, searches for new spelling words, worksheets, and discussion questions. Some of the questions were: What do you think they will do in the story? Why did the person do that? What was your favorite part in the story?
The teachers supervising the partnership program anticipated a significant difference in the FCAT scores for students who participated in the program versus those who did not. The pre- and post-results from a district-administered reading assessment supported these expectations. Many of the students who participated in the tutoring program doubled their scores between the tests. These students helped increase both the school and class averages in these assessments as well.
